Nghiên cứu hành động về việc ứng dụng Voicetube để cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng

Nghiên cứu này nhằm mục đích nghiên cứu về mức độ hiệu quả của việc sử dụng ứng dụng Voicetube trong việc cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng Nghiên cứu có thể được sử dụng hiệu quả khi dạy từ vựng tại các lớp học tiếng Anh tại các trung tâm tiếng Anh tại Hải Phòng Kết quả nghiên cứu này cần được phát triển để tiến hành khảo sát việc áp dụng ứng dụng Voicetube vào các tiết học tiếng Anh ở trường học

INTRODUCTION

Rationale for the research

English is a language with a rich vocabulary; therefore, learners and users have many difficulties As an English teacher at a language center in Haiphong, the researcher possesses a profound comprehension and empathetic awareness of the challenges commonly faced by pupils in their vocabulary retention A significant propotion of students struggle with producing sentences or working on the test due to forgetting the vocabulary Many students lack proficiency in effectively utilizing the vocabulary they have acquired In fact, educators in the field of language teaching always try hard to find ways to make learning vocabularies more attractive and straightforward to assist students to retain acquired vocabularies During the early 1980s, language schools began using technology such as films, television, and language labs equipped with video tapes and audio cassettes In addition, a type of computer-assisted language software known as drill-and-practice was implemented (Cunningham, 1998) As technology developed, new applications have come into use to create a more interactive and interesting environment for language learners and teachers than in traditional language classroom, and captioned videos application is worth considering to apply in ESL context According to Danan (2004, videos with caption modes in English as a foreign language facilitate language learning by helping learners visualize genuine conversation with what they hear

Today, we have access to many of the applications that are currently used and tested in language classrooms for teaching grammar, speaking, and other skills Numerous educators advocate for the use of the Voicetube app to enhance pupils' language proficiency, since they believe that this application contribute largely to improve learners’ vocabulary acquisition For this aim, the researcher, in search of the best way to improve learners’ vocabulary retention, uses Voicetube in the language classroom to find out its effects on vocabulary retention in learners The circumstances have presented the researcher with an opportunity to undertake a study titled "An action research investigation into the utilization of Voicetube for enhancing learners' vocabulary retention at an English center in HaiPhong." The author expresses a desire for the work to contribute to the enhancement of English language instruction, specifically in the domain of vocabulary retention, with the goal of improving overall teaching efficacy.

Aims and objectives of the study

The thesis is aimed at improving vocabulary retention for 6th graders at an English center in Hai Phong Two objectives are hereby set forth for the fulfilment of the above-mentioned aim These objectives are:

(i) To investigate the improvement of the students’ vocabulary retention through Voicetube application

(ii) To investigate the attitudes of 6th graders at an English center in Hai Phong towards using Voicetube.

Research questions

To make it easier to understand, the objectives can be rephrased as the following two research questions:

1) To what extent does Voicetube improve students’ Vocabulary retention for 6th graders at an English center in Hai Phong?

2) What are the attitudes of 6th graders at an English center in Hai Phong towards using Voicetube?

Scope of the study

This study was conducted with the participation of 38 sixth graders at a language center in Hai Phong to investigate the effectiveness of the use of voicetube in vocabulary lessons and their attitude towards learning vocabulary through the application Videos with transcripts/subtitles from the app Voicetube applied in the research process helps English learners practice the vocabulary that they learned in the classroom The study was carried out over a period of approximately two months, commencing June 1st to August 1st, allowing for a comprehensive examination of the research questions and objectives

The geographical location of the study is a language center in Haiphong, Vietnam By focusing on this specific school setting, the research provides insights into the context of vocabulary teaching as well as the problems encountered by grade 6th students in learning English vocabulary, evaluating the effectiveness of the Voicetube app in vocabulary teaching, investigating students' attitudes towards learning English vocabulary through videos of Voicetube.

Method of the study

The researcher employed a classroom action research methodology in this study, which involved a sample of 38 6th graders at an English center in Hai Phong The research instruments utilized were questionnaires, semi- structured interviews, and tests The pretest and posttest were administered to measure students' vocabulary retention, while questionnaires and semi- structured interviews were conducted to gauge their attitudes towards vocabulary learning

The study employs a cyclical action research methodology that incorporates several iterative cycles (Kemmis & McTaggart, 2005) The process comprises distinct stages: planning, executing, observing, and reflecting The selection of this model is based on its iterative characteristics, which enable the ongoing improvement of the implementation strategy through real-time feedback and outcomes The cyclical method is in line with the ever- changing educational environment and enables continuous adaptations to maximise the efficiency of the Voicetube (Kemmis & McTaggart, 2005)

Firstly, a pre-test and post-test were administered to assess the students' baseline knowledge and progress in vocabulary retention, respectively The data collected from these instruments allowed the researcher to analyze the effectiveness of the use of Voicetube in improving students' vocabulary retention

Secondly, to gather information on students' perceptions of vocabulary retention and the implementation of Voicetube in teaching vocabulary, the researcher administered a questionnaire consisting of 10 items to the students The items on the questionnaire aimed to elicit responses on topics such as the students' attitudes towards using Voice Tube in the language classroom The Likert scale was used to analyze the responses According to Singh (2006, p 32), "a Likert scale is composed of a series of four or more items that represent similar questions combined into a single composite score or variable." The Likert scale data was considered to have interval properties, and the mean was employed as the measure of central tendency The questionnaire items were developed using a 5-point Likert scale, encompassing values from 1 to 5: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1)

The researcher took advantage of the software SPSS (Statistical Package for the Social Sciences) version 20 to calculate the frequencies and form the frequency tables of the students’ options The data was coded and then typed into the data file in the software

Thirdly, semi-structured interviews were conducted to further understand the students' opinions and feelings towards the app Voicetube used in the vocabulary lessons The interviews were conducted in both English and Vietnamese to ensure clear communication and to allow for additional questions to be asked

To sum up, the research instruments utilized were tests, questionnaires, and semi-structured interviews The pretest and posttest were administered to measure students' vocabulary retention The questionnaires were conducted to gauge their attitudes towards vocabulary learning, while semi-structured interviews were carried out to gain a deeper insight into students' perspectives and sentiments regarding the Voicetube app utilized in vocabulary lessons

This research seeks to explore strategies for enhancing English vocabulary retention among young learners at an English centre in Hai Phong, which is an area with limited prior investigation The anticipated findings aim to benefit contemporary teachers and the managers working at the English centre, enhancing their ability to teach vocabulary effectively The study also aims to contribute theoretically to the broader literature on English teaching, particularly in the context of vocabulary instruction for English as foreign language learners The diverse application of technology warrants consideration, especially in teaching lower secondary school students in non-English speaking countries, a topic open for further discussion The researcher hopes this study will enrich methods for teaching English vocabulary to non- native speakers In practical terms, the study aims to improve students' vocabulary retention, providing teachers and researchers with valuable insights for innovative and effective teaching and learning processes The anticipated benefits include the improvement of vocabulary retention for students, a resource for teachers to implement innovative strategies, potential improvements in teaching methods, and a reference for researchers exploring

Organization of the thesis

The paper is structured into five main sections: Introduction, Literature review, Methodology, Findings and discussions, and Conclusion Here is a breakdown of each section:

Chapter 1: Introduction This section provides a concise overview of the reasons behind the research, the objectives of the study, the questions being investigated, the extent of the study, the importance of the study, and the structure of the study

Chapter 2: Literature review: In this chapter, there various concepts, theoretical frameworks, and previous studies that are relevant to our research

Chapter 3: Methodology: This chapter provides an overview of the research context and methodology of the study, covering aspects such as the research context, the subject of study, the instruments used for data collection, the procedure for data collection, and the analysis of the collected data

Chapter 4: Findings and discussions: This chapter illustrates the major findings from the pre-test and post- test, questionnaires, and interviews

Chapter 5: Conclusion: This section provides an overview of the main findings, implications, constraints, and potential avenues for future research.

LITERATURE REVIEW

Vocabulary

So far, there have been a lot of definitions of vocabulary Vocabulary can be described as the collection of words within a particular language or as discrete linguistic units that possess semantic significance Furthermore, the concept of vocabulary can be roughly characterized as the acquisition and comprehension of words and their respective meanings (Lehr et al., 2004) According to Lehr et al., the concept of vocabulary encompasses a higher degree of complexity than the definition implies Words are not just limited to their vocal manifestations; they encompass those that are comprehended and employed in listening and speaking They also extend to their written counterparts, which are encountered and produced through the acts of reading and writing Furthermore, it is important to note that knowledge can be categorized into two distinct forms: receptive and productive The term

"receptive vocabulary" pertains to the collection of words that an individual is able to comprehend and identify when engaging in activities such as reading or listening According to Lehr et al (2004), productive vocabulary refers to the set of words that individuals are able to effectively utilize in both oral and written communication Hence, vocabulary can be defined as the comprehension of word orthography, phonetics, collocations, and contextual suitability (Nation, 1990)

The multifaceted nature of vocabulary was explored in the preceding discussion The concept of vocabulary encompasses the collection of words or a specific group of words within a language, as well as the understanding of their forms, meanings, and appropriate usage within a given context The concept of vocabulary encompasses the various linguistic elements, including words, compounds, and idioms, within a language that serve as means of transmitting and receiving information through both oral and written forms of communication

The significance of the vocabulary learning process lies not only in students' comprehension of word meaning and spelling but also in their ability to retain the acquired vocabulary The concept of retention can be defined as the capacity to store and recall factual information and numerical data within one's memory The concept of vocabulary retention can be defined as the process of storing vocabulary in memory for later use The ability of students to recall and use previously learned words in both productive and receptive language acquisition can serve as a measurement of vocabulary learning efficiency The examination of factors influencing students' vocabulary retention is a crucial endeavor that warrants dedicated attention

According to various researchers, memory, language exposure, and effective vocabulary learning strategies are the three main factors that affect vocabulary retention The close relationship between these three factors is evident

In his seminal work, Nation (1990) introduced a comprehensive categorization of memory, distinguishing it into two distinct forms: short-term memory and long-term memory The researcher asserts that short-term memory is commonly described as the capacity to simultaneously process and retain information The human mind has a limited capacity to hold a small amount of information, usually no more than seven items, in an active and readily accessible state for a brief duration, typically ranging from 10 to 15 seconds or occasionally extending up to a minute

Long-term memory is designed to facilitate the retention of knowledge for an extended period of time In contrast to the limited capacity of short-term memory, long-term memory appears to possess an extensive capacity, seemingly capable of accommodating an unlimited amount of new knowledge Despite the common perception of forgetting in our daily lives, it is probable that long-term memory experiences minimal deterioration over time and possesses the capacity to retain a seemingly boundless quantity of information for an extended duration

