Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHAN MỸ LINH A STUDY ON EFL TEACHERS’ PERCEPTIONS OF THE USE OF QUIZLET IN TEACHING VOCABULARY TO YOUNG LEARNERS AT AN ENGL
INTRODUCTION
Rationale
English, an international language used by many people all over the world, is the target language taught in most schools in Vietnam and is used to communicate across nations either orally or in writing It is also regarded as one of the world's required languages and is critical to master, particularly for young students Moreover, English is one of the compulsory subjects at almost schools across Vietnam Therefore, more and more Vietnamese people are spend much time studying English as a second language
Speaking, listening, reading, and writing are the four language skills that English teaching aims to help students acquire Learning language elements, such as pronunciation, grammar, spelling, and vocabulary, is important to assist the development of the four language skills Among them, vocabulary is thought to be one of the language components that contribute significantly to the development of language skills Schmitt and McCarthy (1983) believes that in order to grasp a language, students must memorize thousands of words Indeed, vocabulary is core component of any foreign languages, and English is no exception
Whether learners are adults or young children, it is important for them to expand their vocabulary This is because a lack of vocabulary can become a long-term trouble Therefore, learners should find out the suitable ways to learn vocabulary as soon as possible since their brain is ready for learning and most of them have abilities to memorize well from a very early age Hence, teaching or learning vocabulary is always a problem which attracts learners’ attention these days In other words, a lot of teachers are concerned about how to teach vocabulary to their students effectively Schmitt and McCarthy
(1997) suggest the following methods for learning vocabulary: (1) guessing from context, (2) using words parts and mnemonic techniques to remember words, and (3) using vocabulary cards to remember foreign language-first language word pairs With these methods, students need to take much time to learn by heart new words, which makes them feel bored, especially to young learners Moreover, it is difficult for learners to use the vocabulary in communication
Fortunately, we are living in the 21st century with the development of technology at an alarming rate There is a great variety of applications which were appeared, especially Quizlet Quizlet is a useful app that combining colorful pictures, words and even sounds, which makes students increase their motivation of learning vocabulary and help them learn a lot of vocabulary in short time Furthermore, the issue is that few studies were carried out on the fields of using Quizlet to teach and learn vocabulary to young learners in Vietnam Based on all the reasons above, the researcher has made a decision to conduct the study entiled “EFL teachers’ perceptions of the use of Quizlet in teaching vocabulary to young learners at an English center.”
Aim and Objectives of the Study
This study aims to find out about EFL teachers’ perceptions of the use of Quizlet in teaching vocabulary to young learners with a view to helping them to improve the effectiveness of teaching vocabulary to this type of learners with Quizlet
In order to achieve the aims, the objectives of the study are:
+ To find out about the challenges EFL teachers face of teaching vocabulary to young learners with Quizlet
+ To investigate EFL teachers’ perceptions of teaching vocabulary to young learners with Quizlet.
Research Questions
To accomplish the aim and the objectives, the study seeks to answer the following research questions:
1 What challenges do EFL teachers face in teaching English vocabulary to young learners with Quizlet?
2 What are EFL teachers’ perceptions of teaching vocabulary to young learners with Quizlet?
Scope of the Study
This study is only carried out in the academic year 2022–2023 Because of limited time, competence as well as research conditions, the scope of the study is only limited to 17 teachers at an English center in Gia Lai Province Participants’ background characteristics are presented as indicated in Table 3.1 In addition, this study concentrates only on two aspects: teachers’ perceptions of teaching vocabulary with Quizlet to YLs and the challenges that EFL teachers face when utilizing Quizlet to teach vocabulary to YLs.
Significance of the Study
Theoretically, the study not only provides some insight into EFL teachers’ perceptions and their practice of teaching vocabulary to YLs but also suggests some approaches to the challenges posed by the teaching of the vocabulary to learners of different ages
Practically, it is hoped that the research will bring a variety of benefits for teachers, YLs and researchers For teachers, they could have a deeper understanding about the effectiveness of using Quizlet and they have more opportunities to learn about how to apply Quizlet in classrooms effectively For YLs, hopefully, this study can help them raise the awareness of the importance of learning vocabulary so that they are able to find out suitable methods themselves at an early age Also, the study can make a contribution as a source of references for other researchers in conducting further research.
Organization of the Study
The research is divided into 5 chapters: Introduction, Literature Review, Research Methodology, Findings and Discussion and Conclusions and Recommendations
Chapter 1, Introduction, provides the rationale, aim and objectives, research questions, scope, significance and organization of the study
Chapter 2, Literature Review, gives definition of vocabulary, importance of vocabulary, vocabulary teaching and learning, definition of young learners, characteristics of young learners, definition of Quizlet, application of Quizlet in teaching and learning vocabulary, benefits of Quizlet in teaching and learning vocabulary, use of Quizlet and previous studies related to the topic of the present study
Chapter 3, Research Methodology, presents the research methods of the study, data collection and data analysis
Chapter 4, Findings and Discussion, explains the results gained in the processing of the data and discusses the results of the data analysis
Chapter 5, Conclusion, presents the research findings, limitations and makes some suggestions for further study.
