the impact of using quizlet to enhance vocabulary self studying of english majored students at industrial university of ho chi minh city

CHAPTER I INTRODUCTION hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thc

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OF HO CHI MINH CITY

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hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

45hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louThursday, June 13, 2024

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INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

- -

GRADUATION THESIS

THE IMPACT OF USING QUIZLET TO ENHANCE VOCABULARY SELF-STUDYING OF ENGLISH MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY

OF HO CHI MINH CITY

ID NUMBER: 17078651

COURSE: 2017-2021

SUPERVISOR NAME: HO THI HIEN, M.A

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

Supervisor : Ho Thi Hien, M.A

Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism

Date submitted : 20/06/2021

Word length : words

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During the process of completing graduation thesis, I received a plenty of enthusiastic help and support from lots of people that guide and encourage me to overcome all difficulties and finish this hard but meaningful time

Firstly, I would like to express my gratitude and appreciation to the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages creating favorable conditions for me and my team to complete the graduation thesis excellently

Secondly, I sincerely thank to Mrs Ho Thi Hien who is currently lecture in Faculty of Foreign Languages at Industrial University of Ho Chi Minh City and also my supervisor Honestly, I and my partners could not complete graduation thesis successfully without her useful and precious advice With the profound knowledge and much deep experience, she gave us lots of detailed and clear instructions which definitely helped us surpass some barriers as well as come up with new ideas to be able to accomplish the graduation thesis During the period of the research, she was willing to answer all of our questions and foster us by his caring attitude I am so appreciate what she has done for me and my group

Thirdly, I would like to thank my group members consisting of Nguyen Hong Son and Pham Thi Hong Nhu They are really friendly and excellent partners Furthermore, they were willing to share their knowledge as well as experience during the process of carrying out this research Besides, whenever I had troubles in writing the graduation thesis, my mates shared precious reference materials they found with me that assisted me a lot in completing my graduation thesis I am so lucky when having a chance to cooperate with such great teammates

Last but not least, I am grateful to all of lovely students majoring in English Language in Faculty of Foreign Languages at Industrial University of Ho Chi Minh City who contributed to help me conduct the survey and fulfil this research

In short, I really thank to all people helping me to finish my graduation thesis

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ABSTRACT

The young generation is a technological person who enjoys using cutting-edge technologies such as internet resources, smart phones, and applications Combining technology and English learning may be a viable option for motivating the next generation to study English language The objectives of this research were to investigate the attitudes and difficulties of using Quizlet, a quickly developing technology that has both a web and mobile phone edition, to measure how far is the application's effectiveness in improving vocabulary self-studying among English majored students The subjects of this research were English majored students from Faculty Foreign Languages (FFL) at Industrial University of Ho Chi Minh City (IUH) This thesis investigated one hundred and thirty FFL students, ranging from first-year to fourth-year students, using quantitative analysis techniques Questionnaires were used to gather quantitative data The result of the research showed that the students had positive perceptions of studying vocabulary through Quizlet Notably, the majority of students agreed with the positive benefits of learning through Quizlet that are easier to memorize vocabulary and more motivated in learning vocabulary However, besides the benefits, the results of research also found some difficulties of students when using Quizlet application to learn vocabulary The common difficulties of students obtained from the survey such as not being able to access Quizlet without internet, students feeling lazy when learning vocabulary by themselves and Quizlet is not popular among students Based on the obtained results, the researcher gave some suggestions to improve the difficulties encountered by students and to help them in using the Quizlet application more effectively The researcher sincerely hopes that this thesis will support English majored students to use Quizlet application to enhance vocabulary self-studying effectively Furthermore, the researcher also hopes that this study maybe help lecturers at IUH to know Quizlet more so that they can recommend to their students to promote motivation in English vocabulary self-studying