In order to maximize knowledge retention, it is imperative for foreign language learners to ensure that all acquired linguistic information is effectively transferred into long-term memory The inquiry pertains to the mechanisms via which this occurrence can transpire The process by which short-term memories are transformed into long-term memories is known as consolidation, which entails the activities of rehearsal and meaningful association In contrast to short-term memory, which predominantly utilizes an audio code and, to a lesser degree, a visual code for the retention of information, long-term memory employs semantic encoding, wherein information is stored based on its meaning and associations In essence, the primary mechanism for transitioning information from short-term memory to long-term memory involves the identification of pre-existing knowledge within long-term memory to which the new information can be linked Nation (1990) demonstrated that the acquisition of a word cannot be anticipated after a single or even two instances of encountering it Instead, a minimum of 5 to 16 exposures is required to facilitate students' word acquisition Furthermore, Gairns and Redman (1986) have reached the conclusion that during the initial encounter with unfamiliar vocabulary, pupils tend to store these words in their short-term memory The utilization of vocabulary may diminish if it is not routinely employed According to Thornbury (2002), it is similarly argued that a significant proportion of content, specifically 80%, is forgotten within a 24- hour period following the initial learning phase This phenomenon holds true in both the immediate timeframe, such as from one lesson to another, as well as in the extended timeframe, such as following the completion of a whole course Put simply, failure to review and engage in the application of acquired knowledge will result in its eventual erosion or loss So, we can assume that when students are first exposed to new words, they will only be able to remember a few in their short-term memory These memories will slowly fade over time if the process of consolidation, which includes practice and meaningful association, is not put into action

While the term "memory" typically pertains to the subsequent storage and retrieval of information, "language exposure" primarily pertains to the processes involved in the initial acquisition or encoding of information There are numerous instances in which a learner may acquire an understanding of a novel term or phrase, including encountering it in written text, hearing it being employed, or receiving explanations from fellow individuals Nevertheless, it is difficult to ascertain with certainty whether individuals will retain knowledge of vocabulary items and their corresponding meanings, as acquiring an understanding of a new vocabulary item does not necessarily guarantee its long-term retention

Vocabulary acquisition procedures are the third determinant in facilitating the retention of vocabulary Language educators have placed a lot of emphasis on teaching English vocabulary Nevertheless, the outcomes of achieving proficiency in vocabulary acquisition are not favorable, since words have a tendency to be readily forgotten and lack long-term retention Hence, it is vital to employ efficacious techniques for acquiring vocabulary Similar to broader learning strategies, English vocabulary learning strategies encompass several techniques that aid learners in effectively retaining and storing newly acquired material

It is imperative for language instructors to possess an understanding of the variables that impact students' ability to retain vocabulary, as well as the distinctive attributes of the instructional environment, in order to employ appropriate pedagogical approaches for enhancing vocabulary acquisition

2.1.3 The methods and strategies to develop vocabulary for students

The efficacy of explicit vocabulary education was established by the National Reading Panel in 2000 In order to deliberately enhance vocabulary acquisition, it is imperative for educators to provide clear instruction on both targeted vocabulary terms and effective word-learning techniques to pupils In order to enhance students' understanding of word meanings, it is imperative that the training provided for individual words be comprehensive and thorough (Beck et al., 2002) Numerous tools and methodologies have been utilized in order to enhance pupils' vocabulary acquisition To begin with, the acquisition of vocabulary might occur in a haphazard manner through active and regular engagement in language-related endeavors Additionally, the acquisition of language can be facilitated through explicit instructional methods Students will acquire comprehension of the semantic significance and syntactic role of words within various sentences and contextual frameworks Furthermore, educators have the ability to motivate students to utilize dictionaries, explore synonyms, and acquire effective writing skills in order to expand their lexical repertoire Alternatively, educators may employ vocabulary games and interactive vocabulary walls as instructional strategies to facilitate students' acquisition of captivating and unfamiliar words

In 2006, Michael Graves proposed a framework program aimed at facilitating effective vocabulary learning programs, with the goal of enhancing vocabulary acquisition and development among learners The program presented above outlines a comprehensive, four-part methodology for enhancing vocabulary acquisition There are three key strategies that can be employed to enhance vocabulary development: (1) offering diverse and extensive language experiences; (2) instructing students on particular word meanings; and (3) teaching effective vocabulary acquisition techniques (4) Foster an increased awareness of vocabulary

According to Gee (2003), pupils in the modern era exhibit swift adaptation to navigating and processing various modes, as evidenced by their utilization of digital devices like the iPad Kress (2010) asserts that film offers a diverse range of modes, making it a good resource for reproducing the multimodal environment that learners encounter beyond the confines of the classroom

In general, there are many suggested vocabulary-learning methods and strategies The current pedagogical movement, however, which seeks to increase student involvement with their language learning experiences outside of the school, has recently supported the use of multimedia Learning about any social platform application in teaching and learning in this modern era is very necessary and urgent in order not to fall behind before the explosion of technology 4.0.

Voicetube

2.2.1 Application of information technology and multimedia

Information technology is a major achievement of the scientific- technical revolution at present It penetrates and dominates most areas of scientific research, technology applications in manufacturing, education, training, and other political and social activities The remarkable effectiveness is that the quality of education has increased both in theory and practice Currently, the application of information technology to teach students has been clearly demonstrated through "e-lectures." Students are passionate, exciting, and have highly effective work in most of the lessons with IT applications The mission of educational researchers and teachers is to find the most effective ways and stages to integrate information technology into teaching English to students

Young and Bush (2004) emphasized that English teachers should consider the context and objectives of the application of IT in teaching The strength of using interactive technology and multimedia in teaching and learning English is that it helps students not get bored with hard-core, vocabulary-based, grammatical lessons in a traditional way Instead, the learner will be exposed to the visual world through visual, sound, and color, as well as interacting with live characters from comics, stories, or online classes on the internet (Cunningham, 1998) This approach has the potential to ignite enthusiasm among students and foster a sense of excitement in both teachers and learners, ultimately resulting in optimal educational outcomes English language learners may face difficulties in comprehending the target language due to it not being their native tongue Consequently, it is imperative for English instructors to incorporate audio-visual aids into their lessons to enhance the effectiveness and engagement of the learning process (Daniel, 2013)

As its name suggests, VoiceTube is the voice-focused version of YouTube The application helps English learners visually through videos with transcripts and subtitles Here, you can find English videos from famous channels on Voicetube and other sources like Ted Talks, BBC The videos are organized by topic and level, from basic to advanced, to help users easily It is easy to choose according to your preferences and level Outstanding features of the VoiceTube application:

• Outside of the videos, there is a US or UK pronunciation

• Diverse and attractive themes: cartoons, life, music, entertainment

• Quality English/Vietnamese bilingual subtitles, which can be turned off or hidden depending on learning needs

• There is a repeat mode for each sentence

• Word lookup feature: when you encounter a new word in the video, you can click to get the meaning and vivid example, and the vocabulary will automatically be stored in "Collection."

• There are speaking exercises after each video; learners can record their own voice and compare it with the original To increase effectiveness, repeat each sentence until it is as close to the original as possible Developed based on personalization, VoiceTube allows learners to actively choose video, speed, sound,

VoiceTube is an app to learn English through video, providing a lot of information sources for professional English, English news, and automatic English language learning (TFLAT) More than 40,000 videos with English subtitles filtered from YouTube, Ted, the BBC news channel, and CNN help students learn and practice English effectively

To sum up, the most prominent function of the Voicetube application is that it contains videos with subtitles to help learners learn and practice vocabulary at an appropriate level

2.2.3 The effects of using Voicetube in vocabulary learning

The acquisition of vocabulary holds significant significance in the process of acquiring new languages, as vocabulary serves as the fundamental building block of any given language The one way that students can enrich their vocabulary knowledge is by learning the new vocabulary in context When learners encounter a context like a whole reading or even just some paragraphs, they can learn better, and they do not forget words easily Although books give written input to students, other tools and materials that could provide aural input could provide better opportunities for students to learn vocabulary According to Wang (2012), "We remember images better than words; hence, we remember words better if they are strongly associated with 14 images." The results of plenty of studies by Chun and Plass (1996), Akbulut (2007), and Lin and Tseng (2012) conclude that videos are practical sources for learning vocabulary because they provide images and other input for students to understand the meaning of words much easier

Voicetube is a website that allows users to watch the hottest video clips on Voicetube to create exercises for all levels VoiceTube also allows users to look up difficult words directly and save learned words and watched clips into the user's "collection." This will be an effective support tool for teachers and learners in the process of conquering English The video is a form of audio- visual content that combines visual imagery with accompanying audio to enhance the viewer's understanding of the depicted events It is often regarded as a highly favorable resource utilized in the realm of language acquisition and pedagogy

Video captioning is a feature offered by Voicetube that facilitates vocabulary acquisition via the use of technology According to Danan (2004, p 232), the term "same-language subtitles" refers to the combination of on- screen text in a specific language with corresponding audio in that language Language learners often encounter challenges when it comes to deciphering the spoken language of native speakers in their desired language of study Video captioning is a valuable tool for language learners as it facilitates the comprehension of spoken language by native speakers in video content Captions serve as a valuable tool for learners to establish a connection between written text and its corresponding spoken form Utilizing captioned video as a means of language acquisition proves to be a highly efficacious method for enhancing one's English proficiency, particularly in terms of vocabulary enrichment If one has become weary of lengthy literary works and laborious, intricate grammatical courses, it may be beneficial to engage in English language learning through the medium of video content available on Voicetube Scholars like Smith (1997) and Miller (2012) have emphasized the effectiveness of visual representations in facilitating vocabulary acquisition These researchers say that the utilization of visual aids enables students to enhance their vocabulary learning by visually representing new terms The use of video in the educational setting is supported by the prevailing pedagogical movement that seeks to enhance student involvement with their cultural and extracurricular experiences beyond the confines of the school

The integration of multimedia, which combines auditory input with extensive visual content, has improved the accessibility of language acquisition in modern times The utilization of the Voicetube application facilitates the exploration and utilization of its vocabulary-enhancing feature, which is achieved through engaging videos available on the platform There is a higher likelihood that subtitled movies, which include words and pictures in both oral and visual formats, will engage and stimulate both coding systems in the processing stage as compared to the isolated use of words or pictures alone The semantic interpretation of words exhibits a strong correlation with the audiovisual content of a video Captioning is considered to be a significant element that can contribute to the academic success of students By providing captions, students are able to fully comprehend the content of a video by simultaneously listening to the audio and reading the accompanying captions (Markham & Peter, 2002) Secules and Tomasello (1992) conducted a study that experimentally examined the efficacy of visual cues The researchers compared the efficiency of video-based training to traditional approaches, which mostly emphasize exercises and drills, in the context of university English speakers studying French The results of their study indicate that the group receiving video-based training demonstrated superior performance compared to the group following the traditional technique when it came to comprehension tasks According to Paivio's (1971) dual-coding theory, the inclusion of visual imagery in communication enhances the number of signals associated with the message Subsequently, it is likely that viewers will retain the message more effectively Hence, it can be inferred from previous research findings that the utilization of subtitles facilitates a multi-sensory processing experience involving the integration of auditory, visual, and textual modalities These foundational elements of information input serve to enhance the language learning process, improve material comprehension, and expand vocabulary through the examination of subtitled words within meaningful and interesting contexts

The utilization of captioned video within educational settings, namely its implementation in the classroom, is a subject of interest Voicetube might be seen as a potential approach to enhance learners' cognizance of metacognitive processes or capture their interest in the educational resources accessible outside of the traditional classroom setting Voicetube plays a significant role in facilitating an engaging learning environment for pupils.