LITERATURE REVIEW
Vocabulary
There are lots of definitions for the term “vocabulary” According to Richard (2001), one of the first things applied linguistics focused on was vocabulary, which is one of the most visible components of language Instead of thinking that vocabulary is taught, it can be presented, explained, used in a variety of activities, but it must be learned by the individual (Rivers, 1981) Besides, vocabulary is “a core component of the language proficiency and provides much of the basis for how well learners speak, listen, and write” (Richards & Renandya, 2002, p.255) Another way of defining vocabulary, Hornby (2006) states that vocabulary is considered as all the words that a person knows or uses, all the words in a particular language, and a list of words with their definitions, especially in a textbook for foreign language learning
From the above definitions, it can be seen that vocabulary is an important factor to language learners That is to say, a rich vocabulary serves as the cornerstone of successful language development
In any language, learners need to focus on four skills which are reading, speaking, listening and writing In order to develop four skills, it is necessary to gain the knowledge of three components including grammar, vocabulary, and pronunciation Among them, vocabulary knowledge is viewed as one of the main factors essential for mastering another language (Schmitt, 2008) This means that vocabulary plays an important role in learning English Wilkins (1972) claims that “Without grammar little can be conveyed, without vocabulary, nothing can be conveyed” (pp 111– 112) As a result, due to lack of vocabulary, students could have a barrier in their language learning According to Paribakht and Wesche (1999), vocabulary acquisition is a growing and repeated process that relates to the combination of various kinds of knowledge along with gaining different levels of abilities to make use of that knowledge in communication Moreover, Alquatani
(2015) also points out that the importance of vocabulary learning is seen as an indispensable process in language learning Furthermore, researchers like Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), and others shows that the vocabulary is essential for successful second language use and plays an essential role in the formation of complete spoken and written texts That is to say, vocabulary is considered as a central to English language teaching because a shortage of sufficient vocabulary students cannot understand others or express their ideas Harmer (2001) also states that vocabulary is considered as the core of the language He contends that if linguistic structures are the language's skeleton, vocabulary is its vital organs and flesh According to Linse (2016, p.121), vocabulary is the list of words that an individual knows: A vocabulary can be defined as a set of words or phrases that can be used to describe things in communication Therefore, to communicate with others, people have to know the vocabulary
In conclusion, vocabulary is the key to develop other skills like listening, speaking, reading, writing In other words, it is important for language learners to broaden vocabulary knowledge since they undoubtedly require a sufficient number of words in their target language in order to communicate effectively Hence, teachers need to pay more attention to vocabulary teaching as soon as possible
There are a variety of explanations by experts regarding different types of vocabulary McCarten (2007) states vocabulary as having two types: active or productive vocabulary and passive or receptive vocabulary Active or productive vocabulary is used to speak and write, whereas passive or receptive vocabulary is used to read and listen Moreover, according to Finocchiaro (1989), vocabulary is divided into two types namely function words and content words Function words should be memorized as rapidly as possible (but in a logical order and sequence) whereas content words can be studied in small groups in relation to “real-life” circumstances
Furthermore, Haycraft (1995) believes that there are two types of vocabulary, which are receptive vocabulary and productive vocabulary In the receptive vocabulary, learners recognize and comprehend when it appears in context Because the learner only absorbs thoughts from others through listening and reading, receptive vocabulary is also known as a passive process In contrast, productive vocabulary is that learners comprehend, can pronounce, and can use effectively in speech and writing Productive vocabulary is also known as an active process because learners generate vocabulary through their activities It is concluded that vocabulary has several different types and this must be understood by teachers who teach vocabulary
In addition, Nation (2001, p.78) claims that groups of English vocabulary have been categorized by frequency of overall occurrence in order to determine which words are most necessary for students to learn There are two common divisions: high-frequency words and low-frequency words High-frequency words, which comprise function words and content words, make for a high fraction of running words in spoken and written texts and appear in a wide range of linguistic contexts Low-frequency words account for a large proportion of the words in an academic text In fact, students strive to learn as much vocabulary as possible Based on the learners’ English level and the discussed issue, vocabulary and its compounds and idioms focused on the present study will be chosen basing on frequency and usefulness to the need of the learners
In vocabulary learning, the words to be learned can be divided into two categories: content words and function words Content words carry a lexical meaning, and function words cover grammatical meaning In language, to understand functions of words students can arrange words in a correct sentence and analyze the sentence (Cameron, 2001, p 82) Content words are the word classes of nouns, verbs, adjectives, and adverbs based on their meaning In teaching content words, the teacher can explain the words and their meanings in a direct and explicit way (Cameron, 2001, p 82).Function words, on the other hand, are the classes of articles, prepositions, conjunctions, and pronouns According to Cameron (2001), in teaching function words, the teacher teaches words incidentally and uses them continuously in a variety of different discourse contexts
Vocabulary learning is an essential part of learning any language Many researchers are conducted so as to discover the methods for how vocabulary should be taught and what the most effective teaching and learning strategies are There is a argument that whether vocabulary is taught casually or deliberately Casual learning is the subconscious acquisition of vocabulary by repeated exposure in communication activities, whereas deliberate vocabulary learning requires deliberate effort to build up new target terms
Many research suggest that there is no single effective method for teaching and learning vocabulary However, combining two paradigms of implicit and explicit learning may be the most successful approach to teach vocabulary, and this is also the current approaches to vocabulary learning (Ma and Kelly, 2006) According to Cristina (2010), “Vocabulary is picked up unintentionally through indirect exposure to words and through explicit instruction on purpose in specific words and word learning strategies” (p
170) Indeed, traditional techniques to vocabulary teaching, such as translation and the provision of synonyms and antonyms, will not be as effective as tactics that allow students to gain vocabulary knowledge on their own Schmitt (2000) indicates just pre-teaching vocabulary may not have a significant influence on vocabulary learning To boost their vocabulary acquisition, students should apply learning strategies outside of the classroom
Many researchers have debated and offered a variety of definitions of vocabulary Ahmed (1989) affirms that there are four fundamental types of vocabulary learning strategies: (1) memorizing strategies, (2) practice and dictionary strategies, (3) note-taking strategies, and (4) group work strategies
Gu (2010) reveals a strong relationship between vocabulary knowledge and vocabulary learning methodologies Teng (2015) concurs with this conclusion, adding that utilizing a vocabulary learning strategy improves word learning Furthermore, research indicates that female learners employ a broader range of vocabulary acquisition procedures than male learners (Gu,
2010) Although there is a gender difference in the usage of vocabulary learning strategies, gender differences in vocabulary performance have been debated among researchers While Gu (2002) demonstrates that female students outperform male classmates in vocabulary learning, Llach and Gallego (2012) find no difference in vocabulary retention between male and female students
Young Learners
There is a wide range of definitions for the term “young learners” Harmer (2007) describes YLs as “those up to the ages of nine or ten”, while Thornbury (2006) defines YLs as children in pre-primary and primary school, as well as adolescents in some cases According to Scott and Ytreberg (1990, p.1), they divided YLs into two groups: level one is for children aged five to seven years old, and level two is for children eight to ten years old What’s more, Phillips (1993, p.3) gave the definition of YLs as “those aged between five and twelve years old”
From the definitions metioned above, it can be believed that YLs are a quiet small age group, ranging from 5 to 12 years old This study focuses on EFL teachers’ perceptions of the use of Quizlet in teaching vocabulary to YLs at an English center
Teachers should keep in mind that YLs learn new languages differently than older students so that they can find out suitable techinques or activities in teaching vocabulary Brown (1994) claims that there are five features of YLs, namely, intellectual development, attention span, sensory input, affective factors, and authentic meaningful language
According to Harmer (2007), there is evidence that older learners can occasionally outperform YLs in terms of language acquisition, depending on unique learning contexts as well as learner capacities
Moon (2006) states that YLs are less conscious of language learning They only focus on what gets them thrilled, and only for brief periods of time Although YLs are very interested in the activities, they rapidly become bored after only a short while, and different ages may have different attention spans (Harmer, 2007) According to Benjamin (2002), most of the students pay close attention to the lecture for around 10 minutes before losing interest Similarly, the eighth edition of McKeachie's Teaching Tips (1986) noted that pupils' attention spans lasted for around 10 minutes before declining They believed that their attention spans of children are very short (Scott & Lisbeth, 1990)
Brown (1994) lists five senses that can pique the interest of YLs Physical activities give children the chance to play with language Projects and hands-on activities get them learning when practicing words and structures Visual aids like photos, films, and other sensory tools assist children integrate topics, while nonverbal communication enables them to mimic movements and retain words more effectively Among these five components, he stresses the importance of visual aids in the language teaching of young learners YLs may also be able to grasp via instruction and explanation, unlike adult learners Nevertheless, the importance of YLs seeing, hearing, touching, or interacting with what they are taught by instructors must be noted (Harmer, 2007) Furthermore, YLs sometimes struggle with abstract notions, making it more challenging for them to master grammar or other complex vocabulary Additionally, Ur (2012) encourages teachers to provide pupils with assignments that assist them acquire terminology instinctively
Brown (2001) indicates that “children still have many inhibitions in learning English even though they are often innovative in language form It can make them reluctant to use the language communication.” (p 89) Children are often innovative They are extremely sensitive Therefore, the English teachers should help their students to laugh with (not laugh at) each other at various mistakes that they all make, be patient and supportive to build self-esteem, be firm, and get as much oral participation as possible from students
Brown (2001, p 90) describes that “children are focused on the real purposes of the language for the here and now, so they are less willing to deal with language that is not useful” Realistic vocabulary sets will establish an environment in which language may be utilized to enhance children's attention Therefore, it is critical to look at the features of YLs to assist teachers in creating appropriate activities for language lessons.
