skkn cấp tỉnh effectiveness of using the website yourhomework net in teaching vocabulary for eleventh graders at quang xương ii high school

TABLE OF CONTENTPART I: INTRODUCTION1.1.Background and Rationale...11.2.Research Aim and Objectives...11.3.Scope and Limitations...12.1.The concept of “vocabulary”...22.2.Overview of the

THANH HOA DEPARTMENT OF EDUCATION AND TRANINING

QUANG XUONG 2 HIGH SCHOOL

TEACHING EXPERIENCE

EFFECTIVENESS OF USING THE WEBSITE

“YOURHOMEWORK.NET" IN TEACHING VOCABULARY FOR ELEVENTH GRADERS AT

QUANG XUONG II HIGH SCHOOL

Written by: Lê Thị Minh English Group

Quang Xuong 2 High School

Thanh Hoa, May 2024

TABLE OF CONTENT PART I: INTRODUCTION

1.1.Background and Rationale 1

1.2.Research Aim and Objectives 1

1.3.Scope and Limitations 1

1.4.Research methodology 1

The choice of method 2

Research tools 2

PART II: CONTENT 2

2.Theoretical background 2

2.1.The concept of “vocabulary” 2

2.2.Overview of the importance of learning vocabulary 2

2.3.Teaching and learning English vocabulary 3

2.3.1.Teaching English vocabulary 3

2.3.2.Learning English vocabulary 3

2.4.2.Introducing links to vocabulary practice exercises on the website "yourhomework.net" 3

2.4.Website "Yourhomework.net" 3

2.4.1.Introduction to the website "Yourhomework.net" 3

2.5 EFFECTIVENESS OF USING THE WEBSITE OURHOMEWORK.NET" IN TEACHING ENGLISH VOCABULARY FOR ELEVENTH GRADERS AT QUANG XUONG 2 HIGH SCHOOL 2.5.1.Experimental content 9

2.5.2.Experimental results and student feedback after participating in the experiment 9

PART 3: CONCLUSION 13

PART I: INTRODUCTION

In this part, the problem and the rationale for the study, together with the objectives and the scope of the whole paper, are clearly stated and explained Above all, this part also builds the research questions to work as clear guidelines for the whole research.

1.1.Background and Rationale

In recent years, the integration of technology into education has become increasingly prevalent, offering new opportunities to enhance learning experiences One area where technology shows promise is in the teaching of grammar, a fundamental aspect of language learning that lays the groundwork for effective communication Vocabulary plays a crucial role in language acquisition, aiding students in developing proficiency in reading, writing, and verbal communication However, traditional vocabulary teaching methods often lack engagement and fail to address individual learning needs.With the rise of online resources and educational platforms, educators have begun to explore innovative approaches to grammar instruction Among these resources is the website "yourhomework," designed to provide interactive grammar exercises and practice materials for students This study seeks to examine the effectiveness of integrating

"yourhomework" into the curriculum as a means of improving the vocabulary ability of 11th-grade students at Quang Xuong II High School

1.2.Research Aim and Objectives

The aim of this research is to investigate the effectiveness of using the website "yourhomework" for enhancing the grammar abilities of grade 11 students at Quang Xuong II High School To achieve this aim, the following objectives will be pursued:

1.To assess the impact of integrating "yourhomework" into the curriculum on students' vocabulary proficiency

2.To compare the vocabulary repertoire of students who use

"yourhomework" with those who do not

3 To identify students’ attitudes toward the website

"yourhomework

1.3.Scope and Limitations

This research focuses specifically on the use of the website

"yourhomework" for vocabulary abilities in the context of grade 11 students at Quang Xuong II High School The study will be conducted over a defined period of one term, with data collected through pre- and post-tests, as well as student feedback surveys However, it is important to acknowledge certain limitations, such as potential variations in student engagement and external factors that may influence learning outcomes

1.4.Research methodology

In carrying out the study, action research was used Mills (2011) states action research is systematic inquiry done in teaching or learning environment to gather information Based on the definition above, it can be concluded thataction research is the systematic study of efforts

to overcome educational problems

The choice of method

The research was designed as an action research study, which provided solutions for teaching vocabulary at high school In this case, the researcher adopted both quantitative and qualitative approaches The researcher used mixed method with the application of three types of data collection: questionnaires, test results and interview