The research gap

Many researchers have been steadily starting to discover the potentially extensive benefits of applying the social platforms in an English lesson with such an enormous range of videos Firstly, one such study conducted by Secules and Tomasello (1992) experimentally examined the efficacy of visual cues The researchers compared the efficiency of video-based language training to traditional approaches, which mostly emphasize exercises and drills, in the context of university English speakers studying French The results of their study indicate that the group receiving video-based training demonstrated superior performance compared to the group following the traditional technique when it came to comprehension tasks According to Paivio's (1971) dual-coding theory, the inclusion of visual imagery in communication enhances the number of signals associated with the message Subsequently, it is likely that viewers will retain the message more effectively According to Wang (2012), "We remember images better than words; hence, we remember words better if they are strongly associated with 14 images." The results of plenty of studies by Chun and Plass (1996), Akbulut (2007), Hall and Dougherty (2012), and Lin and Tseng (2012) conclude that videos are practical sources for learning vocabulary because they provide images and other input for students to understand the meaning of words much easier

Hence, it can be inferred from previous research findings that the utilization of social platforms containing appropriate videos with subtitles facilitates a multi-sensory processing experience involving the integration of auditory, visual, and textual modalities The utilization of captioned video within educational settings, namely its implementation in the classroom, is a subject of interest

Vietnamese research has made notable advances to comprehending the utilisation of suitable movies to enhance the memory of vocabulary Nguyen (2018) conducted a study that aimed to enhance vocabulary acquisition among primary school pupils in Vietnam by utilising video materials with caption modes The research findings indicate that the utilisation of subtitled movies has an impact on pupils' acquisition of vocabulary Students experience heightened enthusiasm towards the class and exhibit enhanced capacity for retaining new words, thereby facilitating the process of vocabulary acquisition

Vũ (2019) conducted a study which proposed the utilisation of social networking sites as a means to enhance the vocabulary of tenth grade pupils at a high school in Nam Dinh province The research findings established the advantages of incorporating a social networking platform into English instruction, particularly in enhancing students' vocabulary proficiency The study recommended that teachers include social media into their teaching practices The study conducted by Nguyễn.D.L (2022) examines the impact of utilising visual aids on the vocabulary retention of 10th grade students at a high school in Bac Giang province A total of forty students from the class were chosen to participate in the action research The analysis of the obtained data demonstrated that the utilisation of visual strategies by the teacher in vocabulary instruction resulted in enhanced vocabulary retention among the pupils In addition, the pupils exhibited favourable dispositions towards acquiring language using visual methodologies

By conducting this study, it is expected to contribute to the existing literature by providing localized evidence and practical recommendations The investigation of the specific challenges faced by grade 6th students at lower secondary school will help inform future teaching practices and improve vocabulary teaching approaches in the Vietnamese lower secondary school context Additionally, the study aims to bridge the gap between theoretical perspectives and classroom implementation, laying a strong foundation for the current study on employing the application of social platforms Voicetube to enhance 6th graders' vocabulary retention in a language center in Hai Phong.

METHODOLOGY

Restatement of research questions

As mentioned, the main aim of this study was to examine the effect of Voicetube in enhancing student's language learning at an English center in Haiphong The second aim is to enhance motivation of learning English vocabulary by using Voicetube for students by answering the two following questions:

1) To what extent does Voicetube improve students’ Vocabulary retention for 6th graders at an English center in Hai Phong?

2) What are the attitudes of 6th graders at an English center in Hai Phong towards using Voicetube?

Participants

To achieve research aims and answer research questions, 38 students of Class 6A1 of the English center were selected to participate in the study basing on non-random sampling method Their native language is Vietnamese, and so there was no need to exclude any participants They were chosen to participate in a 10-week study to access learning vocabulary with the use of Voicetube In general, students of the center are interested in learning English, but when it comes to vocabulary learning, they find it very difficult to remember new vocabularies Students remember the vocabulary of the previous lesson and forget the words in the previous lessons Moreover, at their age, the level of concentration is also poorer Therefore, I found that it is necessary to apply interesting teaching methods by using an application to attract students, motivate them to learn vocabulary and achieve higher results.

Context of the study

The study was conducted at an English center in HaiPhong The researcher chose this center because this is where the researcher works Besides, it matches the conditions and circumstances as well as research facilities Furthermore, the vocabulary of the students is quite low, expressed through the vocabulary test, and the author observes the student's distraction during the vocabulary lesson The manager decided to allow the researcher to do this study at this school

The assigned textbook for this level is titled “Global success 6” The book is designed with communicative approach, helps students initially take shape and develop communicative competence in English In this book, each unit mentions one topic with three lessons: lesson 1, lesson 2 and lesson 3 These lessons are often taught in six periods of forty-five minutes for each period

The vocabulary section is designed as Part one "Look, listen and repeat", and Part two "Point and say" of Lesson 1 and Lesson 2 of each unit The aim of these parts is to introduce vocabulary and sentence patterns In these parts, the teacher introduces vocabulary and students can learn new words through the topics

Table 1 10 Units in Global success 6 textbooks

2 MY HOUSE 8 SPORTS AND GAMES

3 MY FRIENDS 9 CITIES OF THE WORLD

4 MY NEIGHBOURHOOD 10 OUR HOUSES IN THE

OF VIET NAM 11 OUR GREENER WORLD

Normally, a lesson at the English center is conducted with the following basic parts Firstly, learners are taught natural pronunciation from A to Z in association with vocabulary teaching Secondly, simple structures or grammatical phenomena are solved While teaching these parts, language skills are practiced Especially, contents are reviewed and consolidated by lots of useful activities with the support of different materials In one lesson, vocabulary is one of the focused parts in most of teaching-learning time Therefore, Voicetube is the application that the researcher wants to choose to apply in this study with hoping to help teachers improve the effectiveness of English vocabulary lessons with learners.

Research approach

The present study employs an action research approach The action research approach has established a framework that researchers can utilize to develop a well-defined research strategy and enhance their comprehension of the subject matter In the subsequent sections, this paper will provide a concise and explicit elucidation of key aspects pertaining to the action research technique, including its definition, underlying principles, and model

3.4.1 Definition of action research approach

Numerous definitions have been put out with respect to the action research approach Action research is a methodology employed to explore inquiries and generate resolutions to challenges encountered by individuals in their daily existence (Moen and Solvberg, 2012; Stringer, 2014) Action research is commonly linked to educational research, although it is also utilized in various other fields (Mills, 2014; Sagor, 2011; Shanks, Miller, & Rosendale, 2012) According to the definition provided by Reason and Bradbury (2018), action research is a collection of methodologies that involve active inquiry, with the objective of establishing connections between practical application and theoretical concepts, ultimately contributing to the enhancement of human well-being The approach might be characterized as an inclination towards investigation rather than a strict methodology Its aim is to foster collaborative communities of inquiry, where active involvement, inquisitiveness, and the ability to ask meaningful questions are applied to address important real-world problems In contrast to alternative research methodologies, action research involves a change in the locus of control from "objective" professional or academic researchers to individuals who have historically served as research subjects (Herr and Anderson, 2005) Action research frequently manifests as a collaborative endeavor between a practitioner and a researcher, when they join forces to address a specific problem Practitioner-researchers engage in the process of posing inquiries on challenges or concerns within their immediate surroundings, aiming to develop answers that are contextually appropriate Practitioner-researchers assume responsibility for their work within the specific context in which they are actively involved Moreover, practitioner-researchers endeavor to produce theories with the aim of utilizing this information to facilitate the acquisition of new knowledge that will be advantageous to others (McNiff and Whitehead, 2011)

The primary objective of action research is to enhance the efficacy of individuals' personal engagement in their work (Stringer, 2014) This is accomplished by analyzing the specific dynamics inherent in a localized context, implementing a designated course of action within said context, and assessing the outcomes of said action The iterative cycle of planning, implementing, and assessing results in subsequent iterations of planning, implementation, and assessment (Burns, 1999; Coghlan & Brannick, 2010) Action research is commonly recognized as a qualitative methodology for conducting investigations Data in action research projects are typically collected from diverse sources, such as scores, interviews, survey responses, grades, and conversations These projects commonly consist of three distinct phases: pre-study preparation, implementation of action, and post-study analysis (Craig, 2009) In the context of presenting an action research project, it is possible for Institutional Review Boards (IRBs) to exhibit opposition towards certain elements of the approach that deviate from established norms These elements may include the active involvement of the researcher, a cyclical approach to inquiry, and the inclusion of shared organizational and community participation (Herr and Anderson, 2005) The pragmatic and collaborative characteristics of action research are highly praised for their ability to yield tangible results within specific contexts

In summary, action research is a methodology that seeks to enhance teaching practices among educators, improve the language teaching environment within an institution, and enhance learning outcomes for students in specific areas of study Action research frequently emerges from the discontent experienced by an individual or a collective of language educators who express dissatisfaction with the existing instructional approach used within their educational institution or the proficiency level exhibited by their students

3.4.2 Principles of an action research

Action research in many research is considered as reflective critique, validity and credibility

The concept of validity is subject to debate within the field of augmented reality (AR) Critiques regarding the quality and validity of educational augmented reality (AR) have been consistently raised in academic discourse These criticisms primarily revolve around methodological limitations, such as the absence of scientific rigor, replicability, and generalizability, as highlighted by Ellis (2010) Additionally, the tentative and unpredictable nature of the initial design of AR systems hinders the establishment of predetermined validity measures Another concern is the localized nature of AR, which makes it difficult to replace or replicate in different contexts Furthermore, the ability of practitioners to design and conduct robust research in the field of AR has been questioned, as evidenced by studies conducted by Jarvis (1983) and Dửrnyei (2007) The level of rigor in research design, as discussed by Brumfit and Mitchell (1989) and Mackey and Gass (2005), as well as the adequacy of data analysis, as examined by Elliott and Sarland (1995) and Winter (1987), have also been subjects of criticism Nevertheless, advocates contend that these arguments misinterpret the essence and objective of augmented reality (AR) Similar to the inherent nature of augmented reality (AR), the concept of validity within AR exhibits a considerable degree of dynamism and susceptibility to fluctuation This is primarily influenced by the continuous and evolving objectives of the study being conducted Due to the intricate nature and controversial connotations associated with the concept of "validity," as well as its close ties to positivist and quantitative-experimental frameworks, commentators in the field of action research tend to refrain from employing this term Instead, they often opt for alternative terms such as "trustworthiness" (Zeichner & Noffke, 2001), "worthwhileness" (Bradbury & Reason, 2001), or