Quizlet
Quizlet is considered as learning media with some useful contents created by a high school student in California, Andrew Sutherland Although this design was initially designed in 2005, it was only made available to the public in the form of a website in January 2007 Also, Quizlet was also made available as a mobile application for iOS in August 2012 and for Android in August 2013 Thus, learners and teachers are able to install Quizlet and conveniently use it on their smart phones Quizlet is regarded as one of the most widely used flashcard systems since it has more than 100 million user- created study sets and more than forty million monthly users Furthermore, teachers and students may use the software on a PC, there is also an available mobile app for both the Apple iOS and Google Android platforms The Quizlet website and its Android or iOS application have been used by students in 130 different countries to complete more than 3 billion study sessions since it first became public in 2007 The Quizlet website and its Android or iOS application have been used by students in 130 different countries to complete more than 3 billion study sessions since it first became public in 2007 It makes use of learner-designed modules made up of words and their definitions or descriptions These modules called study sets are introduced to students through a variety of learning techniques such as flashcards, games, cooperative activities, and quizzes to enable rote learning environments that may help students master various subjects, especially languages and vocabulary
2.3.2 Application of Quizlet to Teaching and Learning Vocabulary
The application interfaces include eight learning modes, of which five are featured in the mobile application interface Sanosi (2018) summarizes all the study modes as presented table 2.1
Quizlet learning modes on website and mobile app
Learning mode Description Website Mobile
In this mode, students may learn vocabulary by matching vocabulary words with their accurate Vietnamese translations and images via multiple choice or written question Questions are ranked from simple to complex
“Flashcard” is where digital flashcards present words and may be turned over by mouse clicks or screen tabs to display definitions or illustrations that explain the term
“Write” is where students have to write meanings for the words or images that are presented If students spell the vocabulary
Learning mode Description Website Mobile
Apps word correctly, they will gain “credit” for their response Besides, when students make an error, they still have extra opportunity to write again
The audio prompt asks students to type what they hear If they spell the word incorrectly, they will hear it read aloud letter by letter while the right response is typed on the screen
“Test” is where students check their vocabulary knowledge There are 4 types of questions including written, multiple choice, matching, and True or False to assess students The questions are based on whether the terms are explained by image, explanation, in the study set
Students can review their results as well as the proper answers for any incorrect responses
“Match” is a game which students match a vocabulary word with its meaning as quickly as possible by clicking the word or definition and dragging it on top of its matching word or definition When a learner finishes this game, the application
Learning mode Description Website Mobile
Apps will displays his or her score so that other students in class follow together
This is a game in which students are required to type the word that corresponds to its meaning before the asteroid hits and collapses onto the planet
This module requires 4 or more students to be connected to http://Quizlet.com/live and to input the unique session code
Following that, students in each group should use their computers to complete multiple-choice questions based on the study sets Because the answers are randomly distributed across the devices, they must work together to obtain the proper responses The first group to complete the game is the winner
As long as students are included in the formed class, the teacher can manage all of the modes Because the study modes include feedback and mistake correction, making autonomous learning extremely successful Furthermore, users have extra options for how to utilize each mode, such as responding with words or definitions, playing audio or not, and studying all or specific phrases
2.3.3 Benefits of Quizlet in Teaching and Learning Vocabulary
Some of the advantages of utilizing Quizlet are as follows:
1 Quizlet is a free program that both students and teachers can use Students will be more motivated to learn since Quizlet is a game that they can play, despite the fact that the game in Quizlet offers a variety of questions derived from instructional materials displayed in flashcards Teachers will find it easier to set up teaching materials using flashcards, and they will be able to adapt what learning resources children require (Crandell, 2017)
2 Quizlet offers learning media that enables students to become more self-sufficient in their study, whether through laptops, desktop computers, or cellphones (Barr, 2015)
3 The Quizlet Live feature in Quizlet can stimulate students to begin learning independently in order to create games in Quizlet by integrating learning with entertaining social games As a result, Quizlet Live has arrived as a new breakthrough in learning media that can boost student engagement in class (Wolff et al., 2016)
4 Quizlet connects students who learn in visual, audio-visual, and tactile ways This is due to the fact that Quizlet includes not just graphics in flashcards but also buttons for spelling words in Indonesian and other languages Furthermore, students with kinesthetic learning styles benefit immensely from Quizlet, which can be used not just in class but also at any time and place (Quizlet, 2016)
Quizlet offers a wide variety of lesson resources Quizlet can also be used as an assessment tool to track student progress The following procedures are taken by the teacher to build a set of lesson materials:
2) Make flashcards to start a new set; add the title, subject, and description
3) Configure user and editor access levels
4) Enter the terms and their definitions, then click Create.
Teachers’ perceptions
Many research defined the concept of perception in various ways
Brown (2007) states that teachers’perceptions of a teaching method and of the learning environment can provide a reliable image because teachers are continually making observations in their classrooms to measure students' understanding Besides, according to Kim and Hatton (2008), teachers’ perceptions are the teaching premise of teachers-learning via experience and activity today, as well as teaching concepts or conceptual thinking In addition, teachers’ perception produces a significant component that establishes the learning process's environment (Windiart, 2019) Meanwhile, Pajares (1992) says that teachers' perceptions are closely related to teachers' beliefs As a result, it can be inferred that the terms “belief” and “perception” are interchangeable concepts (Moloi, 2009)
Based on some definitions mentioned above, it can be concluded that perception is the process of thinking about or understanding someone or something In this study, “teachers’ perception” refers to EFL teachers’ opinions of the use of Quizlet in teaching vocabulary to young learners
According to Irwanto (2002), there are two types of perception which come from the interaction between person and object They are negative and positive perceptions, both of which are explained in the following description:
1 Positive perception: It is a perception that describes all information and responses positively Besides, someone who has a positive perception will accept and support the object that is perceived
2 Negative perception: This type of perception includes all information and responses that are in conflict with the perceived object
It can be stated that a person's perception, both positive and negative, will always influence how they carry out an action And the creation of a positive or negative perception is entirely dependent on how an individual defines his entire knowledge of an observed object.