Key words: FFL students, Quizlet, self-study, vocabulary

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LIST OF ABBREVIATIONS

IUH Industrial University of Ho Chi Minh City FFL Faculty of Foreign Language

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LIST OF FIGURES

Chart 4.1: The participants in this study 18

Chart 4.2: Time students spend for self-studying vocabulary a day 18

Chart 4.3: How often students use Quizlet in learning vocabulary through Quizlet? 19

Chart 4.4: Student's feeling when learning vocabulary through Quizlet 19

Chart 4.5: Learning modes students prefer to use on Quizlet 20

Chart 4.6: The benefit of Quizlet 20

Chart 4.7: The benefit of using Quizlet have a positive effect on self-studying vocabulary 22

Chart 4.8: The difficulties when using Quizlet in self-studying vocabulary 22

Chart 4.9: The suggestions for improving these difficulties above 24

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CHAPTER I : INTRODUCTION 1

1.1 Rationale 2

1.2 Research goal 2

1.3 Research questions 2

1.4 Scope of the study 2

CHAPTER II: LITERATURE REVIEW 4

2.2.3 Methods of learning vocabulary 7

2.2.4 Difficulties in learning vocabulary 7

2.2.5 The importance of learning vocabulary 8

2.3.3 How to use Quizlet 9

2.5 Results of previous studies 10

2.5.1 The effect of Quizlet on vocabulary acquisition 10

2.5.2 Checking the effectiveness of Quizlet as a tool for vocabulary learning 11

3.4 Procedure 15 hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

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CHAPTER I INTRODUCTION

hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou452413069:02:03 PM9:02:03 PM452413069:02:03 PM9:02:03 PM452413069:02:03 PM9:02:03 PM

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1.1 Rationale

In the process of learning a new foreign language, learners need to hone many different skills Each skill needs its unique elements and the most prominent of which is vocabulary Vocabulary is considered an essential factor that learners need to cultivate to improve their other skills However, many students do not have enough sesame vocabulary to meet the curriculum skills standards such as Listening, Speaking, Reading, Writing, and Communicating Students may lack the vocabulary for specific topics, or they may be lexical but cannot apply when needed To optimize the time to learn vocabulary, self-studying at home also contributes significantly to this process Most university students often have little time in class, but the number of words is often not small, so students must be active in their learning The above problems are due to the learning style and attitude towards vocabulary learning, particularly the traditional way of learning Students are used to learning words by writing words repeatedly until they are familiar This learning method has notable limitations such as not long memorization time, unable to learn more than the meaning of words Realizing the above limitations, is there any more effective method of learning vocabulary? Today's students can access technology quickly, so if applying this factor to vocabulary learning, it will undoubtedly bring good results, such as learning vocabulary through applications or phone One of the most appreciated tools is the Quizlet app This tool is designed with a beautiful interface, accompanied by various games with full colors and music to increase learning excitement for learners and help them memorize vocabulary for longer However, not too many students know about this application because its popularity is not widespread in the university environment For the above reasons, we have chosen this topic to survey and learn more about students' attitudes towards Quizlet application

1.2 Research goal

In this research, the researcher would like to find out the advantages of using technology in vocabulary learning through the Quizlet application from the experience of English-majored students at the Industrial University of Ho Chi Minh City (IUH) The research result will help readers overview using the Quizlet application to improve vocabulary learning efficiency Instead of learning by traditional methods, Quizlet's feature will help learners memorize vocabulary for longer, more accurate, and learn more about using words in context through pictures, examples, definitions, games After successfully exploiting the information about the Quizlet application's effectiveness, the researcher will find several techniques to organize the use of the application in an effective way Besides, this research result is also used to encourage students to use this application more for learning English

1.4 Scope of the study

Research on the impact of using Quizlet on enhancing vocabulary self-studying is done for English major students at Faculty of Foreign Language (FFL) in Industrial University of Ho Chi Minh City (IUH) The limitation of this study was conducted with participants, who have been learning vocabulary in both outside and inside of class time There are many ways to learn vocabulary, but hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