Trustworthiness pertains to the extent to which the data analyses, reports, and interpretations accurately and faithfully represent the research and the knowledge that has been generated within the social context Additionally, the value that participants derive from engaging in the research contributes to its overall significance

Credibility, in the context of research, pertains to the persuasiveness of arguments and the methodologies employed to establish trust in the findings (Greenwood & Levin, 2007, p 67) Internal credibility refers to the meaningfulness of the knowledge produced for the participants involved in its generation, whereas external credibility concerns the ability to convince individuals not directly involved in the research that the outcomes are plausible

3.4.3 Models of an action research

Over the years, there have been many suggested models on which action research can be based A few of such models are discussed below

One may argue that the most appropriate starting point is with the pioneer of Action Research, Kurt Lewis Lewis is credited with introducing the notion of shifting focus away from the purely academic dimension of research and instead examining the efficacy of findings and theories in practical application In my perspective, Action Research serves to individualize a theoretical framework by assessing its potential benefits for a practitioner or a collective of practitioners, as well as determining the methods by which they might enhance their practices Lewin argues that study alone resulting in the production of books is insufficient According to Lewin (1947), the process of Action Research consists of four distinct steps, which include planning, taking action, and gathering factual information regarding the outcomes of the implemented actions (p 206) These phases would constitute a component of a cyclical process of ongoing Action Research

In essence, Burns (2010) demonstrates that several models share a shared objective of conducting a methodical investigation to address classroom issues or facilitate the implementation of instructional enhancements through a sequentialprocess encompassing Planning, Action, Observation, and Reflection

Figure 1 The 4 Stages Action Research Cycle by Burns (2010)

The aforementioned four stages, characterized by their breadth, are part of a cyclical research process that has the potential to persist indefinitely, forming a recurring spiral of cycles This iterative approach continues until the action researcher attains a satisfying outcome and determines that it is appropriate to conclude the research endeavor Through the systematic progression of a four- stage cycle process, educators who also engage in research activities have a deeper understanding of both practice and action inquiry They then apply this knowledge to effectively implement desired enhancements in the realm of learning and teaching

Figure 2: The Two Cycles Kemmis Classroom Action Research Spiral

Kemmis and McTaggart (2007) recommend a four- stage model The process is composed of a spiral of cycles, each of which covers four stages Firstly, a plan of well-informed action is developed to improve the current situation Next, the plan is implemented Afterward, the effects of the planned action are observed Finally, the effects are reflected as the basis for other cycles

In conclusion, the researcher employed the action research methodology as outlined by Kemmis and McTaggart (2007) because it was appropriate and practical for her study This model includes four stages (plan, action or implementation, observation, and reflection) and is conducted in two cycles.

Procedures of the study

The study followed a specific process, which involved four main stages of the action research method designed by Burns’ model (2010): plan, action or implementation, observation, and reflection To implement this method, the researcher spent 8 weeks and carried out 4 lesson plans which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994) These lesson plans were conducted in the Global Success for grade 6 The process was described in detail in an earlier section

The researcher asked students to participate in a pre-test1 to have the data on their learning abilities, then instructed the students to implement 4 lesson plans through two cycles (each cycle has 2 lesson plans)

The second and third stage:

Do the treatment for 8 weeks from units 8, 9, 10 and 11 in the Global success for grade 6 Participants learned English vocabulary with the use of Voice tube After 2 units, the lesson plan was revised for better improvement in Unit 10 and Unit 11 While implementing the lesson plans, the researcher also made the observation

Teacher continuously assessed students’ vocabulary retention and gave necessary feedback after implementing all lesson plans Besides, peer evaluations for group work and feedback on the team were shown to enhance strengths and reduce weaknesses As a result, necessary changes were shown clearly for the next lesson plans in the future i) Planning the action

Before applying the intervention, the researcher carried out a pre-test for the students to assess their vocabulary retention After completing the tasks, the teacher determined the problems that students needed to improve in vocabulary retention The teacher began to instruct about using Voice tube All planning including lesson plans, media and teaching aids were well prepared The teacher designed the corresponding activities to familiarize students with equip students, necessary knowledge and skills to apply Voice tube with a view to improving these conditions

The researcher made a deliberate choice to select a video that had been pulled from an appropriate film for children available on Voicetube and relation to the topics of "Tieng Anh 6" Global success

Due to temporal constraints, certain segments of the video were omitted

A total of 4 videos were considered when choosing the research sample The development of the selection criteria was informed by the assessment criteria proposed by earlier researchers (Borras, 1993; King, 2002) for the purpose of selecting audio-visual material, including both films and video clips The selection criteria were as follows:

✓Ensuring that the language used is suitable for learners' proficiency level, taking into account grammatical and semantic challenges

✓ Enhancing the conversation by incorporating visual stimuli or establishing a connection between auditory and visual elements

✓ Ensuring the speech is delivered at an appropriate pace

The content is suitable and fitting

✓ Aligning with cultural norms and beliefs

The researcher selected short videos that were found to be the most representative based on the criteria The video can be accessed with conventional captioning options Once the characters in the video commence their dialogue, the corresponding caption that is emphasized becomes audible

Planning the action in lessons: Prior to commencing the video presentation, the instructor inscribes a set of pivotal inquiries on the whiteboard, so facilitating learners in obtaining a comprehensive understanding of the lesson theme The students viewed the video on two separate phase as it is important to acknowledge that the students were given a brief intermission, lasting approximately three minutes, between their initial viewing of the video and their subsequent viewing The act of deliberately pausing a video by the teacher for the purpose of providing further explanations, clarifications, or posing questions is sometimes referred to as freeze frame As part of their academic engagement, students are required to watch the video and thereafter summarizing the content they have viewed The sentences may contain a combination of accurate and inaccurate information, however, they need to include acquired vocabularies Alternatively, the instructor may provide students with the option to reenact a scenario individually or collaboratively from the video as a mean of assessment Once students have acquired a comprehensive comprehension of the video content, they are prompted to engage in a performative enactment of the scene, utilizing as much of the original content as they can recollect As their proficiency in role-playing and command of vocabulary and language structures solidify, the instructor may then encourage the incorporation of more imaginative activities It is important to acknowledge that the video should not be regarded as a medium that competes with or diminishes the role of the instructor, but rather as a valuable tool for the teacher Consequently, this characteristic renders the process of acquiring a foreign language particularly appealing The efficacy of the teacher in teaching vocabulary through video is comparable to that of the video itself, as the teacher possesses the unique ability to facilitate learners' comprehension of audiovisual content through the implementation of various communicative approaches The role of the teacher encompasses various functions, including that of a controller, assessor, organizer, prompter, and participant ii) Implementing and observing the action

The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):

The researcher asked the English teacher to carry out the process of using video with caption modes to improve vocabulary learning for the class 6A1 within 8 weeks The researchers will prepare 4 videos with caption modes All these videos are sourced in Voicetube app The teacher was trained in the skills to teach vocabulary with the use of captioned video from Voicetube

The researcher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator and students did their tasks required in this stage

In the second stage, the researcher showed the video related to the topics in Unit 8, 9, 10, 11 in the Voice tube application to improve students’ vocabulary retention

The next stage, students worked individually, worked in pairs or in groups to collect the information and then worked in groups to prepare for the presentation about the topics

Students drew conclusions based upon their analysis of the collected data

Students prepared and delivered an oral presentation on the topics, showcasing their understanding and attempt to use acquired vocabularies

In the last stage, the teacher made comments on her students’ performance and their efforts The teacher assessed students’ level of vocabulary retention

For each lesson plan, the specific requirements and tasks can be outlined as follows:

• Preparation: The teacher introduced the topic “Sports and games” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored, discussed and talked about the sports or games: boxing, fishing, aerobics chess, table tennis, karate cycling, swimming, volleyball, tennis, skiing

• Planning: Students discussed in groups or pairs to tell names of some sports and games through pictures The teacher wrote some key questions on the board before starting the video, which enabled learners to get an overview of the video content and helped them to differentiate between a sport and a game The teacher showed students video “Sports and games” in the Voicetube application to improve vocabulary learning to help students find out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups

Link video from Voicetube: https://www.voicetube.com/videos/132226

• Reason to choose this video: The video lasts 11 minutes and in the form of famous cartoon “Spongebob” which is attractive and appealing to the students

• Research: Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “Sports and games”

• Conclusions: Students drew conclusions based upon their analysis of the collected information

• Presentation: Students prepared and delivered an oral presentation on

“Sports and games”, showcasing their understanding and attempt to use the acquired vocabularies

• Evaluation: Students gave peer evaluation form for each member in the group and the teacher assessed the presentation and provided feedback on the students' performance

Unit 9: Cities of the world

• Preparation: The teacher introduced the topic “Cities of the world” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored, discussed and talked about cities and landmarks

• Planning: Students discussed in groups or pairs to talk about a city and beautiful spot The teacher wrote some key questions on the board before starting the video, which enables learners to get an overview of the video content and helped them to listen to specific information about description of a city The teacher showed students video related to the topic “Cities of the world” in the Voicetube application to improve vocabulary learning, help students find out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups

Link video from Voicetube: https://www.voicetube.com/videos/46618

• Research: Students worked individually to collect the information related to their topic and then worked in groups to prepare for the presentation about the topic “Cities of the world”

• Reason to choose the video: The topic of video relates to the unit and contains acquired vocabularies and vivid images of city around the world

• Conclusions: Students drew conclusions based upon their analysis of the collected data

• Presentation: Students prepared and delivered an oral presentation on

“Cities of the world”, showcasing their understanding and and used the acquired new vocabularies

• Evaluation: Students gave peer evaluation form for each member in the group and the teacher assessed the presentation and provided feedback on the students' performance

Unit 10: Our houses in the future

• Preparation: The teacher introduced the topic “Our houses in the future” The teacher and students discussed the subtopics drawn from the theme in the textbook The teacher divided the class into 4 groups Each group explored, discussed, and talked about types of houses and appliances

Data collection instruments

The study utilised the following instruments to gather data: pre-test and post- test assessments, questionnaires, and interviews

3.6.1 Pre-test and Post-test

To assess proficiency in vocabulary use, two instruments, namely a pre- test and a post-test, are administered The efficacy of utilizing video with caption modes in vocabulary instruction will be assessed by comparing the post-test results of students with those of students at the same proficiency level intentionally constructed to be equal and underwent rigorous scrutiny by professionals renowned for their extensive knowledge in the field of testing Most of the vocabulary items included in the examinations was chosen from the newly introduced lexical items found in the textbook These items were also directly relevant to the subject matter covered in the video lessons that students had studied The pre-test was administered prior to the implementation of the therapy, which occurred at the commencement of the academic semester without the utilization of any specific instructional techniques or language practice for teaching vocabulary beforehand During the pre-test, participants were tasked with responding to a set of 3 excercises aimed at assessing their proficiency in English vocabulary Additionally, the test aimed to evaluate their understanding of word construction and their ability to recognize the most recently introduced lexical items The process of selecting the appropriate answer involves the act of encircling the corresponding numerical or alphabetical symbol and filling in the blanks accordingly on the designated response sheet The test duration was 30 minutes The post test was conducted

