luận văn the effects of interactive web based assignments on students learning english as a foreign language at nguyen trai high school

Students’ perceptions in the control group on motivation in learning English through Google Forms and Kahoot!. Students’ perceptions in the experimental group on motivation in learning E

INTRODUCTION

Background to the study

The fourth industrial revolution has been advancing the applications of computer and smartphone technology in all fields and education has no exception According to Sabry & Baldwin (2003), web technology is rapidly being employed for learning engagement in educational institutions As the potential benefits it brings for education, web-based courses and programs have progressively been focused on developing by many academic institutions, organizations, and companies all over the world Nam & Smith-Jackson (2007) stated that web-based learning teaching approach provides a new and broad range of teaching-learning experiences for teachers and students, including accessing information at any time and place, online presentation of information, interactive task-based activities, effective dissemination of information, and long-distance education, which may be difficult to achieve in traditional classrooms Thanks to the tremendous advancements in communication and information technology over the last decade, education has undergone several significant changes As a result, the transition from traditional educational methods to new ones based on e-learning programs was accompanied by a true transformation of the traditional form of education (i.e., teacher, student, and educational institution), transforming it into a more modernized process Teachers should employ communication and information technology to manage a variety of educational activities that engage students in a variety of themes The primary goal of implementing this technology is to enhance the productivity of teachers and students in the learning and teaching process (Law & Lee, 2010) Hung, et al (2012) conducted that boosting learners' desire to learn is critical in learning and teaching new knowledge and skills since it influences how they interact with the courses they are taking Furthermore, high learning motivations may inspire students to continue studying even after they have completed their schooling Because of its enormous advancement, many software tools and systems exist that help teachers and students have better teaching experiences in the classroom

On the other hand, in 21st-century classrooms, teaching and learning is more student-centered than teacher-centered In the twenty-first century, students can learn at any time and from any location (Yáez-Aldecoa, Okada, & Palau, 2015)

To adapt with the 4Cs (known as four critical learning and innovation capabilities for the twenty-first century), which are the critical thinking and problem solving, creativity, collaboration, and communication (Partnership for 21st Century Learning, 2019), Jennifer (2019) claimed that educators and administrators are actively exploring for innovative ways to educate children for the future along with the changing of technology at a quicker rate than ever before

The coronavirus (COVID-19) pandemic has been widespread around the globe affecting every sector, significantly education at all levels According to UNESCO (2020), there have been nearly 1.6 billion students affected: 91.3% of the world’s student population as a result of the implemented nationwide closures of schools 188 countries The sudden closures of schools, colleges and universities have disrupted the flow of learning and teaching activities, which makes online learning be considered as one of the best alternative selections to traditional learning With the surpass in the variety of aspects, the global eLearning market is expected to reach $240 billion by 2022 (Erin Duffin, 2020) According to Erin Duffin in Statista eLearning data, the global eLearning market is predicted to increase to approximately $240 billion by 2022 These figures are hardly surprising, given the explosive expansion of eLearning in recent years Based on research trends, the digital education and eLearning industries had a total value of $46 billion in 2016 and are predicted to expand to $243 billion by

2022 It can be seen that web-based activities have been surpassed during online classes, which makes teachers and leaners have a brighter overview on applying web-based interactive activities in teaching and learning With the world approaching the post-pandemic age, the new period with optimism and renewed hope must be looked forward to Thanks to vaccine, “the new normal state” was set up in Vietnam However, is it possible to return to pre-pandemic normalcy state? According to some experts, the old normal was not normal because it

3 placed too much emphasis on one style of training or learning even when traditional classrooms taken again later, especially in assignments

Besides, according to the Vietnamese’s National foreign languages project

2020 by Ministry of Education and Training Vietnam, applying technology in teaching English is crucial The project 2020 is presently in its second phase, with the goal of having all high school graduates exit with a minimal CEFR level B1 in their selected foreign language(s) by 2020 A working committee of six Vietnamese educational professionals has been formed to examine the project's success to date and to guide it through the second phase, which currently runs until 2025 This project has already completed tasks such as building a new National Foreign Language Assessment Centre, developing a national six-level competency framework mapped to the Common European Framework (CEFR), implementing a new National Curriculum for English, and introducing English as a foreign language in schools three years sooner than before (starting in Grade 3 instead of Grade 6) With the aim at a vast segment of the Vietnamese community and try to handle the challenging problem of boosting language competency levels, the plans for Project 2020 (2017-2025) are large-scale and ambitious Access to online language learning resources is one of the following stages in the initiative for the National Foreign Language Resource Centre

Vocabulary is one of the essential linguistic competences, which is thought to be crucial for successful second- or foreign-language learning (Schmitt, N, 2000) However, during teaching English in EFL classes at Nguyen Trai high school, the researcher found that many students have had obstacles in remembering vocabulary, which has influenced them on other skills of English because vocabulary determines how well individuals communicate, listen, comprehend, and write (Richard, 2002) The researcher concurs with Khany and Khosravian (2014) that students who lack adequate vocabulary or word-learning skills suffer throughout their academic careers, which creates a vicious cycle of dissatisfaction and repeated failure The researcher has tried to help students in improving vocabulary ability and detected that using computers can give students

4 opportunity to increase their vocabulary (Schmidt, 2004; Yanguas, 2009; Zarei,

& Mahmoodzadeh, 2014) Additionally, based on the importance of innovating the applications information technology, the writer finds it necessary to adapt with the web-based assignments to ensure it is implemented as usual even though in traditional classes or in case pandemic or unexpected situations happen making online learning take place Furthermore, with the importance of vocabulary in learning language, the writers hope to help students memorize the vocabulary, develop students’ vocabulary and motivation in each lessons applied web-based assignments

From the background, the writer is fascinated in researching the effect of interactive web-based assignments in vocabulary era through Google Forms, and Kahoot! apps by the title “The Effect of Interactive Web-based

Assignments on Students Learning English as a Foreign Language at Nguyen Trai High School.”

Aim(s) of the study

Despite the benefits and needs of eLearning, its use is still not taken full advantages There are some powerful apps like Google Forms and Kahoot that can support teachers and students teaching and learning English especially in vocabulary They are great tools to design interactive web-based assignments to help students concentrate and work more efficiently during the lessons As a result, students get better grades and have motivate in learning English Besides, teachers gain the success in teaching language, especially vocabulary aspect, and the workload significantly reduces thanks to the benefits of the two applications The aim of the study was to improve students’ vocabulary ability and enhance students’ motivation in learning English through applying interactive web-based assignments.

Significance of the study

This study assisted students in EFL classes at Nguyen Trai high school to improve vocabulary ability and enhance their motivation in learning English The study detected the effect of applying interactive web-based assignments and what

5 students on EFL perceive about the use of Google Forms and Kahoot! assignments after experimental time, from which measures are proposed so that the result of applying interactive web-based assignments at school will be better and implement other active online learning models for students in the next courses Additionally, the findings of the study can be utilized as a model for other researchers’ interest on the similar affair of applying interactive web-based assignments in the combination between traditional classes and online classes (blended-classes) or even online classes in case serious pandemic like Covid-19 to raise students’ inspiration as well as gain higher achievement in learning EFL Last but not least, this study combines two applications Google Forms and Kahoot applied in assignments, which usually separate in other previous studies.

Scope of the study

The study was conducted from January 2021 to May 2022 with 84 students in EFL class at Nguyen Trai high school With the essential role of technology in teaching and learning EFL and its benefits, the researcher primarily emphasized on two web-based applications which were Google forms and Kahoot! so as to improve students’ vocabulary ability and boost their motivation in vocabulary learning Besides, after five months doing experiment, the researcher also found the effect of interactive web-based assignments on Google Forms and Kahoot! applications from the results of the study.