Previous Studies
Quizlet is regarded very effective in vocabulary teaching and learning, so numerous studies on Quizlet have been carried out all over the world, Vietnam is also no exception
Firstly, Chaikovska and Zbaravska (2020) investigated the effectiveness of Quizlet platform in EFL classroom with the A2 level students at extracurricular intensive language courses at Ukrainian High School Pre- and post-experimental questionnaires, pre- and post-experimental tests were adopted as tools for data collection Based on the results of the procedure, several conclusions were drawn Using Quizlet in classroom leads to better vocabulary acquisition Also, the final questionnaire was designed to determine students' attitude towards ICT based on their Quizlet learning experience in the EFL classroom The findings of a Likert scale survey showed that all the students in the experimental group agreed that MALL technology can challenge them to do their work better because through visuals it could make learning vocabulary become easier as well as save time
Dizon (2015) conducted a study to answer four research questions: (1)
Did Quizlet promote second language vocabulary development?, (2) To what extent did the students make use of Quizlet outside of class?, (3) Did the students prefer using Quizlet via computer or smartphone?, and (4) What were the students’ perceptions of Quizlet to learn second language vocabulary? The participants consisted of 9 Japanese university EFL students Two major instruments were used in this study: pre- and post-tests; and a questionnaire After receiving a ten-week treatment, most of the students showed more positive attitudes towards Quizlet applications Based on the findings of the study, it could be concluded that the students preferred using their smartphones, illustrating the shift towards mobile technology Besides, the majority of the students spent a lot of time using Quizlet outside of class, which demonstrated its value as a second language tool
Franciosi et al (2016) investigated whether Quizlet used as flashcard games and simulation games affected students’ vocabulary retention over a 14- week college course The researchers discovered a significant improvement from pretest to posttest with both the control and experimental groups, but the experimental group’ overall score was higher than the control group This study indicated that Quizlet used as flashcard games and simulation games provide educational benefits to learners Also, it is the increase of vocabulary retention over a long period of time
In Vietnam, it is hard to find out the studies related to the topic of using Quizlet in vocabulary teaching in Vietnam Typically, Dung (2020) carried out in order to measure the impact of using Quizlet app for learning English vocabulary on grade-10 students’ vocabulary retention She conducted the research to find answers to two major issues: (1) the effects of a vocabulary app named Quizlet on EFL high school students’ vocabulary retention, and
(2) the students’ perceptions of using Quizlet in learning vocabulary This study carried out in a high school in the Mekong Delta with 64 participants of grade 10 th The author divided them into 2 groups, each with 32 students: control and experimental In her study, four instruments were employed: the vocabulary screening, the vocabulary tests, the questionaire and the semi- structured interview The results revealed that after 8 weeks, the experimental group had a higher level of vocabulary retention than the control group in the posttest and delayed posttest, but there was no significant difference between the two groups Regarding the gender differences, the females had the same level of vocabulary retention to the males in the experimental group Besides, analyzing data of the questionnaire and the semi-structure interview showed that students had high positive attitude toward using Quizlet app in learning vocabulary
Thuy (2018) conducted to explore EFL teachers’ perceptions of in-class English-speaking assessment The study was carried out in Quang Tri Province with participation of forty-two EFL teachers at high school The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation Questionnaire and interview were employed as data collection instruments of the study The instruments were questionnaire and interview The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate However, the teachers demonstrated their lack of awareness of oral portfolios as a sort of speaking assessment, as well as their desire for greater teaching on how to execute self-evaluation as a type of English-speaking assessment
From the above mentioned studies, it is clear that different studies give different Quizlet’s aspects and the studies were conducted in certain regions Moreover, the majority of researches in Vietnam mainly pay attention to students’ attitudes towards the use of Quizlet to learn vocabulary Besides, the researchers also just focus on students from secondary schools, high schools and universities to find out their attitudes about Quizlet in learning Therefore, to fill these gaps, the researcher decided to conduct a study entitled “EFL teachers’ perceptions of the use of Quizlet in teaching vocabulary to young learners at an English center” to find out the effective strategies for teaching vocabulary to young learners through the exploration of EFL teachers’ perception of the use of Quizlet in teaching vocabulary as well as to identifying challenges encountered by teachers in teaching English vocabulary to YLs with Quizlet.
Summary
This chapter presents the understanding of vocabulary and young learners Moreover, it also introduces information about Quizlet, including the definition of Quizlet, the application of Quizlet in teaching and learning vocabulary, the benefits of Quizlet in teaching and learning vocabulary as well as the use of Quizlet The chapter finishes with reviews of some previous studies and the gap in the literature In the following chapter, the researcher will describe how the study was conducted to collect and analyze the data.
RESEARCH METHODOLOGY
Research Design
As mentioned above, this study was to investigate EFL teachers’ perceptions of using Quizlet in vocabulary teaching and the difficulties they face
To answer the questions, the researcher used the mixed method approach, which is defined as “the type of research in which a researcher or team of researchers combine elements of qualitative and quantitative research approaches (e.g., use of qualitative and quantitative viewpoints, data collection, analysis, inference techniques) for the broad purposes of breadth and depth of understanding and corroboration” (Johnson et al., 2007, p 123)
In terms of quantitative approaches, Creswell (2013) defined that the quantitative approaches involve the collection of information on a particular study using statistical analysis In contrast, Muijs (2004, p 1) reported that
“quantitative research is explaining phenomena by collecting numerical data that are analyze using mathematically based methods” According to (Fraenkel, Wallen, and Huyn, 2012), qualitative approaches allow participants to gain detailed and rich information about the results of a given study through their views and experiences Therefore, combining quantitative research and qualitative research in this study is essential because “the use of both quantitative and qualitative methods, in combination, provides a better understanding of the research problem and question than either method by itself” (Creswell, 2012) Besides, according to Bouma (1996), “both qualitative and quantitative methodologies are vital to the research process in the social sciences” In addition, Brewer and Hunter (1989, p 28) claimed that mixed-method approaches have long been regarded as “legitimate inquiry” research designs
In this study, the quantitative data was collected by distributing a survey questionnaire; meanwhile the qualitative data was gathered by using an interview with semi-structured interview to find out EFL teachers’ perceptions about the use of Quizlet for vocabulary teaching as well as challenges they encounter.
Research Setting
The present study was carried out at Shamrock English center located in Gia Lai Province Although this center was set up only four years ago, it has attracted a lot of people’s attention Therefore, currently, the center has more than 200 learners and this number is continually increasing The means of instruction is carried out in both English and Vietnamese with over 80% and less than 20% respectively This center teaches English to learners of different ages, from children to adults This center has 8 classrooms, all equipped with modern equipment such as televisions, projectors, air- conditions or so on This research took place at this English center because this center uses Quizlet as one of the methods to teach students about vocabulary Moreover, it was quite convenient for the researcher to undertake a long-term inquiry, and data was quickly collected.
Participants
The researcher invited 17 teachers to take part in the study The reason why the researcher chose these teachers as participants was because they were willing to donate their time and energy to English teaching in general and vocabulary teaching in particular Besides, they are interested in applying and have already used Quizlet in the classroom Thus, they have a lot of experience in using Quizlet to teach vocabulary The researcher notified the participants of the aim and the objectives of the study at the beginning of the study Table 3.1 shows the background characteristics of the participants The summary is based on the work of (Valizadeh, 2021), but it was adjusted some characteristics to meet the demand of the present study
Number of years of teaching
As can be seen from Table 3.1, there are 17 teachers participating in this study Most participants are female with 14 teachers; the others are male with 3 teachers The age of the participants has different rates, including four stages: from 20 to 30 (41.2%), from 31 to 40 (47.1%), from 41 to 50 (11.7%) and from 51 to 60 (0%) As a result, the researcher can get different viewpoints from many generations of teachers The participants of this study mostly have bachelor’s degrees, accounting for 88.3%, and the rest have 2 master’s degrees, accounting for 11.7% Regarding the teaching experience, 52.9% of participants have taught English for 1-10 years 41.2% have from 11-20 years of teaching experience A minority of the teachers have experienced 21-30 years in English teaching, accounting for 5.9% None of the teachers have English teaching experience from 31 to 40 years Therefore, it can be concluded that the teacher staff have a lot of professional expertise.