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this study only focuses on vocabulary self-studying through Quizlet The research is being investigated for English major students at the Faculty of Foreign Language (FFL) at the Industrial University of Ho Chi Minh City (IUH) The Industrial University of Ho Chi Minh City has a lot of students in English major Therefore, this will be a diverse and objective research area for this study The Industrial University of Ho Chi Minh City has a lot of students in English major Therefore, this will be a diverse and objective research area for this study

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CHAPTER II

LITERATURE REVIEW

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2.1 Definitions of terms

2.1.1 Definition of Vocabulary

Many researchers have given definitions of vocabulary In Cambridge Advanced Learners Dictionary, vocabulary is ‘all the words known and used by a particular person’ and ‘all the words which exist in a particular language subject.’ According to Kursin (2012), vocabulary is a set of words in a language that make up the language However, vocabulary is structured very complicatedly, including many components As Alizadeh (2016) described, ‘a word, in most linguistic analyses, is described as a set of properties, or features, each word is the combination of its meaning, register, association, collocation, grammatical behavior, written form (spelling), spoken form (pronunciation) and frequency’ Based on the definition above, vocabulary comes in two forms: oral and print Print vocabulary includes those words that learners recognize and use in reading and writing

2.1.3 Definition of Quizlet

Quizlet is an English learning app that is very popular and interested many researchers According to Wikipedia, Quizlet is ‘‘an American online study application that allows students to study various topics via learning tools and games It was founded by Andrew Sutherland in October 2005 and released to the public in January 2007’’ Anjaniputra & Salsabila(2018) emphasizes that ‘‘Quizlet is a website that allows users to learn vocabulary by means of flashcard sets using a variety of game-like learning tools.’’ To add more definition of English learning program Quizlet, Wright (2016) also defined it as ‘‘an online flashcard creating and learning site that can be used on computers and smartphones Users can create virtual flashcards with the target word on one side and the definition on the other.’’

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2.2 Learning vocabulary 2.2.1 Elements of vocabulary 2.2.1.1 Pronunciation

According to Oxford dictionary, pronunciation is “the way in which a word or letter is said, or said correctly, or the way in which a language is spoken” Cook (1996 as cited in Pourhosein Gilakjani, 2016) defined pronunciation as the production of English sounds Pronunciation is learnt by repeating sounds and correcting them when produced inaccurately When learners start learning pronunciation they make new habits and overcome the difficulties resulting from the first language As Yates (2002 as cited in Pourhosein Gilakjani, 2016) described, pronunciation is the production of sounds that is used for making meaning Pronunciation, like spelling, can be a difficult area, with some words which are spelled similarly being pronounced in different ways For instance, tough, though and thought, which all contain the combination -ough-, are pronounced /tʌf/, /ðoʊ/ and /θɔt/ respectively The main difference here is the vowel sounds

2.2.1.2 Spelling

According to Merriam-Webster, spelling is “the way a particular word is spelled” Spelling was defined by Reed (2012) as the act of producing correct orthographic representation of a written word For the purpose of this work, the researcher offers the following definition: Spelling is the ability to produce words, orally or in a written format, by positioning letters in a precise order Hornby (2000) defines spelling as the act of forming words correctly from individual letters, emphasis the element of correctness as a key English spelling is notoriously difficult, with many words spelt differently from how they sound This is obvious when examining homonyms (words which sound the same but are spelt differently) For example, the words tort and taught, which have very different meanings, are both pronounced exactly the same way, namely /tɔt/, while the words tuff and tough are both pronounced /tʌf/ The spelling of the first word in each case more closely resembles how it is pronounced, though in fact those two words are far less common than the other two spellings