Definitions of key terms

- Second language (L2): a language learned by a person after his or her native language, especially as a resident of an area where it is in general use

- English as a Foreign Language (EFL): “is the term used to describe the study of English by non-native speakers in countries where English is not the dominant language” (Nordquist, Richard, 2020)

The first chapter, Introduction, displayed background to the study, which raised the crucial role of technology in teaching and learning EFL In addition, this chapter explains why the current study was done Furthermore, aims of the research, significance of the study, and scope of the study would be mentioned

6 The theoretical background used in the study would be provided in the next chapter which is known as Literature Review

LITERATURE REVIEW

Interactions in e-learning

Moore (1989), and Hirumi (2006) are examples of published categorisations that provide educators with insight into the nature and field of view of interactions that may take place in e-learning Individual interactions with curricular content are included in this definition of interaction, which is typically interpreted as behaviors among persons In distance education, Moore (1989) differentiated three types of interaction:

Learner‐Information interaction (L-I): Students interacting with the subject matter under study to construct meaning, relate it to personal knowledge, and apply it to problem solving is referred to as student-content interaction Moore (1989) defined student content interaction as "the process of cognitively interacting with the subject that results in changes in the learner's comprehension, the learner's perspective, or the learner's cognitive structures" (p 2) Student content interaction can include searching for information, completing assignments, and working on projects, as well as using study guides, viewing instructional videos, interacting with multimedia, taking part in simulations, or using intellectual support software (e.g., statistical software)

Learner‐Tutor interaction (L-T): The discussion between students and the instructor is the emphasis of student-instructor interaction Moore (1989) asserts that the teacher's objectives throughout student-teacher contact are to” stimulate or at least maintain the student’s interest in what is to be taught, to

8 motivate the student to learn, to enhance and maintain the learner’s interest, including self‐ direction and self‐motivation" throughout student-teacher contact (p 2)

In online courses, Vrasidas (2000) stresses the instructor's actions and technologies must facilitate the transmission and information exchange required to support the creation of knowledge over a distance On the other hand, studies, for instance Rovai (2001) have shown that in an interactive classroom setting, it is able to build an environment that promotes the creation of community Swan (2003) concurs throughout learner–instructor interaction, the instructor tries to pique the interest of students in the course content, inspire them, and make the learning process easier for them Wallace (2003) supposes that some models of distant education use a lecture format that does not promote students' active learning As they strive to make sense of difficult knowledge, most learners sake from a two-way information flow and the facilitation of an instructor Some researchers (Ouzts, 2006; Liu, Magjuka, Bonk, & Lee, 2007) agree that students’ satisfaction with online courses is influenced by the development of a community However, in an online context, it is quite difficult to create a learning community (Vesely, Bloom, & Sherlock, 2007) Therefore, teachers must strategically select for the flow of information in an online education context by utilizing technology, equipment, and asynchronous activities to maximize learning Instructors designing online courses demand scientific evidence to assist which course activities improve learner-instructor engagement and which have the greatest influence on community building Further, McInnerney & Roberts (2004), Yang & Liu (2008) demonstrate that teachers may improve online community by developing courses with the goal of reducing student isolation If instructors can build a good learning community, it values for social reinforcement according to Gallagher-LePak, Reilly, & Killion (2009) besides information exchange (Moller, 1998), and student outcomes (Anderson, 2008; Drouin, 2008; Exter, Korkmaz, Harlin, & Bichelmeyer, 2009)

Learner‐Learner interaction (L-L) : Individual student engagement or interaction among students working in small groups is referred to as student- student interaction

There are variety of categories for classifying interactions in the field In Simms’ theory in 2000, student-student, student-teacher, student-content, and student-interface are four major types of interactions This researcher offers a useful classification of interactivity from the perspective of an educational courseware designer This classification highlights the importance of the many concepts in boosting motivation, engagement, and instructional exchanges in technology-enhanced education, as well as their interconnected characteristics The variety and qualities of interactive notions are illustrated in the following descriptions:

+ Object Interactivity: (proactive inquiry) is a type of application in which users activate objects (buttons, persons, and things) with a mouse or other touchpad to evoke an audio-visual reaction

+ Linear Interactivity: (reactive pacing) is a software program in which the user works through a planned linear order of educational material without receiving any response-specific feedback to their activities "Page- turning" is the term for this form of interaction

+ Support Interactivity: (reactive inquiry) helps learners improve their performance in both overall and context-sensitive ways

+ Update Interactivity: (proactive) refers to particular application components or situations in which the user and computer-generated data have a conversation This could include programs that offer or create difficulties, as well as dialogues that the student must answer to A computer-generated update or feedback will be generated in response to the learner's reply The degree to which the update or feedback gives a meaningful reply will be determined by the instructional rigor of the judging

Hirumi (2006) examines four factors of published e-learning interaction categorisations:

+ Communication-based categories define the interaction's sender and receiver Student-student, student-teacher, student-content, and student-interface interactions are examples of fundamental interactions

+ Purpose-based categories describe interactions with a specific goal in mind Learners take actions such as acknowledge, moderate, query, explore, and discuss

+ Activity-based categories characterize learners' levels of interaction experienced by learners A variety of activities to enhance critical thinking, innovative thinking, and interactive group work have been suggested in the literature

+ Tool-based categories concentrate on the capabilities provided by various e-learning platforms E-mail, asynchronous messaging, network connectivity and postponed collaboration software, actual creativity and discussion tools, and real-time multimedia and interactive media collaboration software are among these tools

Jaggars et al (2013) appreciated the benefits of technology tools in teaching “When optimized, technological tools can help instructors to establish a knowledgeable and approachable presence, a vital element of strong online courses”

In the views of Banna et al (2015) and Nguyen et al (2018), they supposed interaction is essential for online learning to be successful Students engage and exchange information and knowledge, resulting in the production of new knowledge (Jou et al., 2016) Luo et al., (2017) believed it is necessary for continued use of online learning platforms because these interactions assist students in becoming more active and involved in their online courses, as well as strengthening their feeling of community (Seo et al., 2021; Martin et al., 2018) Based on the theory of Moor (1989), Martin and Bolliger (2018) developed and detected that the learner–instructor interaction is the most crucial among three types of interactions By offering a range of communication channels, assistance,

11 encouragement, and timely feedback and resources, instructors can boost learner motivation (Martin et al., 2018).

Online learning

2.2.1 Web-based learning and teaching

The most current demographic study suggests that the recent student is multi-task oriented and has a limited attention span (Cluskey, Elbeck, Hill, & Strupeck, 2011) As student demographics change, teachers must explore whether Web-based pedagogical methods improve student learning and how Web-based interactive technologies can help students learn crucial ideas Given these changes, educators must encourage productive dialogues about how to adapt existing methodologies, add new learning activities to existing ones, or adapt existing ones to fit the demands of a changing student profile that includes a variety of learning styles

Pickett et al (2000) stated that computer-assisted interactivity employs computer programs to promote learning by presenting users with tasks to which they may respond Furthermore, Achenreiner (2001) claimed that more research is needed to link current pedagogies with technology interfaces Even though much has been printed about how computer-aided interactivity improves students' learning, there seems to be little actual evidence about how students learn with technology (Close, Dixit, and Malhotra 2005)

Because the requirement of innovating technology in teaching, most teachers may select to supplement lecture-based teaching approaches with materials that come with textbooks and computer-aided presentation or exercises However, O'Connor and Girard (2006) supposed combining traditional pedagogical (face-to-face) methods with interactive tools may be difficult for teachers The writer believes that if properly applied, interactive web-based assignments can benefit student learning

Moore (1989) argues that instructional design models must be changed to include a variety of interactions, each with its own goal and expected effect McGraw-Hill (2002) discovered that web technology is increasingly being employed in educational institutions for learning interaction However, although developing technologies provide a wide range of potential for increasing cooperation in learning environments, Beldarrain (2006) adds that distant education programs around the world face constraints that may limit or prevent the adoption of these technologies Beldarrain (2008) states that it also important to pick the right digital tools to help with cooperation, communication, and cognition In addition, instructional design models must incorporate student engagement into the instructional objectives and tactics that establish, support, and improve learning environments

The majority of the material on the usage of Google Forms is centered toward it being a useful tool for surveys and assessment Google Forms can be used "to create a pretest or posttest to assess student learning outcomes," according to Whicker, Shields, and Chadwell (2012) Frutchey (2012) demonstrated this by establishing a Form to evaluate his own instruction or encounter with a consumer Koury and Jardine (2013) extend the discussion by emphasizing how "Google does all the work" when it comes to organizing and analysing the data collected through evaluations (p 166) They also mention how

"students appreciate the anonymous nature of the surveys," which may be shared with students through email or in class (p 166) Google, on the other hand, enhanced the functionality of its forms in 2016 (Google workspace, 2016) Quizzing, assignment, and presentation templates have been added to the revised Google Forms, making them more educational It also has more distribution options, and user or creator-friendly design, and the ability to switch to an older version of Google Forms if desired With these upgrades, Google Forms are no

13 longer only a great tool for assessing students; they've also opened more options to interact with them during and after class

Batubara (2016) investigates there are some uses for Google Forms in education, including:

+ Online task/assignment distribution via the web page

+ Gathering information from other people's findings via website pages

+ Using web pages to gather relevant student/teacher data

Also, Mardiana & Purnanto (2017) characterize Google Forms is a tool that comes in the form of form templates or worksheets that may be used separately or together to collect data from users Google Forms is a free service provided by Google that can be accessed using a browser We can use laptops, PCs, and even smartphones to construct Google Forms (Astuti, 2020) Mulatsih (2020) adds, Google Forms can be used to plan events, send surveys, administer examinations to learners or other individuals, or gather data in a simple and quick manner

From the above explanation, Google Forms is a Google app in the mode of form layouts or worksheets that learners may free internet access, and it is excellent for carrying out tests, surveys, and gathering information or assignments efficiently and effectively

Kahoot! is a game-based student response system (GSRS) that briefly turns the classroom into a game show with the teacher as the host and the students as contestants (Wang, 2015) Wang (2015) also stated that when Kahoot! was first released, it stood out from the rest of the Student Response Systems (SRS) because it was primarily focused on being a game-based platform As a result, it is classed as a Game-based Student Response System (GSRS) Kahoot!, according to Atilano (2017), is a free online gaming application and learning platform that allows instructors to create and share interactive quizzes, surveys, discussion topics, and scramble games with an

14 unlimited amount of students in the classroom McLaughlin & Yan (2017) stressed that with capability for video, photos, music, scoring, and ranking, Kahoot! was regarded as a game-like student response system that was more dynamic than some other tools, which has quickly gained popularity throughout the world with over 30 million users (Plump & LaRosa, 2017, p 151)

Kahoot! is an ever-evolving platform On the https://create.kahoot.it website, anyone can create a free Kahoot! account We may now create four other sorts of Kahoot games using the 'create' option: quiz, conversation, jumble, and survey It enables users to share photos or videos from YouTube to Kahoot! projects It is also feasible to perform the project open to the public or to keep it private Using the explore option, we can duplicate and change hundreds of ready-to-use Kahoot projects We can select alternative time limitations for students to answer the question (5, 10, 20, 30, 60, 90, 120 seconds) or offer extra marks to students who give answers correctly speedier than others to make the game more competitive while creating a Kahoot quiz Before beginning a test in the classroom, the instructor logs into her free account at https://create.kahoot.it and selects the 'play' option to begin the game in traditional (player vs player) or team (team vs team) mode The projection should be on a huge screen The participants must next use their mobile devices to access to kahoot.it and enter the distinctive pin code displayed on the screen Students are given a maximum of four options, each represented by a different symbol: a triangle, a diamond, a circle, or a square By the time the time restriction expires, all pupils must have thickened on the applicable icon With a tick or ticks on the right choice, the following screen presents the distribution of replies throughout the options (s)

At the start of each class, most online learning systems require students to contribute a personal biography The bios serve as a source of information for students to exchange during the semester It allows students to construct their own online personas, which encourages more in-depth discussion (Muirhead, 2004)

A number of teachers and students remarked on their ability to concentrate more on the course topic and less on difficulties in parking, traffic, and other issues that can occur in a traditional classroom setting (Thomson, 2010) Gikas and Grant (2013) stressed the convenience of online learning in accessing information anywhere and at any time through the use of mobile devices such as smartphones, tablets, and laptops Paper assignments, according to Flannery et al (2013), can better prepare students for end-of-term written tests than online systems However, they discovered that students who studied online had a higher completion rate and performed better on some aspects of the exams You & Kang (2014) supposed students who prefer self-directed learning have found that online courses are beneficial and investigated that self-regulated students are more likely to employ a variety of "cognitive and metacognitive strategies to accomplish their learning goals" Today's educational technology has resulted in a plethora of innovative learning approaches Learning via electronic devices (e- learning), such as Compact Discs, which include information to be learned and delivered over the mail; distance learning; and online learning, where studying material/media is hosted on a platform that can be accessed via the internet Kumar & Nanda (2018) found that social media platforms such as Facebook and Instagram can be used to learn online whereas Sobron et al (2019) assumed online learning also could provide students with more meaningful learning experiences Abidah et al (2020) evaluated a variety of infrastructure and services that facilitated online learning for free, were simple to use, and could be reached via smartphones, notably Google Classroom, WhatsApp, Kelas Cerdas, Zenius, Quipper, and Microsoft

When the Covid-19 pandemic devastated the global education system, local and provincial governments implemented strategies to phase out face-to- face schooling in favor of 'study from home' via internet or online learning This policy is in effect at all levels of education, including elementary, secondary, and higher education Although a relatively modest survey conducted by certain researchers revealed that adoption in the area is still varied, this step is regarded

16 adequate to avoid the spread of Covid-19 in the classroom or campus environment Herliandry et al., (2020) suggested that given the tremendous threats during this epidemic, online learning can be an ideal way for active classrooms even if schools or institutions have been shut In the research of Dewi (2020), it was shown that the applying of online learning in primary schools during the Covid-19 pandemic could be highly successful thanks to home learning collaboration between teachers, students, and parents The results of Firman & Rahayu’s studies (2020) approved that: (1) Students already possessed the necessary tools to participate in online learning; (2) Online learning was adaptable in its application, allowing for the development of learning independence and incentive to become more engaged in learning; (3) To lessen the risk of Covid-19 spreading on campus, distance learning stimulated the formation of social distancing behavior and significantly reduced the emergence of crowds Zhafira et al (2020) demonstrated that WhatsApp and Google Classroom were the most prominent online learning media during Covid-19 social distancing He added though prior to the start of online lectures, 53% of survey participants were able to use different online learning media Furthermore, the semi-two-way model was the most preferred communication model, indicating that more work on online learning studies using problem-based, collaborative, and other patterns was required Miaty (2020) claimed that educators' capacity to master technology would really be increasingly pushed to improve with online learning

Sadiyani, et al (2021) find out few benefits of Google Form when it comes to offering English assignments, which are as follows:

+ Creating assignments is an easy and flexible process

+ The platform includes audio and graphics to aid in the composition, structure, listening, and reading of a variety of assignments

+ After completing the work or assignment, the students are automatically informed of the outcome

Assignments

An assignment, according to the Cambridge Dictionary, is a piece of work that is provided to someone as part of their study or career

Based on the foregoing, it can be stated that an assignment is a work or task given to learners that must be done according to the educator's instructions The technique of online assessment is similar to that of an online assignment

In recent years, as computer technology has become more widely used in education, the use of computers to administer tests has become more common (Bonham et al 2000; Buchanan 2000) It is said that Internet-assisted educational applications have made it easier for teachers to improve learner interaction, motivation, and active involvement by allowing them to do fast assessments and receive immediate feedback on their students' achievements Gardner et al (2002) created CECIL, a computer-supported learning system with an unusual

20 feature: 'Self-Assessment,' to improve students' learning effectiveness Teachers can quickly conduct and build examinations using the 'Self-Assessment' tool, which is supplied with item pools They also mentioned that item pools have the benefit of allowing teachers to integrate big item banks (item pools) from textbook publishers and group load these questions with minimal manual work Gardner et al (2002) also mentioned that teachers who conduct and build exams over the Internet have the benefit of assisting students in checking their grasp of the learning resources at any time

Classroom response systems are the general name for these systems Chaiyo & Nokham (2017) detected that “wireless handheld devices like smart phones and tablets to collect and aggregate student responses instantly then display the aggregated results in the class and gather immediate feedback in response to questions posed by instructors” are used in classroom response systems Google Forms, Kahoot!, and other educational software have benefited from this shift These online assessment devices enable students to answer quickly to questions using computers, smart phones, or tablets, allowing teachers to provide instant results for individual or group evaluation in a joyful and competitive manner (Ylmaz, 2017) Furthermore, a wide range of item forms, such as true-false, multiple-choice, matching, sorting, and cloze-test, can be simply generated and governed through web portals (Başol et al., 2017) While multiple-choice examinations have been available for a long time, tools like Google Forms and Kahoot have improved their interactivity and engagement in the classroom (Howell, Tseng, & Colorado-Resa, 2017)

Digital assessment tools and gamification

During the process of learning, online games involve and motivate students to participate in relevant and enjoyable activities (Dellos, 2015) These platforms are often known as gamification tools because of their amusing and competitive atmosphere (Ucar & Kumtepe, 2017) Gamification is defined by Iaremenko (2017) as “the application of game elements into education which makes it more relaxed, fun and comfortable for students.” Iaremenko (2017)

21 assumed gamification's appeal is also due to the fact that it is “one of the most effective strategies to break with routine and boredom and to encourage active learning.” Gamification, it may be said, stimulates people to learn more through these apps and Kahoot!, in the viewpoints of Ismail & Mohammad (2017), is one of the most widely utilized game-based learning platforms in education

Multiple-choice and matching assignments were the types of assessments used in the study Besides the applications forms of assignments through Google Forms, with the out-standing advantages of gaming, Kahoot! would be organized as games in the forms of the two types of assessments.