Materials
The participants in the research used "Family and Friends 5", published by Oxford University Press, as the primary course material for the purposes of this study The English textbook does not focus on any particular skill but synthesizes all the parts that need to be learned in English: from phonics, speaking, listening, reading, writing to tests and reviews after some units
This textbook for grade 5 consists of 12 units and 4 reviews That is to say, after completing 3 units, there is a review Each unit comprises six lessons respectively: Words, Grammar, Grammar and Song, Phonics, Skill Time! And Family & Friends Special Edittion Grade 5 In each unit, the researcher mainly designs vocabulary on Quizlet for two lessons (Words and Phonics) to provide students with new words and consolidate the vocabulary after teaching them.
Research Instruments
The study used two instruments to collect data: questionnaire, and interview
The researcher chose the questionnaire as one of the research instruments in order to mainly investigate EFL teachers' perceptions of vocabulary teaching with Quizlet, because “questionnaire is regarded to be one of the easiest methods to manage, even with large numbers of subjects” (Dửrnyei, 2010) Futhermore, according to Richards and Lockhart (1994),
“surveys and questionnaires are useful ways of gathering information about affective dimensions of teaching and learning, such as beliefs, attitude, motivation and preferences, and enable teachers to collect a large amount of information relatively quickly” In this study, the questionnaire was distributed to 17 teachers at the center
The questionnaires comprised two sections Section One concentrated on the participants' personal information (gender, age, years of teaching experience as well as qualifications of teachers), and Section Two had 22 items divided into three small clusters: teachers’ perception of the necessity of Quizlet use in teaching vocabulary (items 1-5), teachers’ perception of the benefits of Quizlet (items 6-16) and teachers’ perception of the disadvantages of Quizlet (items 17-22) This cluster includes five degrees of agreement or disagreement (Strongly Disagree/ Disagree/ Unsure/ Agree/ Strongly Agree)
The second section of the questionnaire used a five-point Likert scale, which was adapted from the questionnaire construction models designed by Bauer-Razamani (2015)
To minimize misunderstandings, the questionnaire used in this study is written in English and then translated into Vietnamese
Description of the items used for the survey
Aims Number of questions Questions
The questions are designed to survey EFL teachers’ perception of the necessity of Quizlet 5 1-5
The questions aim to explore EFL teachers' perception of the benefits of Quizlet 11 6-16
The questions aim to survey EFL teachers' perception of the challenges of Quizlet 6 17-22
Merriam and Tisdell (2015) define that the primary goal of an interview is to get a certain type of information According to Cohen, Manion and Morrison (2000, p 267) interview is seen as “an interchange of views between two or more people on a topic of mutual interest” As a result, the interview gave the researcher a deep understanding of teachers’ perceptions of using Quizlet in vocabulary teaching
The researcher chose semi-structured interviews to collect data According to Dawson (2002), the researcher aims to gain a comprehensive grasp of the interviewees' opinions or situations Indeed, this type of interview gives the interviewee more freedom and flexibility, so the participants are free to talk about what they feel essential
For this research, the researcher chose 5 out of 17 EFL teachers to interview face to face to gain insights into their views of Quizlet to teach young learners vocabulary The researcher gave the respondents advance notice of the interview's goal and objective and encouraged the interviewees to share their real opinions regarding Quizlet There are 6 questions used to interview These questions are based on research questions, and they are mainly concerned with EFL teachers' perceptions of using Quizlet to teach English vocabulary to YLs challenges they encountered of Quizlet and suggestions to improve teaaching vocabulary with Quizlet
The teachers’ answers were recorded during the interview, which lasted for around 15 minutes each Furthermore, for convenience, all interviews were carried out in Vietnamese, so that the participants felt free to express their views
Data analysis is the process of obtaining information that lies beneath the surface content of data In order to identify the crucial components used to explain the nature of the thing being studied, the researcher must interpret and analyze the collected data in a logical manner (Denscombe, 2007)
The researcher used both quantitative and qualitative methods of data analysis in order to answer the research questions
Because aall the participants in the research was Vietnamese, the questionnaire include items in both Vietnamese and English so as to exclude the possibility that the EFL teachers’ understanding of English might have influenced their true perceptions negatively The questionnaire was tested with seventeen teachers They contributed to modifying the wordings to ensure that all of the questions were socially understandable and culturally suitable
With the interview, the researcher used digital tools to record the participants’ answers or take notes in a notebook, and the data were analyzed by using qualitative data analysis.
Summary Error! Bookmark not defined
This chapter presented all information related to research methodology like research design, research setting, participants, materials, research instruments, data analysis The next chapter will describe the findings and discussion.
FINDINGS AND DISCUSSION
Findings from Questionnaire
4.1.1 Frequency of Use of Quizlet in Teaching Vocabulary
Figure 4.1: Frequency of the use of Quizlet in teaching vocabulary
Figure 4.1 shows the frequency of the use of Quizlet in language classes is quite high A majority of teachers (71%) regularly use Quizlet as an effective tool in teaching vocabulary 17% participants sometimes use this application to teach vocabulary and only 6% of teachers rarely apply this method A minority (6%) never implement Quizlet in the classes
Always Often Sometimes Rarely Never
4.1.2 EFL Teachers’ Perceptions of Importance and Necessity of Quizlet
Table 4.1 shows the EFL teachers’ perception of teaching vocabulary with Quizlet
Teachers’ perceptions of importance and necessity of Quizlet
I think it is necessary to use Quizlet to teach vocabulary to young learners.
I think that teachers should often use Quizlet to teach English vocabulary.
I realize that learners like to learn vocabulary through
Quizlet in most vocabulary lessons
Quizlet is important in developing young learners’ vocabulary.
