Students’ time duration of learning English and their vocabulary level
@ Less than 5 years s than 10 years
Figure 3.1 1: Time duration students spend learning English and their vocabulary level
The pie charts compare the amount of time that respondents who are getting involved in IELTS courses at IELTS Mentor and the level of their lexical resources Overall, it can be seen that most participants have spent 5 to 15 years learning English, in which “ 5 to less than 10 years” stand at the top place. Meanwhile, the majority of participants have been at pre-intermediate and intermediate levels In particular, the number of students who allocated from 5 to less than 10 years to study English accounts for 43,4%, and the figures for students who have learned English from 10 to 15 years were slightly lower, at 39,6%. Conversely, 9,4% of the participants answered that it has taken less than 5 years for them to improve their English abilities, while only 7,5 of them said that they spent over 15 years doing so.
However, the percentage of participants who are intermediate and pre- intermediate learners makes up 41,5% and 37,7% respectively In contrast, 9,4% of respondents said that their vocabulary level was elementary and similarly, there are extremely small proportions of them reached upper-intermediate and advanced standards, at 3,9% and 7,5% in that order This might be the fact that a significant
La Thị Thiên Trang- 11195260 — Business English 61C number of respondents started to learn English from an early age when they were primary and secondary students, especially from 3rd grade or even Ist grade. Nevertheless, while it has taken a long time for them to study English, their vocabulary performance is far from high levels It can be obvious that in general, teaching and studying English at an early stage plays a crucial part in education in Vietnam, but such an early approach to English still does not have a great impact on learners' vocabulary acquisition.
Students’ attitude toward the magnitude of vocabulary acquisition in
Figure 3.1 2: Students’ attitude toward the magnitude of vocabulary acquisition in learning English
The chart shows the perspective of respondents on the importance of building up vocabulary in learning English Overall, most of them are aware of the fact that vocabulary acquisition is an essential part of learning a second language, especially English To illustrate, 71,7% of participants believed that building up their English vocabulary is extremely important, as opposed to the figure for the
“important” option is at 26,4% Especially, only a very small proportion selected
“normal” and none of them can deny the importance of vocabulary accumulation in studying English This means that students had a clear view of the function of vocabulary in successfully making use of the English language In addition, it is very surprising when only a tiny proportion thought that the accumulation of vocabulary was at an average level.
Therefore, with the data and analysis mentioned before, it might be possible that the majority of participants have a great attitude, yet this wonderful perspective still does not help them to enhance their English vocabulary
La Thị Thiên Trang- 11195260 — Business English 61C performance Being conscious of the relevance of English, as well as the need for their lexical resource expansion are helpful ways for learners to develop theirEnglish proficiency, hence opening up more possibilities in their future lives.
Students’ time allocation for learning English vocabulary on a daily basis "ơ
Figure 3.1 3: Students’ time allocation of learning English vocabulary on a daily basis
The above chart illustrates the amount of time per day that participants spent in their daily life to acquire English vocabulary Overall, the majority of them distributed less than | hour every day to build up their lexical resources whereas the figure for students using more than 4 hours to do this just makes up a small proportion The percentage of participants who have allocated less than an hour for learning daily English vocabulary takes the first place, at 49,1%, as opposed to only approximately 2% of respondents who have spent over 4 hours each day to make a concerted effort to improve their lexical resources In addition, the figure for the answer “1- less than 2 hours” accounts for 37,7% ranked second place in the survey, while that of the option “ 2 hours - 4 hours” took the third position which was at 11,3% It can be seen that respondents put an effort moderately towards vocabulary accumulation This partly shed the light on the root of the ordinary students’ outcomes although they had a wonderful view of the importance of accumulating vocabulary in improving their English ability as mentioned before.
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The locations for students learning English vocabulary
Figure 3.1 4: The locations of students learning English vocabulary
The bar chart illustrates destinations where participants have a preference for learning English for various purposes It is evident that schools, their own houses, and English centers are the top three reliable places for them in order to acquire English vocabulary Furthermore, students had a tendency to make use of the development of technology which allowed them to learn anywhere without any geographical obstacles In detail, a significant number of respondents are inclined to learn English vocabulary at school and home hit the highest figures, at 56,4% and 50,9% relatively Besides, it is markable that 38,2% answered they make a priority of learning English vocabulary anywhere and geographical setbacks are not a problem with them.
It can be concluded that although the majority of participants had a dependence on education at schools with the guidance of instructors, some of them were comfortable with studying at home at their own pace, there were still a number of respondents who made an effort on vocabulary development in all cases. This can be derived from technological advancement with the invention of smart devices such as cell phones, Ipadss, and laptops which enables users to access a reservoir of online knowledge anytime they want without limitations Therefore, providing a mobile-assisted language learning app like IELTS Mentor The Learning App can be by far beneficial for users to improve their English abilities, especially English vocabulary.
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The period of time students devote to English vocabulary building up
Evening 23 (41,8%) Before going to sleep 13 (23,6%)
Figure 3.1 5: Students’ English vocabulary learning routines
The graph depicts the proportion of respondents who reported acquiring and reviewing vocabulary at various points of the day The data may be evaluated to get insights into the preferences and habits of language learners, as well as to inform language teaching and learning practices Overall, learners would rather make use of leisure time to learn and revise new words they have learned than others options Meanwhile, the opposite was true for developing English vocabulary in the early morning (4 a.m - 6 a.m.) and at noon In particular,
“anytime I have spare time” was the most preferred time to study and revise vocabulary, with 56,4% of respondents choosing this selection, followed by the evening time (38.7%) Conversely, the early morning and noon were the least common options, with 9,1% and 10,9% of respondents choosing them in that order. The figures for the answer “before going to sleep” was at 23,6 % which is twice as much as that of “afternoon” with 12,7% of respondents, and the remaining participants responded they would like to learn and revise English vocabulary in the morning This implies that many people do not prioritize vocabulary development during work or study breaks and most of them have an expectation of having flexible time when learning English, especially vocabulary acquisition.