Vocabulary and strategies

The prominent linguist Wilkins (1978) says that: “Without grammar, little can be expressed; without vocabulary, nothing can be expressed” The importance of vocabulary is emphasized by Decarrico (2001), who claims that

“vocabulary acquisition is central to language acquisition, whether the language is first, second, or foreign" While Beck and McKeown (2007) declare that person's vocabulary is thought of as a key to opening or closing informational doors, and it frequently indicates how well-educated they are KilicKaya, F and Karajka, J (2010) supposed teaching and learning vocabulary is an extremely difficult process which we must face while learning any language Thus, learners have to try to find out the more suitable method or even the best one Besides, teachers play an important role in this process Rogers’ view (2018) agrees with Khany and Khosravian’s view (2014) that in order to maximize their learning both inside and outside of the classroom, students require their professors' direction and guidance as they grow their vocabulary.

Alqahtani (2015) defines vocabulary is the quantity of words required to communicate or communicate a concept and reflect the speaker's meaning, which also reveals the important of vocabulary in a language

2.4.2 Teaching vocabulary strategies with Google Forms and Kahoot! Application

A variety of strategies can be employed in the online learning or assessment process, including:

+ Short answer: Kearns (2012) states that online assessment using the short answer is a type of assessment which has been used for a long time, and it is thought to considerably assist teachers in assessing student replies and results during learning Kulkarni et al., (2013) adds teachers have been conducting online assessments using the short response approach for a long time, therefore they have grasped the technique and will find it much easier to determine the learners' abilities using this technique, according to

+ Multiple-Choice: Brader et al., (2014) claimed that Multiple choices can be utilized while providing tasks, especially online assignments, because this method makes it far easier for learners and ensures that the answer is correct

+ True or False: True or false is a form of assessment which has been broadly utilized and is simple to deliver to learners from high school to the next level, according to Brader et al (2014)

+ Fill in the blanks: Demirkan et al (2017) supposes one way for improving learners' abilities is to fill in the blanks This method is divided into two types: those with pre-determined responses and those where learners fill in their own answers This strategy is particularly well suited to enhancing students' talents

Basing the gamification tool of Kahoot!, the researcher applied multiple- choice and true or false assignments Meanwhile, Google Forms was used to complete Kahoot! by short answer and fill in the blanks Thanks to the perfect combination, the vocabulary teaching gained the highest results.

Motivations

Motivation is one of the most fundamental cognitive affective factors of language acquisition (Bernaus et al., 2004; Bernaus & Gardner, 2008) According to several experts (Baker, 2006; Dửrnyei & Ushioda, 2011), learners who have a

23 strong linguistic motivation and, for instance, a favorable attitude toward a second language (L2) or third language (L3) are more likely to succeed Hall (2011) supposes motivaion is a critical aspect in completing a specific task He adds, “It is difficult to imagine anyone learning a language without some degree of motivation” In Tohidi & Jabbari’s points of view in 2012, motivation is a factor that pushes individuals to behave in a certain way and, from the perspective of management, delivers numerous advantages to them Furthermore, Gopalan, et al (2017) indicate that motivation is a persuasion sensation that always encourages students to complete a task or assignment to the conclusion and achieve in it, as challenging or painful it may be

There are a variety of viewpoints on what types of motivations are generated in learning English V.D Shadrikov (2020) asserts that “motivation is determined by the needs and goals of the individual, the ideals of a person, the conditions of his activity” According to R.A Gottlieb (2009), “motivation is such a driving force that encourages a person to successfully learn a foreign language” Hence, the motive is defined as the student's internal desire for learning activity, which is driven by the student's own demands The researcher finds out that there are two basic types of motivation based on the theory of Kong (2009) which are intrinsic motivation and extrinsic motivation

Intrinsic motivation : Intrinsic motivation refers to the internal motivation that learners have that leads to interest, curiosity, and a desire to compete or grow Alternatively, when learners complete activities out of an internal desire to complete them successfully, rather than due to external pressure Furthermore, learners love studying by completing the assignment or activity process rather than for the sake of applause or rewards

Extrinsic motivation : Extrinsic motivation is derived from the outside, such as praise, reward, or expectancy In other words, when learners are in need to of win a competition because of their parents' approval, they should seek out teachers' praise Giving learners praise and awards, in any situation, may motivate them to learn more efficiently

Language learning learners should be motivated by a combination of both types of motivation, as Hall (2011) highlights Thus, in order to reach such goals or goals, a learner may be “intrinsically motivated by the inherently enjoyable" (i.e., the linguistic environment, passing an exam) Motivation for language acquisition should be developed, maintained, and terminated based on students' learning experiences According to Sardiman, who was quoted in Suprihatin (2015), there are a number of techniques to boost students' motivation including: scoring, reward, competition, ego-involvement, quiz, know the result, praise and punishment.

Review of previous studies

In recent years, many studies have been implemented in the field of computer-aided assessments and web-based interactive exercises In the world, there was Gráinne Colone and Bill Warburton (2005) writing A Review of Computer-assisted Assessment The rapid growth of communication and information technology and alternative educational theories are intertwined, regulating the evolution of language education elements in this context Z Xu and Y Shi (2018) explored that there have been developments in behaviorist computer-aided language teaching, interactive computer-aided language teaching, and integrated computer-aided language teaching The education industry has fulfilled the digitalization of the educational environment, educational content, and educational management with the use of personal computers and the Internet L Yang (2018) found out that The United States launched the "Digital Library Initiative Project" and the "National Digital Library Project" to promote digital libraries in towns and schools; the digital publishing industry has grown up thanks to Internet distribution channels, and the mass has shifted the traditional publishing industry's pattern by accepting online payments Ann Rosnida Md Deni & Zainor Izat Zainal (2018) discovered that the instructional approaches used had an impact on students' use of Padlet, and that some of these approaches, despite their good intentions, had created hurdles to learning When using Padlet in the classroom, other pedagogical approaches are

25 proposed With the innovation of Google Forms, Sianipar, A Z made a survey

Use of Google Form as a Student Service Satisfaction Assessment Tool Sianipar,

A Z (2019) Computer-Aided English Education In China: An Online Automatic

Essay Scoring System study was done by Dapeng Li, et al in the next year 2021

To solve challenges, the integration of computer networks and language teaching does not depend entirely on studies in one or two areas Its emergence is based on numerous theory research, as well as the ongoing streamlining and incorporation of existing field findings (Y.Gao, 2020) Moreover, Z Zhou (2020) also detected that The United States proposed constructing a “national information infrastructure” Since the development of technology, especially the advent of smartphones, there have been more studies about new forms of applications supporting education Wang (2020) wrote a literature review to investigate the effect of using the game-based learning platform Kahoot! in the classroom Amira H Saad and Dr Jayanthi Rajendran (2021) contributed to address the most successful approaches for building a productive, technical-based, theoretical approach and assessment for teaching undergraduate engineering EFL in

Subsuming Effective Methods and Approaches Towards Designing and Adopting Learning Assessment Tools for EFL Learners In today's computer network context, S Hua and F Liu (2021) have shown that relevance learning theory is the ideal platform for making language teaching frameworks It argues that teaching is the link between the exchange of information and recirculation, and that information technology is the sole medium that can facilitate this This perspective is more suited to teaching children how to learn on their own in a creative and personalised way C Wang (2021) indicated that various learning theories such as behaviorism, cognitivism, constructivism, and relevance should be scientifically linked and integrated In Vietnam, Thom Thi Nguyen (2018), conducted experimental research at an engineering university about how Kahoot game improved students’ grammar accuracy named Employing Kahoot game to improve first year students’ English grammar accuracy: an experimental research at an engineering university in the North Vietnam Thuy Thi Thanh

Nguyen and Takashi Yukawa wrote Kahoot with smartphones in testing and assessment of language teaching and learning, the need of training on mobile devices for Vietnamese teachers and students in 2019, which was published in the International Journal of Information and Education Technology In the next two years, An investigation into students’ motivation and learning effectiveness in gamified learning experiences via Kahoot! at an higher education institution in Vietnam was done by Anh Thi Van Pham et al, (2021) In primary school, Implementation Of Kahoot Online And Google Form Toward Students’ Vocabulary Comprehension Enhancement was conducted by Jenny Elvinna Manurung (2021) In high school, Effectiveness of Kahoot! on exam scores in physics of high-school students: a case study was done by Anh Thi Ngoc Tran, et al (2021) In the university, Udur Delima Sibatuara (2021) carried out a research named The Effectiveness of Kahoot in Improving Vocabulary: The Case of a

Private University English Study Program Recently, Kahoot! was also introduced in Mathematics by a study of Tuan Anh Bui et al (2022), with its name Applying Kahoot! in teaching and learning mathematics: an empirical study at Vietnamese high schools In high school, The effect of using Kahoot!