In general, the percentage of all the items are quite high This shows that most of the EFL teachers realize that Quizlet plays a vital role in teaching vocabulary to YLs
A very large majority of the EFL teachers supposed that Quizlet is a necessary app for them to teach vocabulary As a result, they should often teach vocabulary to YLs with Quizlet
Similarly, the statement (3) “I realize that learners like to learn vocabulary through Quizlet”
Moreover, 2/3 of the participants agreed that teachers enjoy teaching vocabulary with Quizlet
In the last statement, a number of teachers (with 64.7% for “agree” and 11.8 % for “strongly agree”) indicates that Quizlet helps YLs to improve their vocabulary
4.1.3 EFL Teachers’ Perceptions of Benefits of Quizlet
EFL teachers’ perceptions of benefits of Quizlet
Quizlet helps teachers testing young learners’ vocabulary become more fun & less stressful
Quizlet helps young learners to motivate the lesson
Quizlet is useful as a review tool
Quizlet makes the class more enjoyable for young learners
Quizlet helps teachers save time on preparation
12 Quizlet is easy to use 0 0 0 0 3 17.6 13 76.5 1 5.9
Quizlet provides young learners with opportunities to practice vocabulary regularly
Quizlet is a better technique to teach vocabulary than other methods
Quizlet draws young learners’ more attention
Quizlet helps students acquire new vocabulary quickly and memorize them longer
Table 4.2 reveals the EFL teachers’ perception of the benefits of Quizlet Overall, most of the EFL teachers stated that Quizlet had a wide variety of advantages as mentioned above
It can be seen that among the ten benefits of Quizlet, Item 8 “Quizlet helps learners to motivate the lesson” and item 15 “Quizlet draws greater young learners’attention” all the participants (100%) assumes that Quizlet had these advantages In contrast, the lowest agreement is on statement number
(11) “Quizlet helps teachers save time on preparation” (58.8%), but it is still quite high level
For Item 6, the answers from the teachers are 5.9% strongly agreement, 64.7% agreement and only 11.8% disagreement This means that the majority of teachers claimes that Quizlet assists in engaging more YLs in class
Statement (7) “Quizlet helps teachers test young learners’ vocabulary knowledge become more fun and less stressful” has different opinions Specifically, 76.5% of the teachers answered “Agree” and 5.9% “Strongly agree” and the rest “Unsure”
Furthermore, Statement 9 with 64.7% of the teachers choosing
“Agree”, 5.9% “Strongly agree” and 29.4% “Unsure” shows that Quizlet is useful app to review vocabulary
For Statement 10, the teachers supposed that Quizlet make the class more enjoyable for YLs, which accounts for 88.3%
The next position is statement number (12) “Quizlet is easy to use” (76.5% agree, 5.9% strongly agree and 17.6% unsure)
For Statement 13, most of the teachers (76.5%) agreed and 2 teachers (11.8%) strongly agreed Meanwhile, only two teachers were not sure (11.8%)
The participants also strongly agreed with Statement 14 and Statement
16, indicates with the high means scores
From the results of the questionnaires, it can be claimed that Quizlet receives a lot of positive feedback
4.1.4 EFL Teacher’s Perceptions of Challenges of Quizlet
Though Quizlet has a lot of different advantages in teaching vocabulary, the EFL teachers still face a lot of challenges The third part of the questionnaire is to explore disadvantages of using Quizlet in classrooms The survey results are shown in Table 4.3
EFL teachers’ perceptions of challenges of Quizlet
Quizlet is challenging for shy students.
Quizlet is time- consuming to teach.
Quizlet is time- consuming to prepare.
Quizlet makes it difficult for teachers to control the classrooms.
As demonstrated in Table 4.3, with Statement 17 “Quizlet is challenging for shy students”, 52.9% of the teachers answered “Agree” and 5.9% “Disagree”
Statement 18 “Quizlet is time-consuming to teach”, the teachers surveyed chose “Strongly agree” and “Agree” with 23.5% and 70.6% respectively
Statement 19, there are a lot of different opinions: disagree (5.9%) and 47.1% of teachers agree This reveals that teachers spend much time teaching as well as preparing the vocabulary with Quizlet
Moreover, the statement (20), “Quizlet makes it difficult for teachers to control the classrooms” and the statement (22), “Quizlet makes the classrooms noisier” had the same proportion Perhaps, because of a variety of digital flashcards or some games of Quizlet leads to the noise in classrooms, which is unavoidable
In contrast, for statement 21, a minority of teachers (23.5%) stated that teachers would become bored when they taught their students with Quizlet many times This shows that even though Quizlet has several drawbacks, Quizlet is still a useful app for teaching vocabulary to YLs.
Findings from Interview
After collecting the data from the questionnaire, an interview was conducted with five teachers out of the 17 participants to gain a better understanding of their attitude towards using Quizlet The benefits and challenges of doing so were also clarified Each interview's outcomes are listed below
4.2.1 A Useful App for EFL Teachers’ Vocabulary Teaching
All the teachers were asked about the usefulness of Quizlet in teaching vocabulary to YLs In general, all of participants have the positive attitudes toward the use of Quizlet with many different reasons
Quizlet helps YLs memorize vocabulary
Three teachers supposed that Quizlet could help YLs study new words quickly and remember longer Their opinions are showed in more detail below:
“Yes, of course Compared to traditional methods such as synonyms, antonyms, definitions or so on, Quizlet is much more interesting Quizlet provides us with lively pictures, pronunciation as well, which helps attract young learners' attention to focus on learning new vocabulary” (T1)
“In my opinion, this app is very useful in increasing young learners’motivation They can be motivated to memorize new words through some games called Match or Gravity, especially Match” (T5)
“As far as I know, Quizlet is an app which can insert pictures and audio with vocabulary Therefore, Quizlet may help young learners remember new words more easily” (T2)
Quizlet brings teachers and YLs the convenience
Teacher 4 expressed her thoughts on the convenience of Quizlet tool
“For me, Quizlet supports me in teaching new words very much When
I use this app, Quizlet makes it easier for me to present new words I mean that I can show vocabulary on the screen more quickly and conveniently than do that on the board” (T4)
“ Besides, I can send link of vocabulary to my pupils in order that they are able to review themselve at home What a fantastic application!” (T5)
Another teacher stated that “Yes, in my classroom, I usually teach vocabulary with Quizlet because it has a lot of modes like Match, Write, Test or so on Each function will support students in learning new words as well as review the previous vocabulary, so I think Quizlet is very convenient tool for me to teach vocabulary to young learners” (T3)
Teacher 5 claimed that “In my opinion, this app is very useful in increasing young learners’motivation They can be motivated to memorize new words through some games called Match or Gravity, especially Match” (T5) 4.2.2 Some Useful Aspects of Quizlet in Teaching Vocabulary
According to interviews, Teacher 2, Teacher 5 and Teacher 4 have the same opinions It means they all like Flashcard
Teacher 2 explained: “I think every aspect will bring us many different functions However, for me, Flashcard mode impresses me with the convenience
As you know, if teachers teach vocabulary with traditional methods, they will spend much time and money on paper flashcards That is to say, it takes me a little time to prepare for vocabulary, but can use it forever” (T2)
Besides, the main reason why teacher 5 likes this function is that “I like flashcards because after school, I can also share this link with my learners so that they can learn themselve everywhere and everytime, which improve students’ self-study Digital flashcards will show definitions, pictures and audio (words spoken out loud) respectively (T5)
Similarly, teacher 4 shared her thought “For me, Flashcard supports me in teaching new words very much When I use this app, Quizlet makes it easier for me to present new words I mean that I can show vocabulary on the screen more quickly and conveniently than do that on the board” (T4)
However, teacher 1 and teacher 3’s favourite functions are Match and Test because of several reasons
In detail, teacher 1 said “Personally, I like Match best because of several reasons First of all, this mode is to learn and to play at the same time, which makes students more relax as well as motivated As a result, the enjoyable classroom environment can help them feel emotionally at ease with learning tasks” (T1)
Teacher 3 affirmed “For me, Test is the most useful aspects I sometimes ask my students to work in pairs or groups of 4 to discuss all questions on the screen Therefore, Quizlet helps students not only memorize new words but also boost their teamwork” (T3)
4.2.3 Least Useful Aspects of Quizlet in Teaching Vocabulary
When asked, all the participants answered as follows:
Most of the EFL teachers stated that Gravity and Live were the least useful
“I think it is Gravity Simply, this game is difficult for young learners to play” (T1)
“In my opinion, Live function asks students to use mobile phones in classrooms, but most of the young learners do not have their own mobile phones, so this game is not suitable for young learners at my English center” (T2)
Furthermore, teacher 3 and teacher 4 explained several reasons why Live and Gravity are the least beneficial
“Umm This is a very hard question for me I see all functions bring different benefits on teachers I rarely use Live, Gravity and Spell functions because these functions require teachers to register for accounts to use” (T3)
“Well, maybe they are Live and Gravity Study time at the center is limited and vocabulary is a small part of the knowledge that teachers need to convey in every lesson As a result, I frequently spend time presenting new words on the screen and asking my students to repeat many times In other words, I do not have enough time to use other functions like Live or Gravity” (T4)
Finally, it is very difficult for YLs to play game called Gravity Teacher
“Let me see I hardly use Gravity because this game is really complicated for young learners I think so” (T5)
4.2.4 EFL Teachers’ Challenges in Using Quizlet to Teach Vocabulary
Summary
This chapter presented the data analysis and discussion of the results of the questionnaires and the interviews about EFL teachers' perceptions of teaching vocabulary to YLs with Quizlet The research results show that most teachers had positive attitude towards using Quizlet in vocabulary lessons, which meant that Quizlet brought them a wide range of benefits In addition, the findings also indicate the difficulties of teachers faced in using Quizlet to teach vocabulary to YLs.