2.2.1.3 Word knowledge

Otherwise, spoken vocabulary refers to the words that learners perceive and use while listening and speaking Mastering a word entails not only learning its meaning but also seven other aspects All these properties are called word knowledge (Schmitt, 2000) Word knowledge comes in two forms, receptive and productive Receptive vocabulary includes words that we recognize when we hear or see them Productive vocabulary includes words that we use when we speak or write Receptive vocabulary is substantially larger than constructive vocabulary, and it may contain several words to which we attach meaning even though we do not know their exact meanings and connotations – or even use them ourselves as we speak and write (Kamil & Hiebert) Schmitt (2000) says that word meaning is the relation between the word and its referent, which may be a person, object, action, or situation The dictionary meaning of a word is the primary meaning A word, on the other hand, may have several meanings in various texts Furthermore, there are some associations between words According to Aitchison (2003), there are four types of associations which are coordination, super-ordination, synonymy, and collocation

2.2.1.3 Meaning

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According to Cambridge dictionary, word meaning is “a letter or group of letters that has meaning when spoken or written.” Carston(2012) says that word meanings are the same sort of thing as that which we use them to express/communicate (concepts, semantically evaluable entities) and there is no reason why speakers would not, at least sometimes, use words to express the very meaning they encode Many words in English have several meanings While some meanings of a given word might be similar, others could be very different The most common meaning of some words in academic English is different from the most common meaning in general English, for example underline (most commonly used to mean 'emphasise' in academic English, rather than 'draw a line under'), discipline (meaning 'a subject of study' rather than 'training people to obey rules') and population (meaning 'all individuals who could possibly be included in a survey' rather than 'the number of people living in a country')

2.2.3 Methods of learning vocabulary 2.2.3.1 Flashcard

Flashcard is cardboard consisting of a word, a sentence, or a simple picture on it (Komachali & Khodareza, 2012) Flashcard is considered a helpful strategy because of its benefits Moreover, teachers can also use flashcards for drilling and presenting new words According to Cross (1991: 119), a flashcard is a "simple picture on a piece of card or paper, which is probably the most widely used visual aids in language teaching." It means that flashcard is one of the media which can help the teacher to teach English easily Flashcards in teaching vocabulary are straightforward visual aids, and the teacher can make the students more active during the teaching-learning process Flashcards are some kinds of media that the teacher in the classroom can use They can increase their span of attention and concentration to study new words in English According to Haycraft (1978: 102), flashcards can be used for consolidating vocabulary, practicing structure and word order, or a variety of games The use of flashcards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and colors

2.2.3.2 Games

There have been different kinds of games such as activity games, crossword puzzle, word search puzzle, picture match game, word scramble These kinds of games are designed in different level as well as topics, so that students with different level can enjoy and gain the best results from them Byrne (1995) gave the definition to games as a form of play governed by rules They should be enjoyed and fun They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game Similarly, Jill Hadfield (1990) defined games as "an activity with rules, a goal and an element of fun." Therefore, games comprise many factors: rules, competition, relaxation, and learning, in particular Hadfield (1990:22) suggested that games should be regarded an integral part of the language syllabus Games can contribute to students' skills if they are incorporated into the classroom, particularly if they are used to reinforce or introduce a grammatical rule or structure Moreover, students can take this opportunity to use them in real communication

2.2.4 Difficulties in learning vocabulary

Vocabulary can never be mastered fully, the expansion and elaboration of it extends across a lifetime since words represent complex and often multiple meanings (Kamil & Hiebert 2005:2) hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

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There are several features which have an effect on vocabulary learning and can make learning a word difficult Carter and McCarthy (1988:13) point out that the difficulty of a word may result from several reasons and due to the vast number of possible reasons and the complexity of the learning process Nation (1990:33-50) mentions three different factors which have influence on making a word difficult to learn The first is the learner’s previous experience of English and their mother tongue since one’s first language affects the second language vocabulary acquisition and usually borrowing and interference between first and second language vocabulary occurs The second factor which causes difficulties in learning the words of a second language is the way a word learned or taught In fact, bad organization in the learning situation can cause problems in learning a word The third aspect in the intrinsic difficulty of the word which basically means that some words are harder to learn than others According to Nation (1990:48), nouns and adjectives are usually easier to learn than verbs and adverbs In addition, it is easier to learn to recognize a word form and recall its meaning than to produce the word at suitable time