Application on students’ vocabulary was conducted by Syahputri, R H., & Solo,

L (2022) on 40 students at grade seventh Besides, in the same year, Rinaldi, R., Wiyaka, W., & Prastikawati, E found out that Google Form helped to improve students’ vocabulary ability proved by the research Google Form as an Online Assessment Tool to Improve the Students’ Vocabulary Mastery

It can be said that the previous studies mostly focused on one single app to examine However, there have not been many studies about effects of interactive web-based assignments in teaching and learning EFL in high school with the combination of Google Forms and Kahoot! Thus, the writer hopes to contribute to further studies

Conceptual framework of the study

INPUT : refers to the students’ prior knowledge about interactive web- based assignments

PROCESS : to help students in English language learning, there is a method of research was applied in this study The writer used Google forms and Kahoot! in giving English assignments in class by Statistical Package for the Social Sciences (SPSS) software

OUTPUT : refers to boosting students’ vocabulary improvement and motivation development in learning English

This chapter, which is known as Literature Review, supplied the theoretical background perceptions about the interaction with its types, web- based learning and teaching, interactives web-based apps which were used in the research Also, the benefits and challenges of online learning were also mentioned besides the motivation in L2 acquisition Moreover, the researcher demonstrated reviewing of previous studies this chapter Finally, the conceptual framework is constructed as a guidance for conducting research and analyzing data

METHODOLOGY

Research design

In this research, experiment data were collected quantitatively, and the authors employed an experimental study design with T-tests including a pretest and posttest With the questionnaires and interview, researcher used qualitative to collect data and quantitative method was used to analyze data of T-tests

The research examined two groups in this study, namely control group and experimental group At first, two groups were delivered pretest to ensure that their levels of English vocabulary were the same Then, students in the experimental group were taught vocabulary in the conventional method and did vocabulary assignments on Google Forms and Kahoot! while students in the control group were taught vocabulary and did vocabulary exercises using their conventional methods After four-month experimental period, posttest papers with the same format and levels were given to students in both experimental group and control group so as to evaluate whether the results of students in the experimental group when learning through Google Forms and Kahoot! on vocabulary assignments were much better or not.

Research questions and Hypotheses

1 How do the interactive web-based assignments improve students’ vocabulary ability?

2 How do the interactive web-based assignments impact on students’ motivation in learning English vocabulary?

The following theories were created in response to the above questions:

1 The pretest scores of experimental groups are lower than the posttest ones

2 The scores of the experimental group are higher than the control group’s scores in the posttest

3 The participants in the experimental group will have higher motivation, engagement, enjoyment in learning English.

Setting and sample data

This study took place at Nguyen Trai High School, which is located in Nguyen Van Tiet Street, Lai Thieu ward, Thuan An city, Binh Duong province Its predecessor was Nguyen Trai Secondary-High School and officially went into operation in 1998 It was not until 2005 that Lai Thieu Semi-Public School was merged into Nguyen Trai Secondary-High School, at the same time it was separated into Nguyen Van Tiet Secondary School and Nguyen Trai High School today In terms of facilities, there are 30 rooms equipped with Active board smart boards in Nguyen Trai High School There are enough practice rooms and functions as prescribed, including: 1 library room, 2 computer rooms, 1 equipment room, 1 listening room used for English, 1 Chemistry-Biology practice room, 1 Physics practice room, training ground (2936 m2), multi- purpose house (1064m2 completed and put into use September 2016) Nguyen Trai High School achieved national standards in the 2014-2015 school year, continuing to strive to maintain the title of re-standardization in the 2020-2021 school year In the school year 2021-2022, there are 102 officers, teachers and employees They are divided into 11 departments comprising Officials, Maths, Physics, Chemistry, English, Literature, Biography- Engineering and technology, History, Geography-Civic education, Physical education- National defense education, and Inforamtion technology The number of classes is 43 with more than 1700 students in all grades (10,11 and 12)

It took over the course of five months in the second semester of the academic year 2021–2022 (from 5th January to 31st May) for this study Both participants in control group and experimental group participated in 5 units beginning from unit 6 to unit 10 After unit 6,7,8 there will be review 3 and review 4 followed unit 9 and 10

The sample of the research was 84 EFL learners at grade 11 at Nguyen Trai High school The participants were divided into two groups of 42 students who came from two classes 11A4 and 11A6 Students in the experimental group were in class 11A4 and the control group were the ones in 11A6 All the participants were between the ages of 17 and 18 They have been learning English as a foreign language for at least 8 years, and their native language is Vietnamese

Google Forms and Kahoot! applications were used to designed assignments and tests to promote students’ vocabulary ability The researcher used flexibly multiple-choice, true or false, matching, short answer and fill in the blank assignments appropriately with the units in the second semester Tiếng Anh

11, Pet Practice Plus, The Vocabulary Files Level B1, and Vocabulary Files C Depending on the purpose of each type of exercise, the use of the software was designed accordingly

A mixed-method was used to assist the researcher to analyze quantitative and qualitative data to answer the research questions from questionnaire and interview This study mostly relied on students’ questionnaires and T-tests for quantitative data because using qualitative methods to develop items enhances the quality of questionnaire items (McKenna et al., 2011) According to McNamara (2009), following up with certain respondents after a questionnaire is completed, such as to further explore their responses, may be effective with interviews Researcher used open-ended questions and record students answers in

32 interviews then used qualitative methods to find out how experimental students perceive the use of Google Forms and Kahoot! on vocabulary assignments after the study Thanks to these methods, the researcher knew the effect of interactive web-based assignments on EFL students at Nguyen Trai high school.

The researcher used procedures including questionnaires and interviews to gather data that are explained as follows:

According to Morgan & Harmon (2001), questionnaires are any group of written questions that participants are asked to respond to in writing, typically by marking or circling responses As stated by Brown (2001), questionnaires are

“any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers Questionnaires are particularly efficient for gathering data on a language scale basis” He emphasizes Likert-scale questions were “typically used to investigate how respondents feel about a series of statements” and they can be constructed using a variety of scales, including very seriously to negligible, important to trivial, like to dislike, and agree to disagree To be more specific, the five Likert-scale questions were rated as follows: (1) Strongly agree, (2) Agree, (3) Neither agree nor disagree, (4) Disagree, and (5) Strongly disagree

In this study, there were two questionnaires used with the first one was delivered before the experiment and the others was taken after the experiment The first questionnaire was divided into two parts which comprised:

+ Part I of the questionnaire asks participants to provide personal information, such as their gender, experience learning English, and vocabulary ability

+ Part II for students’ experience in interactive web-based assignments and perceptions on vocabulary development and motivation enhancement through Google Forms and Kahoot! applications

The researcher used Google Forms to do an electronic survey in this study

The other questionnaire consisted of:

+ Part I for students’ vocabulary development after experience Google Forms and Kahoot! on assignments’ vocabulary

+ Part II for students’ motivation enhancement after experiencing Google Forms and Kahoot! on assignments’ vocabulary

Cohen et al., (2007) detected that the questionnaires are intended to swiftly get participant replies, but there are drawbacks to using this instrument for nothing more than data collection In particular, the responders may not express what they would like to It can be a very helpful method for gathering data that is probably inaccessible using techniques like observation or questionnaires

Interview was used after experimental because of the three reasons First of all, there is less formality in the interview conversation between the researcher and the respondents People who respond are at ease discussing their thoughts on the subjects that have been posed Second, the respondents are invited to "extend, elaborate, add for, provide detail for, clarify or qualify their response," which allows the researcher to get more insightful data (Cohen et al., 2007) Last but not least, while conducting interviews with each participant, the questions might be adaptably changed in terms of wording and/or order

In summary, these questions placed a strong emphasis on responding to the research questions with the aim of detecting students’ perceptions about the effect of interactive web-based assignments which were Google Forms and Kahoot! on vocabulary learning

The test is intended to gauge student proficiency The author included a vocabulary test with this study instrument The pretest and posttest, or before and after therapy, was used by the author for the test In order to determine the test

34 results, the author used two groups in this study (the control group and the experimental group) Both groups would do the same pretest papers in form, levels and posttest papers were also designed similar in this way then delivered to

2 groups of students to see how students in the experimental group develop vocabulary ability and motivation after treatment in comparison with the control group The relevance of the data was then determined by comparing and contrasting those from the experimental and control groups.