CONCLUSION
Conclusion
The results from the data analysis of questionnaires and interviews make it possible for the researcher to draw the following conclusions
Firstly, it would be concluded that most of the teachers had a positive attitude towards Quizlet used in teaching vocabulary to young learners Most of the EFL teachers supposed that it was necessary to use Quizlet to teach vocabulary to young learners Besides, they also claimed that Quizlet brings them a variety of benefits in vocabulary teaching When teachers teach vocabulary to young learners through Quizlet, their students can pay more attention, reduce their stress in class, increase students’motivation and increase class participation Aslo, it is an useful app for teachers to save much time on their preparation In addition, Quizlet also helps students acquire new vocabulary quickly and memorize them longer
Secondly, the findings show that some challenges teachers often face of using Quizlet to teach vocabulary to YLs Typically, when EFL teachers give their students games on Quizlet, the class becomes noisier As a result, it is hard for teachers to control their classrooms Moreover, teachers sometimes have difficulty in Internet connection, which is time-consuming
In a nutshell, because the advantages outweigh the disadvantages, all of the EFL teachers affirm that they will keep using Quizlet to teach vocabulary in their future.
Implications of the Study
Based on the research findings, some implications on vocabulary teaching through Quizlet might be suggested as follows:
First of all, when EFL teachers use Quizlet to teach vocabulary to YLs, there will bring out good results This is because it is one of the best ways that makes the class more enjoyable for young and draws YLs’ more attention, which triggers their motivation in vocabulary learning
Additionally, EFL teachers should frequently use Quizlet to teach vocabulary in class because Quizlet is an app which can insert pictures and audio with vocabulary Therefore, Quizlet may help YLs memorize new words more easily
The study suggests that EFL teachers’perceptions be improved through programs such as training, seminars, workshops, and so on because their perception has a significant impact on their ability to implement Quizlet As a result, it is necessary to provide more opportunities for teachers to attend professional development training courses or seminars on the use of Quizlet in language classrooms If this is possible, teachers can share their experiences with their colleagues so as to enhance their vocabulary lessons Besides, school principals should be equipped with complete and modern equipment so that Quizlet can be implemented effectively
Last but not least, it is obvious that providing YLs with clear and detailed instruction as well as good classroom management could lead to a successful application of Quizlet The classroom management should be taken into account and the instruction should include clear explanations of the tasks and examples that help YLs comprehend how to do the tasks.
Limitations of the Study and Suggestions for Further Research
Although the study fulfilled its goals, it must be acknowledged that it has significant limitations
The first limitation is that the current study was carried out in the natural setting of English teaching at a center in Gia Lai province, where the researcher works Therefore, it did not follow random sampling
Second, the study had only 17 participants As a result, the result of findings cannot be applied to all EFL teachers at English centers in Vietnam in general, or in Gia Lai province in particular As a result, the study could not achieve generalized results to all YLs of English
Thirdly, if there is a greater interest in this topic, another study might be conducted with students of various ages Quizlet is supposed to help children and adults learn any language Thus, it is essential to do more research on students of various ages to determine whether or not this is true
In addition, it is obvious that the sources' limitations make it difficult to perform this study flawlessly For several reasons, there should be more documentaries that the researcher was unable to access and present in the Literature Review chapter
Finally, the data collection instruments in this research were also restricted, only including the questionnaire and interview Thus, if classroom observation had been conducted to find out more evidence about EFL teachers’ perceptions of the use of Quizlet in teaching vocabulary to YLs, the results of the study would have been more reliable
According to some limitations mentioned above, the following recommendations for upcoming research are suggested:
First of all, this research was limited to using Quizlet to study vocabulary In further studies, Quizlet may also be used to teach other aspects of language like grammar or pronunciation
Secondly, a bigger sample size should be used in further study so that the results of the research are much more reliable Therefore, the study could not achieve generalized results to all YLs of English
Furthermore, in terms of research instruments, classroom observation should be used in other studies to gain deeper insights that the researcher could not obtain from the questionnaire as well as interview
Furthermore, this research concentrated on teachers’perceptions, other studies should find out the relationship between perceptions and practices of Quizlet in classrooms
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APPENDICES APPENDIX 1 QUESTIONNAIRE (for teachers)
This questionnaire aims to gain better understanding of EFL teachers’ perception of the use of Quizlet for teaching English vocabulary This questionnaire is used for research purposes only
Please answer all questions as well as you can Any information you provide will be kept confidential
Thank you for your cooperation!
Please tick (☐) the appropriate options for your answers
How long have you been teaching English?
The certificate(s) / qualifications you have had for your teaching job is/are:
Master of Education Bachelor of Education in English
How often do you apply Quizlet to teach vocabulary?
II EFL Teachers’ Perceptions of Use of Quizlet to Teach English Vocabulary
Please tick (☐) the appropriate options for your answers
1 EFL teachers’ perceptions of necessity of Quizlet
Disagree Disagree Unsure Agree Strongly
I think it is necessary to use
Quizlet to teach vocabulary to young learners
I think that teachers should often use
I realize that learners like to learn vocabulary through Quizlet
I like using Quizlet in most vocabulary lessons
I think Quizlet is important in developing young learners’ vocabulary
2 EFL Teachers’ perceptions of benefits of Quizlet
Disagree Disagree Unsure Agree Strongly
Quizlet boosts overall English class participation
Quizlet helps teachers’ testing young learners’ vocabulary become more fun and less stressful
Quizlet helps young learners to motivate the lesson
9 Quizlet is useful as a review tool
Quizlet makes the class more enjoyable for young learners
Quizlet helps teachers save time on preparation
Disagree Disagree Unsure Agree Strongly
12 Quizlet is easy to use
Quizlet provides young learners with opportunities to practice vocabulary regularly
Quizlet is a better technique to teach vocabulary than other methods
Quizlet draws greater young learners’attention
Quizlet helps students acquire new vocabulary quickly and remember them longer
3 EFL Teachers’ perceptions of disadvantages of Quizlet
Disagree Disagree Unsure Agree Strongly
Quizlet is challenging for shy students
Quizlet is time- consuming to teach
Quizlet is time- consuming to prepare
Quizlet makes it difficult for teachers to control the classrooms
4 EFL Teachers’ future intentions of teaching vocabulary with Quizlet
Disagree Disagree Unsure Agree Strongly
English vocabulary with Quizlet in the future
If I had a choice, I would choose to teach English vocabulary with
Thank you for your assistance!