2.2.5 The importance of learning vocabulary

Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas According to Nation (2001), the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge Tanjung (2020) concluded that “vocabulary is a very important aspect in learning English or other foreign languages to develop four aspects of students' ability skills in the process of teaching English or a foreign language If you do not know any vocabulary, students will find it very difficult to write, read, listen, and speak in English or other foreign languages Therefore, vocabulary is the first step students must learn to learn languages to improve their vocabulary mastery in English An English language skill will be easier to learn if students know a lot of vocabulary”

2.3 Self-study

2.2.1 Factors affecting student’s self-study

Many external and internal factors affect students' self-study Based on Paiwithayasiritham's (2013) study, these factors are divided into three main branches: Person, family, and institution Person factor is divided into three main factors: Grade point average, Attitudes towards Teaching Profession, Achievement Motive Family factors include Democratic Care and Training and Parents' Expectations Institution factors include Friend Relationship and Teaching Behavior of Instructors These factors contribute to the formation of students' self-discipline or self-study process Based on the self-study process, it is possible to assess the academic achievement because most university students are mainly self-study; the lecturer is only a guide for students in that process

2.2.2 Advantage of self-study

Students use self-study to achieve a comprehensive understanding of their topics or to clarify something that they could not grasp in the class Students should devote time to self-study, and it has a significant impact on their academic results The advantage of studying on their own is that learners can experiment with new ways of thinking and work on complicated concepts without assistance It has helped them build self-confidence, responsibility, and self-discipline For high school, college, and adult learners, self-study is not only a more convenient way of studying, but it is also more effective than traditional classroom teaching approaches

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2.4 Quizlet

2.3.1 Benefit and drawback

Quizlet is an application that helps learners autonomy in learning English with many integrated support tools According to Dizon (2016), ‘‘Quizlet is one of the most widely used flashcard systems available While teachers and students can use the software on a PC, it also offers a free mobile app for both the Apple iOS and Google Android mobile platforms’’ Quizlet is both a learning aid and a practical assistant of teachers in the teaching process by appearing on any platform or device that supports an internet connection Quizlet has been reported to have some virtues as well as shortcomings in its implementation It gives advantages in terms of learners’ performance, engagement, autonomy, interests, and motivation However, this application still has many limitations, such as the internet connection, phone memory, low-charged battery, and acceptance of only the same answers According to Nation (2001), responsibility for learning is typical of autonomous learners, who can also take control of their learning Hence, it is expected that once autonomy is attained, the problems of spaced repetition failure, negligence, social distraction, etc., mean nothing as autonomous learners are aware of deciding when, where, what, which, how much certain items should be learned

2.3.2 Function

The feature of this application in practice is also the subject of many researchers Sanosi (2018) said that Quizlet could ‘‘utilizes user-designed learning modules composed of terms and definitions or descriptions These modules (called study sets by Quizlet) are presented to students through different learning modes, including flashcards, games, collaborative activities, and quizzes to allow rote-learning environments to help students master different subjects, especially languages and vocabulary The application interfaces designed for the website incorporate eight learning modes, of which five are available in the mobile application interface’’ The game-like tools comprise two main categories: Study and Play In Study, there are five modes entailing Learn, Flashcards, Write, Spell, and Test; “Learn” allows users to take control of their learning to get them familiar with the sets; “Flashcards” as its name implies provides users with digital flashcards that can be flipped over by only clicking on the card; “Write” is to write the correct term of the description shown; “Spell” provides users with spelling practice in which listening to the spelling and writing the correct answer of the spelling are encouraged; “Test” is indeed designed for testing purposes, whose users are given random questions based upon the given set and results are directly shown as all the questions are answered In the meantime, three choices are available in Play, encompassing Match, Gravity, and Live; “Match” allows users to match terms and definitions scattered around the screen; “Gravity” presents meteors with words on it, then users have to type the answer for the words before the meteors hit the earth; “Live” is an online collaborative activity where each group competes to reach certain criterion by answering correctly because one wrong answer will cause the group to start from the beginning