Research tools

To gather reliable data for this study, researcher collected the results of some vocabulary tests in class In addition, two questionnaires were designed for students at the beginning and at the end of the course The third tool used in the study was an interview which was adopted in the last week of the research

PART II: CONTENT

2.Theoretical background

2.1.The concept of “vocabulary”

"Vocabulary" is a set of familiar words in a person's language And vocabulary is often developed depending on each person's age, acting as

a basic and useful tool to help people communicate and acquire knowledge for personal development Having a rich vocabulary is one of the important keys that opens up opportunities to develop yourself not only at work but also in everyday communication situations However,

to have a rich vocabulary, each individual learner and user must go through the process of cultivating their own vocabulary, and that is also one of the biggest challenges for learners when studying a second language

2.2.Overview of the importance of learning vocabulary

“Learning vocabulary is an essential part of learning a foreign language because the meaning of new words is often emphasized, whether in books or in the classroom It is also central to language teaching and is important to language learners” (Dao Binh Thinh, 2019) Vocabulary knowledge is often considered an important tool for second language learners because limited vocabulary in the second language hinders successful communication Emphasizing the importance of vocabulary acquisition, Schmitt (2000) emphasizes that vocabulary knowledge is central to communicative competence and to second language acquisition Vocabulary knowledge enables language

use and conversely, language use leads to an increase in vocabulary knowledge The importance of vocabulary is demonstrated every day in and out of school In the classroom, students gain possession of the most complete vocabulary Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion (2008) and others have recognized that vocabulary acquisition is essential for use a second language successfully and plays an important role in the formation of complete spoken and written texts Teaching and learning English vocabulary

2.3.Teaching and learning English vocabulary

2.3.1.Teaching English vocabulary

Many students have difficulty learning vocabulary because they have to live in an environment without native speakers Teacher; Therefore, muchattention must be paid to both “what to teach” and “how to teach” There are many challenges for teachers when teaching FL vocabulary to students, such as which method to use to teach how many words or what type of vocabulary to teach Schmitt (2000, p.146) points out that there are eight main principles in vocabulary teaching to guide students learn, memorize and use the words, which are:

• Building a large sight of vocabulary

• Integrating new words with previous words

• Providing number of encounters with a word

• Promoting deep level of processing

• Facilitating imaging

• Making new words "real" by connecting to the students' words in some ways

• Using various techniques

• Encouraging independent learning strategies

As mentioned at the beginning, there is no standard to judge which

is the best way or even the right way to teach vocabulary It depends on many areas, such as: the level of students, the school curriculum or the students' major However, teachers should follow the basic principles to provide students with new words

2.3.2.Learning English vocabulary

In learning language vocabulary, many students find it difficult to choose what to learn or how to learn As a result, teachers should deliver

to students some principles for studying vocabulary They can guide students to use these principles for acquiring vocabulary of target language Schmitt, N (2000, p75) suggests five principles for learning language as follows:

• Guessing words from the context, which refers to the ability to infer the meaning of an expression using contextual clues

• Using word parts techniques to remember words

• Using vocabulary cards to remember foreign language- first language word pairs

• Seeing words in different and multiple contexts

• Keeping a vocabulary notebook

• There is no affirmation whether which principle is the best or the most important; however, from my point of view, students should combine more than one technique

2.4.Website "Yourhomework.net"

2.4.1.Introduction to the website " Yourhomework.net"

YourHomework.net is a website that supports teachers in creating their own sets of vocabulary for learning English (and other foreign languages) in the form of Flashcards and creating multiple-choice exercises in English or other subjects (History, Geography, GDCD )

Vocabulary sets and multiple-choice exercises on YourHomework are all created by users

*Create a vocabulary set (For Teachers)

• Create sets of vocabulary flashcards for each topic and each unit (with vocabulary, meanings, images, pronunciation)

• Organize vocabulary learning activities in class: Game, Quiz, Fill in words, Hangman, Crossword, Search word

• Send a link to the vocabulary set for students to practice at home

• Assign vocabulary exercises to students and view the total score list

• Create a Series summarizing vocabulary sets by each topic or class for

easy access and management

• This is a set of words created by teachers We invite you to try it out Under vocabulary, there is a list of buttons A-W, each button corresponding to a vocabulary learning activity

https://yourhomework.net/vocabulary/lesson/000000001149

*Create a set of multiple-choice exercises (For Teachers)