Collection Data

Both quantitative and qualitative data collection techniques were used in this study The following data collection instruments were employed: a survey about students’ background English-language, Google Forms and Kahoot! and their perspective of applying on vocabulary assignments through Google Forms and Kahoot by questionnaire and interview

This component's objective was to assess the English language proficiency of the students, their preceding ability and understanding, their familiarity with Google Forms and Kahoot!, their difficulties in learning English vocabulary, and their opinions of the usefulness of incorporating interactive web-based assignments into the classroom

This questionnaire was used by the researcher to gather information and comprehend how students in the experimental group perceive the use of Google Forms and Kahoot! on vocabulary assignments The author used his own questionnaire items to gather information As closed-ended questions, respondents had to choose from a list of possible answers or alternatives Fifteen questions made up the entire thing The questionnaire had all the information the writer needed

There were two tests were given before and after experimental below:

To acquire information on the students' knowledge, a pretest was given before undertaking teaching experiments The purpose of giving the students a pretest was to evaluate their vocabulary learning potential before the teacher applied web-based interactive assignments through Google Forms and Kahoot!

After the technique was included into the teaching and learning process, a posttest was given to students to gauge their understanding of the material being studied Following the finish of instruction, this test was given to students to gauge their level of understanding Results from this exam were contrasted with those from the pretest.

Data Analysis

The writer analyzed the data by using an SPSS version 20.0 To prevent unneeded errors in the running process, all questionnaire items required coding before the researcher tested dependability The description statistics results and t- test were presented by following this steps:

1 Using Frequency (F) and Percentage (P) to analyze the questionnaires

2 Using SPSS 20's Mean (M) and Standard Deviation (SD) to calculate the t-test to analyze data gathered from trials (SD)

+ Mean: It determined the average score for students, experimental groups, and control groups

𝑥 = Σ𝑥 𝑁 Which: x: mean Σ𝑥: sum of the score N: number of students + Standard deviation: It was derived by dividing the deviated square

3 Utilizing the t-test computation in SPSS 20 to analyze the notable differences between the two groups

Ethical considerations

During the study period, ethical criteria were seriously considered implementing First of all, the researcher ensured the participants' welfare and treated them with humanity not only while deciding on the research question but also throughout the study Second of all, confidentiality was guaranteed Although the researcher knew who the participants were, but the researcher removed all identifying information from the report Participants’ personal data such as names, phone numbers, email addresses, IP addresses, physical characteristics, photos were protected because all participants have a right to privacy Last but not least, this minor thesis has never been submitted to or approved for consideration for another degree at another institution

This chapter described the technique, or the research methods, that were utilized to examine how students perceived the interactive web-based vocabulary assignments through Google Forms and Kahoot! and whether or not they thought these tools were appropriate In order to concentrate on responding to the study questions, all responses were carefully noted and meticulously coded The next chapter accurately and sufficiently analyzed and discussed the data that had been gathered

RESULTS AND DISCUSSION

Analysis of data

The research tools were used to illustrate the analysis of the data that had been collected Data from questionnaires would be analyzed first, followed by data from pretest

Analysis of frequencies, percentages, central tendency measurements (means), and variability measures were among the items in the surveys (standard deviations) The study helped to provide a precise and clear interpretation of the statistics The terms "mean" (abbreviated to M) and "standard deviation" (abbreviated to S.D.) refer to averages that are used to quantify the central tendency of respondents' data and the dispersion of that data relative to its mean, respectively According to Mackey and Gass (2005), a lower standard deviation denotes a group that exhibits a given behavior with greater homogeneity, and vice versa

4.1.1 Analysis of data from questionnaires

A background survey about gender, years of learning English and the level of vocabulary ability of 84 students from 2 groups (control group and experimental group) was conducted

Figure 4.1.1.1.a Gender percentage of students

From the data, the number of female and male participants was illustrated in the figure above There were 45 female participants in the survey, which made up 53.6% and male participants were 6 students less in comparison with female participants, making up 46.4 %

Figure 4.1.1.1.b Years of learning English

It is clear that a majority of the participants had been learning English for

8 years with approximately 80 students (95.2%), the rest of them (4 students) reported that they had 9 years’ experience in learning English, which made up 4.8% of the pie chart This was suitable for students learning at grade 11 in Binh Duong province

Students’ perceptions of students’ vocabulary ability

The figures from the bar chart below presented vocabulary ability that students themselves evaluated There were five distinct levels from the highest (very good) to the lowest (not good) The smallest percentage of students are those who have excellent vocabulary ability (2 students/2.4 %) The higher rate belongs to those who are good at vocabulary (8 students/9.5%) and quite good (14 students/16.7%) 27 students (32.1%) said that they were not very good at vocabulary, especially approximately 40% of the students are not good at learning vocabulary with 33 responses

Figure 4.1.1.1.c Students perceived their vocabulary ability

4.1.1.2 Students’ experience in interactive web-based assignments

In the questionnaires, there were 5 statements ordered from Item 1 to Item

5 about students experience on learning with technology, Google Forms, Kahoot!

40 very good good quite good not very good not good

40 and vocabulary assignments through Google Forms and Kahoot! There were five distinct levels of frequency from the highest one (Strongly agree) to the lowest one (Strongly disagree)

Figure 4.1.1.2.a The frequency of teacher applying technology in class

With the data from the item 1, it could be seen clearly that technology frequently was used in class with the most responses (23students/27.4%) voted for “Strongly agree” 21 participants (25.0%) had responses for “Agree” The number of respondents for “Neither agree nor disagree” was 20 (23.8%), which was less than “Agree” (21 students/25.0%) Following rate was 14.3 percentage (12 participants) for the answer “Strongly disagree” and 8 students (9.5%) disagreed that teachers have applied technology to teach in class

Although most participants agreed that teachers usually used technology in teaching as figure 4.2.1.2.a showed above, the number of students was taught with Google Forms and Kahoot! not high There were 25 participants (29.8%) disagreed and 24 students (28.6%) strongly disagreed that teachers had used Google Forms in teaching The number of students gradually decreased 16 (19.0%) with “Neither agree nor disagree”, 12 students (14.3%) for “Agree” and

7 (8.3%) for “Strongly agree” Whereas Kahoot! was not more favorable in

Agree Neither Disagree Strongly disagree

41 teaching when receiving 31 responders (36.95%) and 25 ones (29.8%) Like Google Forms, “Neither agree nor disagree” ranked the 3 rd with 14 responses (16.7%), followed by “Agree” (8 responses/9.5%) and the lowest rate was

Figure 4.1.1.2.b The frequency of teachers using Google Forms and Kahoot! to give tasks in class or at home

From the data below, there were equally 24 responses (28.6%) for

“Strongly disagree” and “Disagree”, which illustrated the unpopularity of using Google Forms in teaching vocabulary (item 4) The lowest responses came from

“Strongly agree” with 8 responses (9.5%) in total, “Agree” was accounted 12 responses (14.3%) and “Neither” got 16 ones (19.0%) More significantly, Kahoot! was not often used in vocabulary teaching (item 5) with only 4 responses for “Strongly agree” (4.8%) and 7 for “Agree” (8.3%) “Neither agree nor disagree” was made up 12 students (14.3%), higher rate was “Disagree” with

24 ones (28.6%) The largest number responses were for “Strongly disagree” with 37 participants (44%)

Agree Neither Disagree Strongly disagree

Google Forms to teach you vocabulary

Kahoot! to teach you vocabulary

Table 4.1.1.2 The use of Google Forms and Kahoot! in teaching vocabulary 4.1.1.3 Students’ perceptions on vocabulary ability development through Google Forms and Kahoot! vocabulary assignments

6 You got higher marks after practicing doing vocabulary assignments on

7 You like the learning environment with Google

8 You like colorful themes or interface of Kahoot!

9.You engaged enthusiastically in Kahoot!’s vocabulary games

10 The assignments are designed on Google Forms and Kahoot! in such a way that you can improve your vocabulary ability

Table 4.1.1.3.a Students’ perceptions in the control group on vocabulary ability development through the use Google Forms and Kahoot!