2.3.3 How to use Quizlet

The first thing to use this application is that learners need to download it directly to their phone or any device with an internet connection In addition, learners can directly access this application through the website www Quizlet.com When the access is completed, it is up to the learners to use this application's functions

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2.5 Results of previous studies

2.5.1 The effect of Quizlet on vocabulary acquisition

From the author's point of view, vocabulary is an important factor in learning English He said that learners can still grasp the conversation's content even if they lack knowledge of grammar or syntax if they have enough vocabulary needed Thereby, the author also mentioned the application of technology in teaching and learning vocabulary through mobile apps in general and Quizlet To collect efficient data using Quizlet, the author used the ‘‘Two-Group Random Assignment Pretest–Posttest Design” This method is an experimental design that compares measures of a dependent variable (outcome) before and after introducing an independent variable (some experimental manipulation or intervention) between two groups with randomly selected participants This entry first introduces the concept of experimental research and underscores the importance of internal validity, then explains this particular design and how it contributes to the internal validity of experiments, explores the types of conclusions researchers using this method can draw, and finally offers some problems and solutions related to this method The author also said that many Quizlet researchers also used the adopted experimental research design that involved one group, but it did not produce exact results The reason is that when they research a specific group of people, the data is changed because other factors may cause the progress, such as practice effect For that reason, the author's research method uses two groups design and assign pretest and post-test for each group to minimize the potential factors that may be candidates as causal factors for any gains accomplished by the experimental group members

The author's study's target audience is 42 freshman students from the College of Sciences and Humanities at Prince Sattam Bin Abdulaziz University in Saudi Arabia The participants were randomly divided into two groups: experimental and control groups Each group incorporated 21 students To survey, the author conducted for students to do the test Two tests: pretest and posttest, were administered to the two groups of the study Each of the tests included three types of questions: multiple choice, gap-filling, and matching, and assess student's acquisition of four units of the course syllabus The ceiling score of each test was 15 marks divided between the three questions

After taught 4 Units to students, the pretest of the study was administered to the two groups In the second phase of the study, the author asked students to use Quizlet for vocabulary learning both in and out of the classroom They attended alternative classes for four weeks where the same units were taught using Quizlet Learn, Flashcards, and Live learning modes Meanwhile, the control group members continued to study the course in the traditional teaching method followed at the beginning of the semester The author also designed learning set for each unit where pictures, paraphrasing, and annotation are used to explain the meaning of the new words

Based on the author's research results, we can see a small contribution when using the Quizlet application to teach and learn vocabulary for students' results after experiencing this application After realizing the potential of Quizlet, many students will find that using the app will increase their vocabulary and improve their learning outcomes many times For students who are not major in English, vocabulary has always been their fear as the number of words is increasing, but they still have no way to memorize Mr Sanosi's research has helped them find ways to improve that problem with detailed data and evidence By remembering through pictures or videos, Quizlet has hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

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created an excellent motivation for students through a brilliant way of learning without any pressure compared to traditional learning

2.5.2 Checking the effectiveness of Quizlet as a tool for vocabulary learning

In this research topic, the author has highlighted the importance of learning vocabulary According to his teaching experience, many students feel that vocabulary is one of the most significant barriers they encounter in learning English Not only the number of words to remember, but they cannot find a way to learn that is both interesting and effective Based on that need, the author has done this study to encourage learners to study with gap-fill flashcards using the digital flashcard application, Quizlet The research aimed to measure users' success by comparing vocabulary test scores for Quizlet users and nonusers of the application

In the author's research, his survey's target are freshmen with very little knowledge of English, namely thirty-two participants – 15 male and 17 female – in two first-year low-level classes in Tamagawa Universityʼs English as a Lingua Franca program All participating students must be used a laptop or tablet PC to perform Quizlet activities and take online tests; Smartphone use is possible in some cases All are pre-granted a login account and join the author's pre-created class, containing private flashcard sets based on the vocabulary from their coursebook - Successful Keys to the TOEIC Test: Intro, with each unit containing ten new words and eight phrases based on a related theme