APPENDIX 2: PHIẾU KHẢO SÁT (DÀNH CHO GIÁO VIÊN)
Xin chào quý thầy cô, tôi đang làm bài nghiên cứu khoa học mang tên:
“Nhận thức của giáo viên tiếng Anh về sử dụng quizlet trong việc dạy từ vựng cho học viên nhỏ tuổi tại một trung tâm tiếng Anh” Bảng câu hỏi này nhằm mục đích hiểu rõ hơn nhận thức của giáo viên về việc sử dụng Quizlet để dạy từ vựng tiếng Anh cho học viên nhỏ tuổi
Bảng câu hỏi này chỉ được sử dụng cho mục đích nghiên cứu Mong quý thầy cô hãy trả lời tất cả các câu hỏi bên dưới Mọi thông tin của thầy cô cung cấp sẽ được bảo mật Cảm ơn các thầy cô đã hợp tác!
Quý Thầy/Cô vui lòng đánh dấu tick () vào ô thích hợp nhất
Giới tính: Nam Nữ Khác
Bằng cấp cao nhất của quý Thầy/Cô:
Bằng Thạc sĩ Bằng cử nhân sư phạm tiếng Anh Thầy/Cô có thường sử dụng Quizlet để dạy từ vựng không?
Thường xuyên Không bao giờ
II Nhận thức của giáo viên tiếng Anh về việc sử dụng Quizlet để dạy từ vựng
1 Nhận thức của giáo viên về sự cần thiết của Quizlet
Tôi nghĩ việc sử dụng
Quizlet để dạy từ vựng cho các bạn nhỏ là cần thiết
Tôi nghĩ giáo viên nên thường xuyên sử dụng phương pháp Quizlet trong việc dạy từ vựng tiếng Anh
Tôi nhận thấy người học thích học từ vựng qua
Tôi thích sử dụng Quizlet trong hầu hết các bài học từ vựng
Tôi nghĩ Quizlet rất quan trọng trong việc phát triển vốn từ vựng của học viên nhỏ tuổi
2 Nhận thức của giáo viên về những lợi ích của Quizlet
Quizlet tăng cường sự tham gia chung của lớp học tiếng
Quizlet giúp giáo viên kiểm tra kiến thức từ vựng của học viên nhỏ tuổi trở nên vui vẻ và ít căng thẳng hơn
Quizlet giúp người học tạo động lực cho bài học
9 Quizlet là công cụ ôn tập hữu ích
Quizlet giúp lớp học trở nên thú vị hơn đối với học sinh nhỏ tuổi
11 Quizlet giúp giáo viên tiết kiệm thời
Hoàn toàn đồng ý gian chuẩn bị
Quizlet mang đến cho các học viên nhỏ tuổi cơ hội thực hành từ vựng thường xuyên
Quizlet là một kỹ thuật dạy từ vựng tốt hơn các phương pháp khác
Quizlet thu hút nhiều sự chú ý của học viên nhỏ tuổi hơn
Quizlet giúp học sinh tiếp thu từ vựng mới nhanh chóng và nhớ lâu hơn
3 Nhận thức của giáo viên về các nhược điểm của Quizlet
Quizlet là thử thách dành cho những học sinh nhút nhát
18 Quizlet tốn nhiều thời gian để dạy
19 Quizlet tốn nhiều thời gian để chuẩn bị
20 Quizlet khiến giáo viên khó kiểm soát lớp học
22 Quizlet làm lớp học ồn ào hơn
4 Dự định tương lai của giáo viên về việc dạy từ vựng với Quizlet
Thầy/Cô định tiếp tục dạy từ vựng Tiếng
Thầy/Cô sẽ tiếp tục dạy từ vựng Tiếng
Cảm ơn sự giúp đỡ của quý Thầy/Cô!
APPENDIX 3: INTERVIEW QUESTIONS (FOR TEACHERS)
I am conducting a study titled “A study on EFL teachers’ perceptions of the use of quizlet in teaching vocabulary to young learners at an english center” The purpose of this interview is to have a deeper understanding of teachers’ perceptions of using Quizlet to teach vocabulary This interview is used for the research purpose only Any information you provide will be kept confidential Thank you for your cooperation!
The following questions were asked in the interview:
1 Do you find Quizlet useful for your vocabulary teaching?
2 Which aspects of Quizlet do you find most useful?
3 Which aspects do you find least useful?
4 What challenges do you face in using Quizlet to teach vocabulary?
5 What are your suggestions for using Quizlet more effectively?
6 Do you intend to use Quizlet for your future vocabulary teaching?
APPENDIX 4: TRANSCRIPTION OF THE INTERVIEW
Phỏng vấn này được thiết kế nhằm mục đích tìm hiểu về suy nghĩ của giáo viên trong việc sử dụng Quizlet cho việc dạy từ vựng tiếng Anh cho học viên nhỏ tuổi Cuộc phỏng vấn này chỉ sử dụng cho mục đích nghiên cứu, do đó thông tin các anh/ chị cung cấp sẽ được giữ bí mật tuyệt đối Cảm ơn các anh/chị đã hợp tác!
R: Chào anh, cảm ơn anh đã chấp nhận tham gia phỏng vấn đề tài của tôi Tôi muốn biết cảm nhận của anh về việc sử dụng ứng dụng Quizlet cho việc dạy từ vựng cho học sinh của mình Anh thấy Quizlet có hữu ích không ạ?
T: Vâng tất nhiên So với các phương pháp truyền thống như từ đồng nghĩa, từ trái nghĩa, định nghĩa, v.v., Quizlet thú vị hơn rất nhiều Quizlet còn cung cấp cho chúng ta những hình ảnh, âm thanh sống động, giúp thu hút sự chú ý của người học nhỏ tuổi để tập trung học từ vựng mới
R: Vậy trong tất cả chức năng của Quizlet, anh thích chức năng nào của nó nhất ạ?
T: Cá nhân tôi thích Match nhất vì nhiều lý do Trước hết, hình thức này vừa học vừa chơi, giúp học sinh của mình có thể thư giãn và có động lực hơn Hay nói cách khác, môi trường lớp học thú vị có thể giúp các em cảm thấy thoải mái hơn khi thực hiện các nhiệm vụ học tập
R: Dạ còn chức năng nào của nó anh thấy ít có ích nhất?
T: Tôi nghĩ đó là trò chơi tên là Gravity Đơn giản là vì trò chơi này rất khó đối với những người mới học chơi
R: Vậy hả, thế anh có gặp những khó khăn gì trong việc sử dụng Quizlet để dạy từ vựng không ạ?