• Create multiple-choice exercises in many different formats (Choose ABCD answers, fill in words, arrange words into sentences )

• Send the quiz link for students to review at home

• Assign multiple-choice exercises to students and view the summary score list

• Create a series of multiple-choice exercises by topic or level for easy access and management

• For students

• Review and memorize vocabulary through vocabulary learning activities

• Do vocabulary exercises or multiple choice exercises according to the link sent by the teacher

• Share your homework results (certificate) with teachers, parents, and friends

2.4.2.Introducing links to vocabulary practice exercises on the website "yourhomework.net"

The topic focuses on applying vocabulary learning links and practicing English vocabulary exercises on the website "yourhomework.net" according

to vocabulary topics in the curriculum, to help students develop their vocabulary.These study and practice links mainly include vocabulary from topics in the textbook "English Grade 11", created, collected, and redesigned from the community of English teachers across the country resources and post those links to the Facebook learning group to support students of many subjects and grades from grades 1 to 12 with many textbooks inside and outside of textbooks to develop and expand your vocabulary in particular and foreign languages in general

2.4.3.Overview of vocabulary exercise links on the website

"yourhomework"

2.4.3.1.Characteristics of vocabulary exercise links

Study links and vocabulary exercises on the website yourhomework.net are selected by the author based on the content and grammar topics in the student's curriculum, to help students develop their vocabulary The vocabulary learning link includes a system of vocabulary divided into classroom lessons according to 4 skills: Listening, speaking, reading, writing and distributing the school's curriculum These links not only include vocabulary, but it is like

a set of vocabulary flashcards with additional activities designed to help teachers check students' pronunciation and mem ory, along with other

activities to create an interesting feeling and change the classroom atmosphere Exercises in the Vocabulary exercise links

2.4.3.2.Topics in the curriculum

The author conducts an experimental program to learn vocabulary through exercise links for 8 weeks with 5 units in semester 2 in the following grade 11 English textbook

Unit 6: Preserving our heritage

Unit 7: Education options for school-leavers

Unit 8: Becoming independent

2.4.3.3.Illustration of sample vocabulary exercises in exercise links

(Unit 6 : Preserving our heritage)

https://yourhomework.net/quiz/test/000000165100

2.5 EFFECTIVENESS OF USING THE WEBSITE

YOURHOMEWORK.NET" IN TEACHING ENGLISH VOCABULARY FOR ELEVENTH GRADERS AT QUANG XUONG 2 HIGH SCHOOL

2.5.1.Experimental content

The experimental program will be carried out for 40 students of class 11B4 of Quang Xuong II High School, divided into 2 groups: experimental group (20 students) and control group (20 students), with 5 lessons based on according to the "English 11" curriculum and collected from other sources The experimental group will be guided to study on the social networking platform Zalo through vocabulary exercise links collected on the website

"yourhomework"

2.5.2.Experimental results and student feedback after participating in the experiment

2.5.2.1.Experimental results

Pre-experimental test results

Table 1: Pre-experimental test results

Level Weak Medium Rat

her Good

Exce llent Weak Medium Rather Good

Excel lent

total

student 2/20 4/20 8/20 5/20 1/20 4/20 6/20 6/20 3/20 1/20

2.5.2.2Results of checking experimental progress

- Results of the first progress check (first 2 weeks)

Table 2: Results of the first progress check (first 2 weeks)

Level Weak Medium Rather Good Excellent Weak Medium Rather Good Excellent

total

student 3/20 5/20 7/20 4/20 1/20 3/20 5/20 7/20 4/20 1/20

Table 3: Results of the second progress check (after 4 weeks)

Grou

Level Weak Mediu

m Rather Good

Exce llent Weak Medium Rather Good Excellent

total

studen t 3/20 5/20 6/20 4/20 2/20 3/20 4/20 6/20 5/20 2/20

2.5.2.3.Test results after the experiment

Table 5: Test results after the experiment

Level Weak Medium Rather Good Excel

lent Weak Medium Rather Good Excellent

total

student

3/20 7/20 6/20 3/20 1/20 0/20 3/20 6/20 6/20 5/20