Students were instructed in class to learn from two sets of flashcards for each unit The first set included images and Japanese words on the one hand and their English translations on the other These sets are designed to help learners learn vocabulary using their language and attach images to them while focusing on primary forms of words The second set contained 40 to 60 fill-in-the-blank sentences with the correct forms of relevant words completing these sentences on the reverse This second set's primary goal is to familiarize learners with how words are used in a given context which exposure to multiple usages aims to increase learner’s understanding of how the words are used As the author has arranged, three groups will use these two sets outside class to prepare for the vocabulary test During the research process, the author observed and categorized students using Quizlet into three main groups The first group is non-users; students in this group only use Quizlet in class and do not use it at home to review vocabulary tests Coming to the second group called visual users The author describes this group of students accessing the sets to view the flashcards or play the matching game, Scatter For these activities, users are only required to tap or drag the cards on the screen, so they simply view the language Last on the list is the kinesthetic users' group This group mainly focuses on the functions that require learners to fill in the correct answers to review knowledge by using some features such as Learn, Test, Speller, and Space Race The author has classified these users as more active because they kinesthetically interact with the sets by typing while being urged to remember the words, correct spelling, and grammatical forms For this study, the author designed four vocabulary tests from 4 different books The test questions were built using a subset of the fill-in-the-blank sentences available in the Quizlet sets Each test contained 20 gap-fill sentences - 10 multiple choices and ten written All students are notified to take a test according to the schedule set by the author The tests were held within the first ten to fifteen minutes of class and completed digitally using a Google Forms web link, unlocked at the test time, and then graded using the Flubaroo add-on The teacher was physically and digitally hghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 louhghieh euu ahh huohg euc be rohg thchh eo eo vah gheu thchh lou loi deh do eohg vehh euc vah xah tre 3 lou

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monitored to ensure that participants did not cheat by accessing Quizlet or other applications at the test time

After finishing their research, many students can approach learning vocabulary more efficiently, thanks to Quizlet They no longer feel fear when faced with large amounts of words but instead, find a more effective aid thanks to its research and results Quizlet users were unsurprisingly successful at recycling their knowledge of the known contents on tests, and their ability to extrapolate better with new content than non-users shows some promising results The author also said that the Quizlet users performed better than non-users on tests recycling contents from gap-fill cards In the future, Quizlet will gradually replace the traditional vocabulary lessons to make learning English both effective and enjoyable that students and teachers can find in this app

2.5.3 Summary

From the two studies mentioned above, we can see the outstanding advantages that the Quizlet application brings to learners through very positive results They both use the same research tool to quickly compare Quizlet users' results for review with traditional vocabulary learning Based on the utilities that this app provides, learners have many options for vocabulary study and review Both authors aim to highlight the effectiveness that Quizlet has brought to students, namely the concentration and enjoyment of the class's vocabulary However, the whole research was conducted focusing on functions for learning in the classroom, and this accidentally missed students who wanted to use Quizlet for revision The features included in the study of Quizlet are just the use of flashcards or gap-fill which inadvertently bypasses the features students can use during self-study at home Quizlet is an application that allows users to freely create courses suitable for them or refer to other lessons through the built-in ‘search’ tool Students with high self-awareness will use Quizlet to create their own revision sets without having to depend too much on their teachers Therefore, Quizlet is a tool for classroom learning and very convenient for studying knowledge at home As author Barr (2016) said, although the research results were very positive, he failed to encourage students to use this application at home to review knowledge because they get excited about Quizlet by studying in class with the teacher's sets has prepared in advance Realizing the urgency of the problem, we have promptly supplemented the research on student self-study vocabulary with Quizlet application The purpose of our research is to learn and introduce the functions that support learning at the home of Quizlet, thereby contributing to a part of the effort to complete and supplement the research about Quizlet

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CHAPTER III

RESEARCH DESIGN