Data showed that there were 3 students (7.1%) in the control group believed that they would get high marks after practicing doing vocabulary assignments on Google Forms and Kahoot! while 15 students (35.7%) strongly disagreed They also disliked the learning environment with Google Forms and Kahoot! and colorful themes or interface of Kahoot! with 11 responses (26.2%), which was the same number as for Item 9; 10 students (23.8%) voted for

“Disagree” was the highest rate for item10 - the assignments are designed on Google Forms and Kahoot! in such a way that you can improve your vocabulary ability

6 You got higher marks after practicing doing vocabulary assignments on

7 You like the learning environment with Google

8 You like colorful themes or interface of Kahoot!

10 The assignments are designed on Google Forms and Kahoot! in such a way that you can improve your vocabulary ability

Table 4.1.1.3.a Students’ perceptions in the experimental group on vocabulary ability development through the use Google Forms and Kahoot!

When students in experimental group were asked “You got higher marks after practicing doing vocabulary assignments on Google Forms and Kahoot!.”, there were 3 students (7.1%) voted “Strongly agreed” and “Agree” (3 students/ 7.1%), but 16 students (38.1%) strongly disagreed The number of students strongly agreed with item 7 and 8, was the same (5 students/11.9%); 10 students (23.8%) strongly disagreed that the assignments are designed on Google Forms and Kahoot! in such a way that they could improve their vocabulary ability

4.1.1.4 Students’ perceptions on motivation enhancement through Google Forms and Kahoot! on vocabulary assignments

Figure 4.1.1.4.a Students’ perceptions in the control group on motivation in learning English through Google Forms and Kahoot!

Item 11 Item 12 Item 13 Item 14 Item 15

Figure 4.1.1.4.b Students’ perceptions in the experimental group on motivation in learning English through Google Forms and Kahoot!

From the 2 tables above, item 11 of the two groups had the same percentage on “Disagree” and “Strongly disagree” scale, which were also accounted for the highest percentage in total (28.6%) The responses for item 15 in both groups were equal in “disagree” (33.3%), being the highest ranks in the scale

Prior to the experimental (lesson) component, this assessment was delivered to both the control and test groups completing within 30 minutes These tests were built basing on Pet Practice Plus, The Vocabulary Files Level B1, and Vocabulary Files C1 Its objective was to evaluate how students’ vocabulary ability in the two groups

Item 11 Item 12 Item 13 Item 14 Item 15

Figure 4.1.2.1 Statistics in pretest of Control group and Experimental group

The pretest results showed that the Means of control group (5.33) was nearly the same as experimental group (5.29) The values of Mode of the two groups were equal (5) Also, their values were 5 illustrating that most of the students in these groups gain 5 mark in the test Besides, S.D of the control group was 1.525 and experimental group’ S.D was 1.566, which meant there was not much different in the grades students got in two groups Nevertheless, although the pretest scores of the two groups were almost the same, there was a little bit difference between students gained mark 3 and 5 (Appendix E) The number of participants achieved score 5 in the control group (23.8%) was more than in experimental group (19%) Besides, the control group had less students in score 3 (3 students/ 7.1&) than the experimental one (5 students/ 11.5%) did Hence the students in control group had a little bit better than and the ones in the experimental group in vocabulary skill at first

Figure 4.1.2.2.a The posttest total result in terms of Mean, Median, and Mode

In terms of Mean, Mode, and S.D, the bar chart above shows how the overall posttest scores were distributed The Mean and Mode for the control group were 5.50 and 6, respectively while the value of Mean was 6.62 and

Mode’s value was 8 in the experimental group It demonstrated that most students in experimental group gained 8 mark, which was 2 points higher than students in the control group (Appendix E) In comparison with the pretest results, the students in the experimental group surpassed in grades though they had the lower vocabulary ability to compare with the control group at the beginning Hence, between the two groups' scores, there were statistically significant disparities

Data from the comparison of pretest and posttest totals in Mean, Mode, and S.D of experimental group would show below

Figure 4.1.2.2.b Comparison of pretest and posttest experimental group’s results

There was a dramatic rise in the results of the posttest after experiment The result of the pretest had Mean = 5.29, whereas in posttest result it was 6.62

It indicated that the average grade of students in the posttest was nearly 7 while in the pretest it did not reach to 5.5 Sharply, Mode’s value in the pretest was 5 and the majority of students in the posttest gained 8 after experiment (Mode = 8) S.D in the pretest was 1.566 and in the posttest S.D was 1.652 In the test results (Appendix E), the number of students achieved low marks also dropped down The rate of students got under average score (5) after experiment was smaller than and there were also no students gaining 2 mark in the posttest result Instead, there were 4 students scored 9 marks, which did not appear in the pretest.

Discussion of results Findings

The goal of this study was to evaluate the effect of interactive web-based assignments on EFL students at Nguyen Trai High School The researcher chose Google Forms and Kahoot! applications to design vocabulary tasks applying in the experimental group to make comparison with control group after pretest and posttest to investigate how vocabulary assignments through Google Forms and

Kahoot! enhanced students’ vocabulary ability and boost students’ motivation in learning English To collect pertinent data for the study, questionnaires, interview, pretest, and posttest were employed Accordingly, the results and discussions of students' vocabulary test of two groups - control group and experimental group, students’ responses in questionnaire and interview, were compared and assessed

4.2.1 Research question 1: How do the interactive web-based assignments improve students’ vocabulary ability?

To respond to the first research question, how do the use of Google Forms and Kahoot! assignments affect vocabulary development, the researcher made three comparisons of data which were pretest and posttest of control group, pretest and posttest of experiment group, and posttest comparison of the experiment and control group (Appendix E)

4.2.1.1 Comparison of pre & posttest (Control group)

After a semester, vocabulary learning ability of students in control group was slightly improved thanks to their efforts The rate of students receiving 4 (19.0%) and 5 (23.8%) marks in posttest was higher than in pretest (16.7, 19.0, respectively), but the rate of students gained higher scores - 6 (23.8%) in posttest were a little bit more than the one in pretest (19.0%, 9.5%) Whereas the students scored 8 marks was unchanged in pre and posttest which made up 2.4 percentages In the pretest, the value of Mean was 5.33 and Mode was 5 With students’ great efforts, these values increased slightly to 5.50 and 6 respectively in the posttest The value of S.D in the pretest was 1.525 and in the posttest, it was 1.518

4.2.1.2 Comparison of pre & posttest (Experimental group)

There was a dramatical advance in vocabulary ability of students in tested group after experiment Almost participants in pretest mainly got 5 mark (8 students/ 19%); however, the highest rate score shifted to 8 (10 students/ 23.8%) after experiment Besides, students before treatment having under average score (11 students/ 26.2%) was much more than in posttest (6 students/ 14.3%)

Additionally, there was no more students getting under 3 mark (1 student/ 2.4% in pretest) Considerably, there were 2 students (4.8%) got excellent score 9, which did not appear in pretest (0%) Moreover, in the pretest, the value of Mean was just 5.29 and Mode was 5, but in the posttest these values became greater, which reached to 6.62 for Mean value and 8 for Mode Because the wide range of scores in the posttest (3 to 9), the value of S.D was also change from 1.566 in the pretest to 1.652 in the posttest Hence, the result of posttest was appreciably better than the result of pretest after experiment This means applying vocabulary assignments through Google Forms and Kahoot! improved students’ vocabulary development

4.2.1.3 Comparison Post- test comparison of the experimental and control group

The results of posttest demonstrated that in the same number of students in each group (42 students) and the same level in English at first, the number of students under average score 5 of the experimental group (10 students/ 23.8%) is smaller than the control group (6 students/ 14.3%) and the in the opposite, the number of students gained high marks tended to appear more in the experimental group Noticeably, students in the experimental group got more good mark 8 and excellent marks 9 (totally 28.6%) than the ones in the control group (1 student/ 2.4% just for good mark 8) Besides, 1.566 was the S.D’s value of the control group and 1.652 was the experimental group’s The value of Mean in the experimental group (6.62) was 1.33 higher than in the control group (5.29) Students in the experimental group showed their better results with the value of Mode was 8, which 3 points higher than the control group’s Mode (5) This means students’ result in the experimental group surpassed the control group’s result For this reason, it was concluded that Google Forms and Kahoot! vocabulary assignments increased the vocabulary ability in learning L2 of students at Nguyen Trai High School

4.2.2 Research question 2: How do the interactive web-based assignments impact on students’ motivation in learning English?