4 weeks later with the same design as the pre-test, lasting 30 minutes This test involved the lexical items from unit 8 to unit 9 for the first post test and the second one included the vocabularies in unit 10 and 11 The aims of the tests were to assess student's vocabulary size and their level of vocabulary use after

8 weeks of the study as well as to make a precise evaluation to see how much they acquired after the process

To classify students, the researcher will also rely on the scale specified by the Vietnamese Ministry of Education and Training, where 10 is the highest score (maximum score) that a student can achieve The specific grading scale is outlined in table 2

Table 3.2 Classify students on a 10-point scale

A questionnaire is a methodical tool comprising a sequence of inquiries intended to collect statistically significant or personal information from individuals In order to address the second research question of the study, the researcher developed a survey questionnaire to assess the students' assessment of Voicetube and their attitudes towards vocabulary acquisition through this approach The questionnaire consists of 10 Likert scale items, which range from "strongly disagree" to "strongly agree" The questionnaire was conducted after the post-test and delivered to students It consists of three main sections:

- The first section aims to discover students' general attitudes about watching captioned videos for vocabulary learning purposes This part has 3 questions

- Section two is the student's response about the appropriateness of video with caption modes It encompasses 5 questions

- The last part of the questionnaire is the student's response about attitudes to the teacher's activities This part includes 2 questions

In this study, the researcher conducted interviews to investigate a deeper insight into students' perspectives and sentiments regarding the Voicetube app utilized in vocabulary lessons According to Kvale (1996; 2003), interviews have been argued to possess better efficacy in eliciting narrative data compared to questionnaires This characteristic enables researchers to delve deeper into individuals' perspectives and facilitates more comprehensive investigations According to Cohen et al (2007: 29), the utilization of interviews is considered a valuable approach for investigating the process of constructing and negotiating meanings within an authentic context Furthermore, it allows interviewees the opportunity to articulate their perspectives and emotions in their own authentic manner (Berg, 2007: 96) To ensure optimal performance from the students, the interviews were done both in Vietnamese and English, and recorded with the explicit consent of the participants

In this study, the investigator utilized 2 questions, namely "Do you support the app Voicetube adopted in English vocabulary lessons?" and "Do you think that it is easier for you to learn English vocabulary thanks to videos of the app Voicetube?" Participants were requested to express their perspectives on learning English vocabulary through the app Voicetube within the context of English vocabulary session

Prior to inviting students for interviews, the teacher provided them with an overview of the interview's objective and the topics that would be covered during the interview As a result of time constraints, a subset of 5 students was selected to participate in the interview process, as indicated in Appendix 3 The researcher spent around ten minutes conducting interviews with each student Consequently, it took a total of 50 minutes for the researcher to get the anticipated data for the first topic from ten participants.

Data collection procedure

The study's data collection process is described in the section that follows undertaken over a 8-week period starting in June 2023 The pupils took the pre-test during the first week The teacher collected the completed test

Voicetube in class and at home for self study Students were given the opportunity to memorize the newly introduced vocabularies, then a video clip with captions was played twice To learn the target language, students were instructed to pay close attention to the video's content, particularly its captions Students were required to complete various tasks after watching the video to learn the content of the topic and recall acquired vocabularies Over the course of eight weeks, the learning process will be repeated with different produced videos After all the test papers were completed and collected, the subjects were asked to complete the attitude questionnaire The posttest was utilized in the eighth week to assess students' comprehension of the principles they had been taught The researcher prepared the questionaires and interviews both in English and Vietnamese, and students were instructed to complete the questionnaires to make sure they had a sufficient knowledge of it Any questions from the respondents would be answered by the researcher.

Data analysis procedure

The data collection phase for the research spanned a duration of 8 weeks, after which the data was subjected to both quantitative and qualitative analyses

To examine the pedagogical and educational process, the author utilized the test scores administered both at the commencement and conclusion of the course The present study employed descriptive statistics to address research issues 1 and 2 The author conducted a comparison between the students' vocabulary achievement in the pre-test and the post-test to see if there was any progress in their vocabulary retention The researchers compared the average scores obtained from the pre-test with the average scores obtained from the post-test to assess the extent of students' advancement in this study Regarding the response to study inquiry 2, the investigator utilized the data obtained from the student surveys Upon receipt of all the questionnaires, they were then combined, evaluated, and visually represented using the Excel application in the form of bar graphs, charts, and figures In addition, semi-structured interviews were conducted to further understand the students' opinions and feelings towards the app Voicetube used in the vocabulary lessons These answers were then compared with the data obtained from the questionnaires completed by the students The purpose of this comparison was to obtain precise responses to the second question The answeres were then combined, evaluated, and visually represented using the Excel application in the form of bar graphs, charts, and figures Ultimately, the collected data was sorted, analyzed to draw out conclusions and implications for further study.

Summary

This chapter provides a comprehensive discussion of the research methodology, the data collection instrument, the data collection procedure, and the study participants The action research approach was implemented for a duration of 10 weeks, utilizing three primary instruments for data collection: tests, questionaires and interviews The study includes a sample of 38 students from class 6A1 The assessment of the action plan was conducted by analyzing the outcomes of data interpretation The subsequent chapter, specifically Chapter Three, will encompass the presentation of the findings and subsequent discussions.

DATA ANALYSIS AND FINDINGS

Pre-test and post-test analysis

Through the pre-test and post–test vocabulary test for 38 6th graders, the researcher achieved the data from the study Vocabulary retention assessment was based on the vocabulary lists in the topics from the textbook Global success for grade 6 The format and the content of each test were presented clearly in the appendix The maximum mark for the test was 10 points The content and level difficulty of the test was from unit 8 to unit 11

The formula is used to analyze the data adapted from Djiwandono (2008):

M: mean score of the students’ achievement of each English skill

𝚺X: the sum of the total score

N: The total number of the students

Mean is the result of adding a set of numbers then dividing the total by the number of items So, calculating the mean works well for reporting the way students’ scores work out on average across the whole group Table 4 & 5 shows the mean between pre-test and post- test of vocabulary scores in grade 6 with 38 students for each group

The results of the pretest of both cycles were gathered and analyzed

The mean percentage was used to analyze the data

Table 1 The results of pre-test and post –test of two cycles

38 STUDENTS THE CYCLE 1 THE CYCLE 2

PRE - TEST POST - TEST PRE - TEST POST - TEST

38 STUDENTS THE CYCLE 1 THE CYCLE 2

PRE - TEST POST - TEST PRE - TEST POST - TEST

Table 2 The mean scores of pre-tests and post –test of the two cycles

STUDENTS THE CYCLE 1 THE CYCLE 2

PRE - TEST POST - TEST PRE - TEST POST - TEST

Baseing on Figure 2, the data obtained from the Pre-Tests indicates that the average mean score for Cycle 1 is 6.64, while for Cycle 2 it is 6.68 The difference in mean scores between the two groups is very small, only 0.04 points This indicates that both cycles had a similar level of performance before the study, establishing homogeneity The results of the pretest of the 2 cycles were collected and illustrated in the figure below:

Figure 3 The total mean scores of pre-tests of the two cycles

Upon analyzing the data collected from the post-tests basing Figure 3, it is observed that the overall mean score for the post-test of Cycle 1 is 7.15, whereas for Cycle 2 it is 8.11 The difference in mean scores between the two groups is very significant, 0.96 points This indicates that both cycles had a dramatically diferent level of performance before the study, establishing

PRE-TEST progress This result indicates that students' performance improved after two cycles, particularly in Cycle 2

Figure 4 The total mean scores of post –test of the two cycles

In conclusion, the posttest results from Cycle 1 and Cycle 2 demonstrate a significant improvement in students' vocabulary retention following the implementation of the Voicetube app The higher total scores and mean scores in Cycle 2 indicate the model's effectiveness in enhancing students' comprehension abilities These findings contribute valuable insights to inform

POST-TEST instructional practices and support the continued use of the Voicetube app to enhance vocabulary retention in English teaching

The data for the pre-test and post-test mean scores of the two cycles can be found in Figure 4 below:

Figure 5 The total mean scores of pre-tests and post –test of the two cycles

As mentioned above, the pretest and posttest play an important role in this study, they will help the research find out the difference between the impact of application Voicetube and without application Voicetube on vocabulary retention of students Figure 4 demonstrate the effectiveness of the intervention in enhancing the students' learning outcomes The comparison between the pretest and posttest scores highlights the positive impact of the implemented approach on the student's progress in the studied subject or skill

In Cycle 1, the pretest results showed a total score of 252.25, with a mean score of 6.64 This indicates the initial level of students' Vocabulary retention before the implementation of the application Voicetube Following the intervention, the post-test scores increased, with a total score of 271.75 and a mean score of 7.15 These results suggest a positive change and improvement in students' English performance after engaging in the application Voicetube However, the difference in results in this cycle does not desmontrate clear progress This may be explained that students were not familiar with learning vocabulary through videos on an application, and they did not fully exploit the operations to support vocabulary learning Although the participants received continuous support from the teacher, their reflexes when encountering new words on video were still awkward Moreover, the content of selected video posed challenges for students to understand thoroughly and the time length of the video was another cause leading to the distract while learning through the video Therefore, this makes students' vocabulary memorization is hindered, leading to not much improved scores and learning outcomes

Moving on to Cycle 2, the pretest results demonstrated a total score of 253.75, with a mean score of 6.68 This represents the baseline level of students' vocabulary retention at the beginning of the second cycle After the implementation of the application Voicetube, the post-test scores significantly increased The total score reached 308, with a mean score of 8.11 There was a greater improvement in the mean scores from 6.68 to 8.11 These results indicate a notable improvement in students' Vocabulary retention compared to the pretest scores in Cycle 2 This is explained by drawing experience from cycle 1, the teacher spent several training sessions for the students to use on the application when learning new words, and the students practiced drafting continuously for several hours The videos in the Voicetube application are more carefully selected, more interesting and engaging with appropriate time length and simpler content, thus stimulating great participation and excitement for all students in the class Students participated very actively in vocabulary lessons and looked forward to the next videos from the application Voicetube, leading to quite good improvement in results

The increase in mean scores from the pretest to the posttest in both cycles suggests that the application Voicetube has a positive impact on students' vocabulary retention The higher mean scores in the posttests indicate a greater level of memorizing English vocabularies among students Therefore, these findings have important implications for the employ of Voicetube in English vocabulary teaching as the data provide evidence of the effectiveness in facilitating students' memorizing and recalling acquired vocabulary

All the data were gathered for further analysis and comparison to answer the second problem A paired T- test was used to determine the significant difference between the pre-test and post-test when analyzed

Table 3: Differences of the test mean scores of 2 cycles

All computations were analyzed using Statistical Package for Social Sciences at 0.05 level of significance Since both groups yielded significant results as the mean scores show and that there is a significant difference in the results, there is significant difference in the result P-value of the first and second are < 00001, this implies the application Voicetube have significant impact on the Vocabulary retention of students

In conclusion, the pretest and posttest scores from both Cycle 1 and Cycle 2 reflect the positive impact of the application Voicetube on students'

Vocabulary retention in online English teaching The increase in mean scores indicates an improvement in students' comprehension and performance These results support the continued use of the application Voicetube as an effective approach to enhance students’ performance in English lessons.