After finishing posttest, a postquestionnaire was given to the experimental group and compared to the prequestionnaire of this group to view how the results of the motivation and vocabulary development items changed The other items of postquestionnaire which were not in prequestionnaire were included in this research appendix A

That the motivation in learning English of students at Nguyen Trai High School became dramatically fostered after practicing the vocabulary assignments through Google Forms and Kahoot! was proved by the different responds in 5 statements (Item 11-Item 15) from the two questionnaires – prequestionnaire and postquestionnaire below

In the prequestionnaire, students had negative perspectives on the opinion that vocabulary assignments designed on Google Forms and Kahoot! worked on enhancing their motivation in learning English Nevertheless, most of students expressed their high agreement with the high motivation in learning English that interactive web-based vocabulary assignments on Google Forms and Kahoot! brought after experiment

For the statement 11 “You like rewards after Kahoot!’s vocabulary games.” There were not any disagreement and strongly disagreement responses in the postquestionnaire; however, “Disagreement” made up 28.6% (12 students) and “Strongly disagreement” also contributed 28.6% (12 students) in the prequestionnaire It turned out that students were developed extrinsic motivation to learn vocabulary by trying to gain rewards (Sardiman’s quote in Suprihatin (2015)) in the vocabulary assignments on Google Forms and Kahoot! with the majority (19 students/ 45.2%) voted for “Strongly agree”

Suprihatin (2015) was also mentioned scoring was one of the techniques to increase extrinsic motivation The figures of Item 12 were firmed with this theory by having 17 responses (40.5%) for “Strongly agreement” from students

52 when being asked whether “The assignments are designed on Google Forms and Kahoot! in such a way that can help you gain high marks in the exams” in the postquestionnaire Besides, no “Disagreement” and “Strongly disagreement” voted in the postquestionnaire while they together contributed 21 votes (50%) in prequestionnaire for this question

Students after experiment showed their interest in learning English based on Google Forms and Kahoot! vocabulary assignments by the majority rate belonged to “Neither agree nor disagree” (20 students/ 47.6%) The runner-up rate was “Strongly agree” with 12 responses (28.6%), the next was “Agree” (10 students/ 23.8%) and there was no selection for “Disagree” and “Strongly disagree” As opposed to the posttest, pretest had the highest rate in “Disagree” (13 students/ 31%) for this Item It was assumed that students’ intrinsic motivation was measurably stimulated because they learned for fun and not to seek recognition or prizes (Kong, 2009)

Having experienced vocabulary assignments on Google Forms and Kahoot!, nearly half of students (19/ 45.2%) strongly agreed that these applications helped to increase motivation to learn English while there were just

5 “Strongly agree” responses (11.9%) in prequestionnaire In the postquestionnaire, 17 respondents (40.5%) agreed, and 6 ones (14.3%) neither agree nor disagree with this statement; nevertheless, in the prequestionnaire, total

20 students (47.6%) strongly disagreed and disagreed that these applications boosted their motivation in learning English

Students detected the benefits of vocabulary assignments on Google Forms and Kahoot!, so they were eager to be taught vocabulary with these apps

As observed from the results, virtually half of the respondents (20 students/ 47.6%) were “Strongly agree” to continue learning vocabulary with these apps 35.7% of respondents (15 students) were showed their preference on continuing using them and the rest of them (7 students/ 16.7%) “Neither agree nor disagree”

It was more positive of students after experiencing these apps on learning vocabulary in compare with the rate of negative points in the same question

(totally 23 students (54.7%) of “Disagree” and “Strongly disagree”) before using them in the prequestionnaire

CONCLUSION

Conclusion

The first research question was posed to investigate the uses of interactive web-based vocabulary assignments through Google Forms and Kahoot! help to improve the vocabulary ability of students at Nguyen Trai High school With the use of T-test in this study, the researcher investigated that after treatment, the grades of students were better At first, almost the students in the experimental group were at medium level with the value of Mode was 5, then it turned to 8 The number of students got low mark (under 5) was also declined and 9 mark occurred in the posttest result This meant the interactive web-based vocabulary assignments on Google Forms and Kahoot! enhanced students’ vocabulary ability in an effective way

Students expressed more positive perceptions on the use of Google Forms and Khoot! on vocabulary tasks than neutral ones from questionnaires in term of motivation in learning English The value of Mean in the postquestionnaire was 1.69 described students liked rewards after Kahoot!’s vocabulary games (Mean=1.69) The value of Mode was 1 stressed that many students selected

“Strongly agree” when being asked they liked rewards after Kahoot!’s vocabulary games In addition to the results of postquestionnaire, most students

“strongly agree” that assignments were designed on Google Forms and Kahoot! in such a way that could help them gain high marks in the exams with the same value of Mode with the previous question Additionally, they engaged

59 enthusiastically in Kahoot!’s vocabulary games, and Google Forms’ tasks They admitted that they gained higher marks after practicing doing vocabulary assignments on Google Forms and Kahoot! They were more aware of the importance of vocabulary ability in learning English The interactive web-based vocabulary exercises on Google Forms and Kahoot! were informative and relevant to daily life They found Google Forms interface not boring and the colorful themes of Kahoot! attracted them a lot, which contributed to their preference on learning environment with Google Forms and Kahoot! It was concluded that the assignments are designed on Google Forms and Kahoot! in such a way that they could increase their motivation to learn the vocabulary

Although some interviewees said that the interface of Google Forms was not as attractive as Kahoot! with not much color in the interface, students still voted that they quite liked the vocabulary tasks designed on Google Forms and Kahoot! (Mean=2.0) More importantly, almost students strongly agreed that assignments were designed on Google Forms and Kahoot! in such a way that they could increase motivation to learn English That was also the reason why they strongly answered that they wanted to continue use these apps for learning vocabulary Through their inquiries during the interviews, they provided more insightful information to clarify some concerns The interview expressed that there were outside influences that affected students, such as happy students who received high scores, students who worked harder on their assignments when they saw their classmates receiving better grades, and students who were more eager to study when they received accolades Kong (2009) also divides the sort of motivation that underlying each person's motivation into two categories: intrinsic motivation, which came from within the person, and external motivation, which came from the outside of the person It was said that vocabulary assignment through Google Forms and Kahoot! developed students’ motivation in learning English

Pedagogical Implications and suggestions

It has always been difficult and rewarding to choose the best vocabulary teaching methods for English teachers Such methods must be successful and engaging to teachers and students alike in order to guarantee a good return With the development of technology, teachers may want to investigate the usage of online or mobile assignments that enable students to attract students on learning Additionally, creating a game-based assignments interactive-web-based language learning program helps broaden students' vocabulary learning opportunities and get better results Google Forms and Kahoot! applications were proved to be good tools to be used in designing web-based vocabulary assignments to improve students’ vocabulary ability and enhance students’ motivation in learning English With the perfect cooperation, these apps fixed each other, building an ideal learning English environment for students besides boosting students’ technology skill, which has been one of the important factors in the curriculum of learning and teaching English in the Project 2022

Apart from the need of utilizing the use of vocabulary assignments through Google Forms and Kahoot!, the study also found the suggestions to solve the problems students may get from the interview On the one hand, students ought to study harder in technology topic to train our skills while performing assignments on the web as well as try to train their technology skill to adapt with the various of tasks designed on Google Forms and Kahoot! On the other hand, teacher should design and use flexible usage of Google Forms and Kahoot! more frequently to have the most successful teaching technique To cope with the low quality of internet connection, the school's president was wished to improve the internet infrastructure at school If we can fix these major problem well, learning and teaching English not only is effective in vocabulary assignments on Google Forms and Kahoot!, it can be take use the advantages in other subjects in future

Limitation of the study

This study has a number of drawbacks, including its setting, sample size, a lack of higher level language learners and experience of participants on Google Forms and Kahoot!

The analysis would be more trustworthy if the population size the number of responses rose Research on more advanced students may make sense because they have already been exposed to the basic knowledge in use of Kahoot! as Google Forms (a platform was familiar with students in online learning during Covid-19 pandemic) Moreover, students’ attempts and motivation in learning English would be a little bit declined if they get trouble in internet connection often while taking vocabulary on Google Forms and Kahoot!.

Recommendation for further study

This study’s sample comprised eighty-four 11th-grade EFL students at Nguyen Trai High School The students were divided into two groups of forty- two students which were experimental group and control group A larger sample size should be used in a follow-up study of this one Furthermore, the goal of the study was just narrowed down in finding down the effect of Google Forms and Kahoot! vocabulary assignments in terms of vocabulary ability development and motivation in learning English of EFL students at grade 11 Further studies can consider the various use of Google Forms and Kahoot! in other aspects or skills of English, or larger in other subjects

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This questionnaire is focused on gathering information for the study entitled “ THE EFFECT OF INTERACTIVE WEB-BASED ASSIGNMENTS

ON STUDENTS LEARNING ENGLISH AS A FOREIGN LANGUAGE AT NGUYEN TRAI HIGH SCHOOL’ ”