Questionnaire analysis

With the aim to investigate students' general attitude towards using Voicetube in the research, all the questionnaires were gathered and analyzed both descriptively and interpretively The results shown below are rather significant to the research This part will be presented into 3 main categories: students' general attitudes about watching captioned videos from Voicetube, the student's response about vocabulary learned, and attitudes to the teacher's activities

4.2.1 Students’ general attitudes about watching videos from Voicetube

In the questionnaires, students answered the question concerning their attitudes toward learning from captioned videos in fromVoicetube The first question asked the participants if you are interested in watching video with captions in English lessons or not There were five choices for them

Figure 4.2 The interest in watching videos from Voicetube

As can be seen from chart 5, more than half of the students questioned (60%) feel like watching captioned videos on Voicetube A high percentage of students (15.5 %) choose option 1 (Strongly agree) and 44.5 % students choose options 2 (Agree) meanwhile only a small number (6.5 %) students disagreed However, many of the participants, accounting to 34.5 %, had neutral attitude to captioned videos from Voicetube

To get more information about student's attitude towards the interest in watching captioned videos’ Voicetube, the next 2 questions deeply investigated aspects of the process watching videos from Voicetube After doing some statistics, the results were summarized as shown in the figure below:

Figure 4.3 The aspects of the process watching videos’ Voicetube

The second question asked if captioned videos of Voicetube make learning vocabulary easy From the figure above, most of the participants think that the presence of captions makes learning vocabulary easy In detail, 15% strongly agreed and 45.5% agreed; meanwhile, 30% of the students had neutral attitude A small percentage of students (9.5%) disagreed and strongly disagreed

For question 3, 55.5% of students strongly agreed and agreed that they feel more motivated to learn vocabulary However, 15 students had neutral attitude and 7% of students strongly disagreed, which means that they did not interest in Voicetube videos

4.2.2 The students’ response to the appropriateness of video from Voicetube

The results of the collecting the opinions about appropriateness of video with caption modes from Voicetube are represented as follows:

Figure 4.4 The appropriateness of using video from the application of

For question 4, 62 % of students strongly agreed and agreed that the difficulty of captions in videos from Voicetube is appropriate to the student's grade level In detail, 5% strongly agreed and 57 % agreed; meanwhile, 29% of the students had neutral attitude A small percentage of students (9%) disagreed and strongly disagreed

Column Q5 shows that most of the students thought that the captions in Voicetube are understandable and relevant, accounting for 72 % (about 45 students) In contrast to the agreement, the total number of both disagreements and strong disagreements was not over 5% for each

Turning to question 6, over 65% of the participants involving the ones with agreement and strong agreement claimed that vocabulary in videos is for the purpose of daily life use, whereas only 5% strongly disagreed and disagreed with that idea About 30% are neutral

The next question (Q7) shows that only 3 % strongly disagreed that the target vocabulary in videos off Voicetube respond the students' real needs and interests is suitable, though 7 % disagreed, compared with 72% of both agreement and strongly disagreement 18% are neutral

For question 8, 60% of the students agreed and strongly agreed that the font size and color of captions is easy to see 15% disagreed and strongly disagreed The remaining 25% are neutral

4.2.3 The student's response to the teacher's activities

This part includes 2 questions: Question 9 and 10 refer to the attitudes to the introduction of video with caption from Voicetube modes and teaching activities of the teacher

Figure 4.5 The student's attitudes to teacher's activities

According to the figure above, for question 9, it was optimistic 65% of students stated that they were able to follow the learning of vocabulary through meaning - focused interaction thanks to practice exercises are concrete and effective Concurrently, 32% showed that they were not very much motivated

NeutralAgreeStrongly agree in those activities It is sad for the researcher to explore that there remained 3% of students who were completely not in favor of those activities

Similarly, nearly 80% confirmed that their teacher provided them the chance to practice new words in small groups or pairs It had 12.5% with neutral option The percentage of either disagreement or strong disagreement accounts for the rate at 8%

To sum up, the investigation from the survey analysis indicates that students at the English center appreciated the vocabulary teaching activities with Voicetube It becomes evident that most of them have positive attitudes toward using video with captioned modes in learning vocabulary with high level of satisfaction and enjoyment These results show that positive changes remained modest to our expectations It is evident that captioned videos in Voicetube did exert their impact on students' vocabulary use, i.e our 8-week intervention was worth doing.

Data analysis of interview

As aforementioned, interviews were conducted in order to make clear the selected- response questions in the questionnaire, therefore, the researcher decided to take five samples of students to interview Their responses help the researcher affirm the findings in this research The interview lasted for about

Table 4.1 Students answered the interview

# Of students STUDENTS’ ANSWERS ON THE INTERVIEW

I agree that my teacher used Voicetube for learning vocabulary When watching videos, I can see the vocabulary in my lesson, and I remember what I learnt And

I know how to use them Now, I can remember more vocabularies

I want to watch Voicetube video to learn vocabularies because there are a lot of pictures, and it is like a movie When I want to know the meaning of one word, I can click on it and the word is also stored in “Collection”, I can learn it over and over I think I have more vocabularies

I like Voicetube for learning vocabulary, it is easy for me to learn all the vocabularies at home and practice again and again I feel that I can not forget the vocabulary when I play the Voicetube video because it keeps all the words that i don’t know and I can read them again, but the video is long so sometimes I feel bored There are a lot of pictures and people, it is very interesting, and the topic is what I learnt in class, so I feel it is very useful for me I think that now my vocabularies increased a lot

I like Voicetube a lot Voicetube makes learning vocabulary much easier The video is very attractive with familiar topics, the sentences are simple, and I can listen to most of them If there is any word I don’t know, I click on it and I know the meaning, then I can remember this word It is very exciting but there are some videos having difficult content and I can’t understand I have more vocabularies than before

I enjoy using Voicetube, the videos have beautiful and good images, the conversation is not difficult to me There are many words that I learnt in the classroom, sometimes I forget them, then I just click on the words and I remember again It is very new to me and I like it I also remember more words than before

The analysis of the interview responses provides valuable insights into the students' perspectives on the app Voicetube in vocabulary lessons and their impact on their vocabulary retention The researcher conducted interviews with five students to clarify the selected-response questions from the questionnaire and affirm the findings of the research Each interview lasted approximately 10 minutes

• Question 1 aims to find out whether students support learning vocabulary through the Voicetube application or not As a result of the interviews, all students approved of this This is proven through the verbs they used when answering the interview: "I agree I want I like I enjoy it"…

Besides, support for this new learning method is also shown through the students' emotions when talking about this application in learning:

" there are a lot of pictures, and it is like a movie."(Student 2)

" I feel that I can not forget the vocabulary when I play the Voicetube video because it keeps all the words that i don’t know and I can read them again." (Student 3)

In summary, students' interview answers show that the Voicetube application in vocabulary learning has a positive impact on students' learning spirit and attitude The students all feel excited and interested when learning with this method And they all strongly support vocabulary learning should be combined using the Voicetube application This result is consistent with the percentage of agree and strongly agree collected from the first 3 questions of the questionnaire exploring about student’s general attitudes about watching captioned videos from Voicetube

Question 2 aims to explore the role and effect of the Voicetube application in helping students learn vocabulary more easily and effectively They attribute this ease to the following reasons

Firstly, all students found that voicetube contains many videos with diverse and attractive themes The content of the video is engaging, easy to understand and the characters’ conversations are quite simple In particular, the appearance of vocabulary related to the topics they have learned helps them understand the situations in which those vocabulary is used in everyday life That is shown in some answers as follows:

" When watching videos, I can see the vocabulary in my lesson, and I remember what I learnt And I know how to use them." (Student 1)

" I feel that I can not forget the vocabularies when I play the Voicetube video because it keeps all the words that i don’t know and I can read them again " (Student 2)

" There are a lot of pictures and people, it is very interesting, and the topic is what I learnt in class, so I feel it is very useful for me " (Student 3)

" The video is very attractive with familiar topics, the sentences are simple, and I can listen to most of them." (Student 4)

" the videos have beautiful and good images, the conversation is not difficult to me " (Student 5)

However, there are negative comments that need to be concerned about the length and content of the video:

“…but the video is long so sometimes I feel bored”… (student 3)

“….It is very exciting but there are some videos having difficult content and I can’t understand…” (student 4)

Thanks to the effects of the Voitube application mentioned above, students are excited to show off their vocabulary accumulation achievements:

" Now, I can remember more vocabularies " (Student 1)

" I think I have more vocabularies." (Student 2)

" I think that now my vocabularies increased a lot." (Student 3)

" I have more vocabularies than before." (Student 4)

“I also remember more words than before.” (Student 5)

These answers have clearly clarified the students' choice of agree and strongly agree when evaluating the appropriateness of videos from Voicetube in part 2 of the question set (from questions 3 to 8) This highlights the valuable role of the app Voicetube in the language learning process

Overall, analysis of interview responses showed that the Voicetube application had a positive impact on students' ability to remember vocabulary even though there were some negative comments on selected videos which was valuable experiece for researcher to select more appropriate videos Additionally, students all admit that Voicetube contained useful features for them to practice and remember vocabularies As result, they support the integration of Voicetube in English lesson for better outcome of vocabulary retention.

Discussion of all findings

4.4.1 To what extent does Voicetube improve students’ Vocabulary retention for 6th graders at an English center in Hai Phong?

The findings of the classroom action study suggest that incorporating the Voicetube application for video-based learning activities led to notable enhancements in students' vocabulary acquisition

Upon analyzing the test results, it becomes evident that the students' average score in the post-test surpassed that of the pre-test In the first cycle, the average score of the post-test was 7.15 However, in the second cycle, there was a significant improvement as the average score increased to 8.11 The 0.96- point difference observed between the two cycles highlights the beneficial effect of the YouTube app on students' ability to retain vocabulary The implementation of the app Voicetube led to a significant enhancement in the students' capacity to effectively utilize and retain vocabulary Through the integration of the application into the English vocabulary lessons, students were able to grasp the significance of vocabulary in authentic communication settings The inclusion of videos with vibrant visuals further enhanced their ability to retain new words

These findings are consistent with previous studies conducted both internationally and in Vietnam Studies conducted by various scholars have found that videos can be highly effective in helping students learn vocabulary Researchers such as Secules and Tomasello (1992), Chun and Plass (1996), Akbulut (2007), Hall and Dougherty (2012), and Lin and Tseng (2012) have all reached the same conclusion Videos provide visual and auditory input that makes it easier for students to grasp the meaning of words The results of this study align with the findings of previous research conducted in Vietnam by Nguyễn (2018), Vũ (2019), and Nguyễn.D.L (2022), providing further evidence of the positive impact of social media platforms on vocabulary retention in the specific context of Vietnam

In conclusion, these findings collectively help address the research gap The study has provided comprehensive perspectives on the benefits of using videos as practical sources for learning vocabulary Videos provide images and other input that make it much easier for students to understand the meaning of words, leading to improvements in student learning outcomes Based on various international and Vietnamese studies, this research aims to expand on existing knowledge by focusing on the effects of the app Voicetube on the vocabulary retention of 6th-grade students attending a language center in Hai Phong, Vietnam

4.4.2 What are the attitudes of 6th graders at an English center in Hai Phong towards using Voicetube?

Based on the data collected from survey questionnaires and interviews, it is evident that students hold a favourable view towards the integration of captioned videos on Voicetube for online teaching purposes The primary goal of this approach is to enhance vocabulary retention The application received overwhelmingly positive feedback from users, with a large majority of respondents expressing their satisfaction through the "strongly agree" and

"agree" response options This underscores the app's ability to captivate users They explored the use of entertaining and captivating videos from Voicetube sources to alleviate boredom and stress, proposing the idea of fostering an engaging and dynamic learning atmosphere Students discovered that the vocabulary used in the video conversations was easily comprehensible and applicable in various situations, suggesting its suitability for their learning requirements The features and views of Voicetube videos hold significant value as it boosts students' drive and eagerness to actively engage in the participating practice tasks

There is a wide range of videos available, covering various interesting topics Students unanimously agree that the application's features are incredibly helpful and convenient for learning vocabulary The word lookup and pronunciation scoring feature are especially praised for their ability to compare with the original

The findings of this study are consistent with and add to previous international studies conducted by Secules and Tomasello (1992), Chun and Plass (1996), Akbulut (2007), Hall and Dougherty (2012), and Lin and Tseng (2012), which collectively address the research gap These studies have offered extensive insights into the advantages of using videos as practical resources for vocabulary acquisition Based on various international studies, this research aims to expand our understanding by focusing on the effects of the app Voicetube on the vocabulary retention of 6th-grade students at a language centre in Hai Phong, Vietnam The research conducted by Nguyễn (2018), Vũ

(2019), and Nguyễn.D.L (2022) in Vietnam provides additional evidence for the positive impact of social media platforms on vocabulary retention Contrasting with international studies, this study focuses specifically on the Hai Phong context, highlighting the beneficial effects of the Voicetube app on students' vocabulary retention Through the integration of the application into the English vocabulary lessons, students were able to grasp the significance of vocabulary in authentic communication settings This was achieved by utilising videos that showcased vibrant visuals, ultimately enhancing their ability to retain new words.

Summary

In summary, this chapter analysed the data collected from the students’ test, the questionnaire and interviews in three separate sections Major findings of each section were presented under main categories: students' level of vocabulary knowledge in English before and after using the application of Voicetube in learning vocabulary and students' positive attitudes toward using Voicetube in the language classroom

In the next chapter, the findings will be revisited; it will also offer some limitations existing in this study, implication for the teaching, and suggestions for further studies

CONCLUSION

Recapitulation

Voicetube was tested as a teaching tool to help sixth-grade students at an educational centre improve vocabulary retention and the results showed that using this app achieved efficiency in recalling vocabularies Regarding the students' scores, a notable enhancement was observed and the difference in mean scores between the pre-test and post-test supports that the utilization of Voicetube program enhances the collective academic performance of students in the realm of English language acquisition, particularly in the domain of vocabulary retention

In relation to the pupils' disposition and conduct towards the session, there were several favorable advancements that facilitated their acquisition of the instructed language A questionnaire was administered to investigate the students' attitudes toward the use of Voicetube, and five students were interviewed to obtain further insights The results collected show that the utilization of Voicetube as a tool for teaching vocabulary has the potential to foster a more conducive and relaxed learning environment within the classroom, however, the content and time-length of the videos should be put under consideration

In summary, the utilization of the Voicetube application, which contains videos with caption options along with some certain features, has the potential to enhance students' vocabulary skills by addressing the problem of forgeting vocabularies Furthermore, the conventional classroom's monotony has been substituted with a dynamic ambiance and engaging educational exercises

Along with the growing significance and prevalence of technology in language schools, it is pivotal to employ Voicetube as an instructional tool.

Implications

Upon the conclusion of the study, the obtained results provide a solution to the research inquiry The preference of students for Voicetube as a teaching tool for vocabulary mastery in the target language, as opposed to traditional materials like dictionaries, has pedagogical implications for teachers, managers, and students at the English center

Following the completion of this study, the observed favorable outcomes can serve as a foundation for the researcher's pedagogical practice through the utilization of the Voicetube program Based on the demonstrated efficacy of this approach in enhancing students' vocabulary retention, its implications for other educators in the context of vocabulary instruction at this educational institution become apparent

It is advisable for educators to consider incorporating the utilization of Voicetube as a pedagogical tool for enhancing vocabulary instruction The primary responsibility of the instructor is to select topics that align with the specific requirements of the students, the time length, and the content of the video, which should be appropriate to the students’ level

An essential consideration for educators is their proficiency in utilizing the Voicetube program This entails that a competent teacher possesses the discernment to effectively integrate the use of Voicetube within three primary phases: previewing, post-viewing, and engaging in discussions and interactions

In conclusion, it is vital for educators to evaluate the advancement of students subsequent to instructional sessions or over extended durations This assessment can take the form of oral examinations, written assignments such as essays, or oral presentations

The findings of this study also indicate that the use of Voicetube application may be effectively replicated across all vocabulary instruction classrooms at the English center During a specific time frame, the collaborative efforts of educators, learners, and appropriate instructional methodologies can effectively enhance students' vocabulary acquisition

Learners exhibit motivation to acquire vocabulary through the utilization of the Voicetube application To compensate for limited classroom time, learners can engage in video consumption with captions outside of the educational setting Additionally, learners may request their instructors to provide them with video copies for subsequent viewing at home The process of acquiring new vocabulary items is further facilitated through extensive repetition Furthermore, it is advisable to incorporate supplementary videos as assignments or supplementary lessons for independent study through the utilization of Voicetube.

Limitations of the study

Despite the meticulous and lucid design of the study, as well as its reliance on dependable data, it is inevitable that certain limitations exist

The implementation of Voicetube in the classroom is relatively straightforward and limited in scope, primarily due to budgetary constraints and time limitations Additionally, the range of available features and functionalities is somewhat limited If given the opportunity, the researcher will choose a high-quality video to display exclusive captions

Furthermore, due to the constraints of time and the researcher's limited expertise, as well as the inherent limitations of a minor thesis, only certain facets of this issue were examined Moreover, it should be noted that the sample size of this study consisted of 38 individuals who were affiliated with an English center As a result, the generalizability of the findings is limited to the student population inside this educational institution Enhancing the research's value, reliability, and validity could be achieved by extending the duration of the study and incorporating diverse intake conditions.

Suggestions for further study

Although this study has confirmed the positive impact of the app Voicetube on vocabulary retention of students at a language center, further research is necessary to expand knowledge in this area

To begin with, this study only involved 6th-grade students so investigating the effects of the Voicetube on students at other classes and at different levels would be beneficial

Furthermore, this study focused solely on the effects of the application on vocabulary retention, but it would be worthwhile to explore its effects on other language skills such as listening, speaking, reading, and writing

Lastly, the study only lasted eight weeks, and extending the duration of the experiment and incorporating a wider range of digital technology may further enhance students' learning Therefore, researching the effects of different types of digital technology on vocabulary retention and language skills would be interesting to investigate

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These tests are designed and administered to find out your grammar competence for the application or use of creative activities in grammar lessons to develop students' grammar competence I am grateful for your cooperation in completing this questionnaire Rest assured that you will not be identified in any discussion of data

• You will have 30 minutes to complete each grammar test

Exercise 1: Circle the best answer

1 a theatre b supermarket c museum d post office

2 a cathedral b bus stop c stadium d cinema

3 a art gallery b swimming pool c square d statue

4 a swimming pool b railway station c memorial d palace

5 a cinema b shopping center c police station d hospital

8 a school b hospital c art gallery d bank

9 a cinema b theatre c bank d train station

10 a post-office b pagoda c river d bank

Exercise 2: Use the words given in the box to complete the following sentences calendar celebrate decorating feather lucky remote rooster rubbish wish wet

2 Look at all the _on the floor

3 The bird has grey _with a lighter collar

4 We always _our birthday anniversary by going out to dinner

8 We _you every success in the future

10 The farmhouse is _from any other buildings

Exercise 3: Choose the correct words to complete the sentences

1 Tet is arriving Here is our New Year _

A for family gatherings C to decor house beautifully

B to exchange gifts D all are correct

3 It's raining heavily now, so we should _

A go picnic B stay at home

C go to school D go out

4 _can bring good luck for the New Year

A The first step B Giving rice

6 We _our house before Tet

C won't repaint D All are correct

7 Next year, my family _Banh Chung

A should wear beautiful clothes B shouldn't stay home

C should ask for money D should play games

A should play at exams B should talk

C should help old people D should bring home trash

10 I can't come I when I complete my homework

A visit B will read C will come D will play

11 It is not good to _

A Read books B plan trees C do exercises D go to bed late

12 The Vietnamese _ Tet in spring each year

A Stay at home B Play games

14 Should we _the tables and chairs before Tet?

15 _is the first person to enter your home after New Year's Eve

A The dead B The rooster C The fairy D The first footer

POST-TEST (CYCLE 1) Exercise 1: Circle the best answer

3 a tennis b jogging c volleyball d table tennis

Exercise 2: Choose the best answer

1 My mother is enjoying……….so that’s why she is smiling

2 My mom usually watches……… for information of weather

A film B weather forecast C talk show

3 The kids love……… Minions are what they love

4 “Pick the right price” is a kind of ………

5 For getting to know more about animals, it is important to watch a/an…………

A sport program B discovery program C animal program

Exercise 3: Use the words in the box to fill in the text below host quiz story program producers people national viewers

Reality show is a TV program which has (1)……… funny sences, documents, and real events It is about ordinary (2)……… They cover different forms It can be a game or (3)………show The progamme places people in different situations This (4)………can turn candidates into (5) ……… celebrities These shows use a (6) ……….to operate or a narrator to tell the (7)……… Most of the shows are run by (8)……… and a team of editors

Exercise 1: Label the picture (landmarks)

A Sydney Opera House F Big Ben

B Eiffel Tower G The leaning Tower of Pisa

C The Great Wall H The statue of Liberty

D The Great Pyramids I London Bridge

Exercise 2: Complete the sentence with the word given in the box

Olympics, board, track, court, jacket, course

1 Pople going sailing must wear a life ………

2 Take your stuff and I’ll meet you at the tennis ………

3 We enjoy driving around the golf ………….and watching people

4 Everyday I go jogging around the running … ……… near my house

5 He took off his surfing ………

6 The Summer ……….is an sporting event held every four years

Part B: athlete, swimming pool, first place, volleyball, stadium, coach

7 A………is the one who can help an athlete better at his or her sport

8 Thousand of people stayed at the ……… to enjoy sport

9 Some people like to swim in an indoor………

10 An ………is any person playing a sport

11 ………is kind of sport using a ball

12 Third or second place are good But I want to win the ………

Exercise 3: Write a letter (A-H) next to each sentence

A microwave B fridge C hair dryer D lamp

E stove F washing machine G television H dishwasher

1 This is to wash your clothes …………

2 This machine is for washing your plates and dishes………

3 This equipment is to dry your hair ………

4 It is an oven which use waves of energy to heat food ………

5 This is a large container to keep food and drinks cold ………

6 This has shape of a box and a screen in the front ………

7 When the light is off, you turn on this ………

8 People use this to cook food ………

POST-TEST (CYCLE 2) Exercise 1: Choose the best answer

1 a fridge b.washing machine c dish d bowl

2 a hi-tech robot b computer c UFO d wireless TV

4 a apartment b cottage c stilt house d villa

7 a cook b microwave c cleaner d table 8 a boat b house c dorm d cottage

Water pollution Wildlife Air pollution

Habitat Solar panels Nuclear power Drought Greenhouse effect

Exercise 3: Fill in the gap with the most suitable word given in the box exhaust fumes poisonous rainforests trees effects carbon dioxide birds protect

1 One of the most harmful sgases from the vehicles is ………

2 ……… with plants and animals are at risk

3 The pollution in cities is because of ………

4 We need to ……….the surrounding environment

5 We are scared of having ……… seafood

6 Thousands of sea ……….are alive along the beach

7 The oil spill has had negative……… on the environment

8 If we cut down …….………in the forest, it will be bad for people

This survey questionnaire has been specifically created for my master research project on the effectiveness of using Voicetube to enhance vocabulary retention among learners at an English centre in Hai Phong I would greatly appreciate it if you could take a moment to complete this questionnaire Rest assured that the information you have provided is strictly for educational purposes, and your identity will remain anonymous in any data analysis or discussions Please use either English or Vietnamese

Thank you very much for your cooperation

(Bảng câu hỏi khảo sát này được thiết kế và thực hiện nhằm tìm hiểu thái độ của học sinh đối với việc áp dụng hoặc sử dử dụng Voicetube để nâng cao khả năng ghi nhớ từ vựng của học sinh Tôi biết ơn sự hợp tác của các bạn trong việc hoàn thành bảng câu hỏi này Hãy yêu tâm rằng bạn sẽ không bị nhận dạng trong bất kỳ cuộc thảo luận nào về dữ liệu)

Student name: (Tên học sinh: )

Indicate the extent to which you agree or disagree with the following items in the appropriate box using the scale given below

1= Strongly disagree 2= disagree 3=undecided 4= agree

(Hãy điền vào ô trống thể hiện mức độ đồng tình với nhận định trong bảng hỏi

1 = hoàn toàn không đồng ý, 2= không đồng ý, 3 = chưa chắc chắn, 4 = đồng ý, 5 = hoàn toàn đồng ý)

I Student' general attitudes about watching captioned videos from

(Thái độ chung của học sinh về việc xem video từ Voicetube)

1 You are interested in watching video with captions from Voicetube in English lessons

(Bạn cảm thấy hứng thú xem video có phụ đề trên Voicetube vào các tiết học Tiếng Anh)

2 The application of Voicetube makes learning vocabulary easy

(Việc ứng dụng Voicetube làm cho việc học từ vựng dễ dàng hơn)

3 You feel more motivated in learning vocabulary

(Bạn cảm thấy có động lực hơn trong việc học từ vựng)

II The appropriateness with video from the application of Voicetube

(Tính phù hợp của các video từ Voicetube)

4 The difficulty of Voicetubeis appropriate to the student's grade level

(Độ khó của Voicetube phù hợp với trình độ học sinh)

5 The captions of videos from Voicetube are understandable

(Phụ đề của các video trên Voicetube dễ hiểu)

6 Vocabulary in videos are for the purpose of daily life use

(Từ vựng trên video nhằm mục đích sử dụng trong cuộc sống hàng ngày)

7 The target words respond the students' real needs and interests

(Các từ vựng mục tiêu đáp ứng được nhu cầu thực sự và mối quan tâm của học sinh )

8 The font size and color of captions from

Voicetube is easy to see

(Cỡ chữ và màu sắc của phụ đề từ Voicetube rất dễ nhìn)

(Hoạt động của giáo viên)

9 You are able to follow the learning of vocabulary through meaning - focused interaction thank to practice exercises are concrete and effective

(Bạn có thể học được từ vựng thông qua nghĩa của từ vựng thông qua các bài tập tương tác hiệu quả của giáo viên)

10 Your teacher provided you the chance to practice new words in small groups or pairs

(Giáo viên đã tạo cơ hội cho các bạn được thực hành từ mới theo nhóm hoặc theo cặp)

Thank you for your cooperation!

(Cảm ơn sự hợp tác của các bạn)

This interview is conducted as a part of my research “Action research on the application of Voicetube to improve learners’ vocabulary retention at an English Centre in Hai Phong” Your assistance in participating in the interview is highly appreciated All the information provided is of great use and for study purposes only Thank you very much for your cooperation!

(Cuộc phỏng vấn này được thực hiện như một phần trong nghiên cứu của tôi “Nghiên cứu hành động về việc ứng dụng Voicetube để cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng” Sự hỗ trợ của bạn trong việc tham gia phỏng vấn được đánh giá cao Toàn bộ thông tin được cung cấp chỉ được sử dụng cho mục đích nghiên cứu Cảm ơn sự hợp tác của bạn!)

Question 1: Do you support the app Voicetube adopted in English vocabulary lessons? Please explain your opinion

(Câu hỏi 1: Bạn có ủng hộ ứng dụng Voicetube áp dụng trong các bài học từ vựng tiếng Anh không? Hãy giải thích ý kiến của bạn.)

Question 2: Do you think that it is easier for you to learn English vocabulary thanks to videos of the app Voicetube? Please explain why or why not

( Câu hỏi 2: Bạn có nghĩ rằng việc học từ vựng tiếng Anh dễ dàng hơn nhờ các video của ứng dụng Voicetube không? Xin giải thích lý do tại sao và tại sao không.)

Appendix D: GLOBAL SUCCESS TEXT BOOK

Appendix E: SAMPLE OF LESSON PLAN

Lesson plan UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1 Lesson aim(s)

By the end of the lesson, students will be able to:

• Use the vocabularies of the topic Sports and games;

• Correctly pronounce the sounds /e/ and /ổ/

1 racket (n) an object used for hitting the balls in some sports

2 goggles (n) special glasses used to protect the eyes from chemicals, wind, water …

3 competition (n) a situation in which someone try to win something or be more successful than someone else

4 champion (n) someone or something has beaten all other competitors in a competition

5 marathon (n) a running race of slightly over 26 miles /ˈmổr.ə.θən/

Grade 6 textbook, Unit 8, A closer look 1

1 Difficulties in distinguishing two sounds /e/ and /ổ/

Provide students some tips by identifying the letters may include each sound

2 Some students are lack of concentration in the class

Have expectations in explicit detail Have unfocused students practise

Have expectations in small chunks (before every activity)

Unit 8: Sports and games Lesson 2: A closer look 1

Task 1: Write the right words under the pictures

Task 2: What sports are these things for? Match each thing in column A with a sport in column B

Task 3: Fill each blank with the words from the box

Task 4: Watch video, listen and repeat Pay attention to the sound /e/ and /ổ/

Task 5: Watch video, listen and repeat Underline the words with the sound /e/ and /ổ/ III Production

Stage Stage aim Procedure Interaction Time

Warm-up To activate students’ prior knowledge and vocabulary related to the topic

Class is devided into 2 teams Every member in the team, in turns, comes to the board and lists all the sports and games they have learnt

The winner is the team who gets the highest points in 2 minutes

VOCABULARY Teacher introduces the vocabulary by + explain the meaning of the words;

+ illustrate picture of the words

Teacher shows students video of the application Voicetube to see, link https://www.voicetube.com/videos/

Practice To teach or review the names of various pieces of equipment used in various activities and sports

To review or impart some sports names/ games and the equipment to be used with them

Task 1: Put the correct words underneath the images

Students look at the pictures and write the vocabulary under the pictures

Students work individually and teachers ask them to match the phrase and the pictures properly

The teacher invites a student to come forward and share their answer on the board The rest of the class can engage in pair comparison

The teacher reviews the answers with the entire class and provides explanations when needed If there is sufficient time, students can provide examples

Task 2: Why are these things used in sports? Combine a sport from column

The teacher instructs the students to complete the task on their own before selecting a few students to share their answers on the board Afterwards, the teacher leads a class discussion to review and verify the answers

The teacher engages the entire class by encouraging students to contribute additional names of sports and the equipment associated with them

To practice using terms associated with games and sports in context with pupils

– running – sports shoes – chess – chessboard + chessmen / chess pieces

Task 3: Fill each blank with the words from the box

The teacher instructs the students to read the sentences and fill in the blanks using the provided words

They are encouraged to carefully read the sentences and search for clues to help them select the correct words to complete the sentences

The teacher selects a student to write the words on the board and provides correction

Teacher challenges more advanced students to create sentences using the given words Feedback is provided by fellow students and the teacher

(Pre-teach the sounds /e/ and

To help students have concept and identify the sounds /e/ and /ổ/

PRONUNCIATION Teacher has 2 sounds /e/ and /ổ/ to students and lets them watch a video to pronounce these two sounds https://www.youtube.com/watch?v=d 98t4b3XLjg https://www.youtube.com/watch?v=

Teacher asks students to give some words they know containing these sounds

Teacher asks students to pay attention to the letters containing the sounds and helps them identify the sounds

Practice To help students identify and practise the /e/ and /ổ/ sounds

To help students practise the sounds /e/ and /ổ/ in sentences

Task 4: Listen and repeat Pay attention to the sound /e/ and /ổ/

Teacher asks students to listen and repeat

Task 5: Pay attention and say it again

/e/ and /ae/ sounds should be underlined in the words

Prior to listening, the teacher encourages students to engage in pair discussions to identify words that contain a specific sound /e/ and /ổ/

Teacher plays the recording for students to check and repeat the sentences

1 They cannot take part in this contest

2 They began the match very late

3 Please get the racket for me

4 We play chess every Saturday

5 My grandpa is old, but he’s active

Production To allow *Game: Who is faster? Group work 5 pupils to put their newly acquired knowledge into practice