The frequency of using mobile-assisted language learning apps to learn
La Thị Thiên Trang- 11195260 — Business English 61C
Always Never Often Rarely Sometimes
Figure 3.1 6: The frequency of using mobile-assisted language learning apps to learn English vocabulary of students
The pie chart above illustrates the usage frequency of mobile-assisted language learning (MALL) apps served in learning English vocabulary among respondents It is obvious that the majority of respondents sometimes utilized MALL apps to expand their lexical resources, while the opposite was true for the selection “never” The proportion of language learners who sometimes or always use MALL apps to learn vocabulary was approximately 38% and 27% respectively Moreover, about 16% of participants often made use of this kind of app, which was relatively twofold than the figure for users who never utilized this app.
In accordance with the data, language learners use MALL applications for English vocabulary development at a relatively high rate The ease of utilizing mobile devices to acquire vocabulary might be one explanation for the high frequency of MALL app usage MALL applications enable language learners to access vocabulary exercises and activities at any time and from any location, making it easier to include language learning into their everyday routine This trend may also reflect the growing popularity of mobile devices and the increasing accessibility of language learning resources on mobile platforms The convenience of mobile devices and the gamification of language learning may contribute to the high frequency of MALL app usage.
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3.1.7 The frequency of using IELTS Mentor The Learning App to learn vocabulary
Figure 3.1 7: The frequency of using IELTS Mentor The Learning App to learn vocabulary
The bar chart illustrates how often respondents have expanded their English vocabulary by IELTS Mentor The Learning App usage It is clear that “sometimes” was the most popular selection among students surveyed, whereas a tiny proportion of users always used the IELTS Mentor The Learning App In detail, 36,4% of respondents answered that they sometimes use this app, compared to only 7,3% of them choosing the option “always” Additionally, the percentage of students who rarely made use of IELTS Mentor The Learning App for vocabulary expansion was approximately 25% Besides, the two options, including “Often” and “Never” made up relative portions which are around 16,4% and 14,5% respectively Most learners might not devote time to IELTS Mentor The Learning App usage The reason for this could be that the app has launched recently, so they still do not had a habit of using the app for their lexical resource expansion Thus, in order to have a closer look of the application, it is important to examine the attitudes of users on utilizing IELTS Mentor The Learning App to build up their lexical resources.
Students’ perspectives on using IELTS Mentor The Learning App to learn
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Table 1: Participants’ perceptions of the utilization of IELTS Mentor The Learning App for English vocabulary acquisition
Category Strongly | Disagree | Neutral | Agree | Strongly disagree agree
Positive thoughts and feelings | 9.09% 21.81% | 23.63% | 30.9% | 14.54% on learning English vocabulary via the app
To have a preference for 12.72% 18.18% | 27.27% | 32.72% | 9.09% using the app than traditional approaches
To make a commitment to 10.90% 20.00% | 23.63% | 30.90% | 14.54% follow English vocabulary lessons on the app
Willing to study English 7.27% vocabulary harder
In terms of emotional feelings, the table above indicates that the majority
16.36% | 23.63% | 34.54% | 18.18% of respondents had a quite positive view of making use of IMLA to acquire English vocabulary A total of roughly 50% of the students agreed that they felt interested in using this app for their English vocabulary accumulation, meaning that it is such an effective approach for learners to build up their own lexical resources without being bored However, just over 25% of the students were on the other side while there was a similar proportion of a neutral attitude Similarly, in the “fun” category, the percentage of students who believed the app was fun accounted for about 41%, as opposed to around 26% of respondents who disagreed with this statement,
La Thị Thiên Trang- 11195260 — Business English 61C whereas 33.31% opted for “neutral” This indicates that it is required to add more state-of-the-art functions or powerful games and activities to gain more attention from users in general Additionally, the percentage of learners having positive perspectives on learning English vocabulary on the app and being inclined to use this app, instead of other traditional vocabulary learning methods made up over 40%, compared to about 30.9% of participants on the other side and over 25% in neutral perspectives Moreover, when it comes to the feeling of fulfillment and contentment, over 50% agreed with the statement, twice as much as the total figures for “strongly disagree” and “disagree” Generally, users had a great attitude to use useful tools, especially the IMLA application to support their vocabulary learning process and have a great sense of happiness when using the app.
With regard to motivation, a total of around 47.26% of the students felt more motivated to learn English vocabulary when using the application, and over52% revealed that they were willing to study hard with the support of the app.Meanwhile, the figures for the number of students who disagreed with these statements accounted for 25.45% and 23.63% in that order The remaining 27.27% and 23.63 % respectively of respondents were neutral It can be concluded that theIMLA application had a quite great impact on motivation toward students’ vocabulary acquisition and makes them study English vocabulary harder and more actively In terms of commitment, the total of 45.44% students agreed and strongly agreed that they had more commitment to learning English vocabulary with the app due to its division into small lessons, while the opposite was true for around31% of them.
The effect of using IELTS Mentor The Learning App on students’
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The table depicts that just a small proportion of respondents (7.27%) extremely struggled with illustrative pictures, sounds or pronunciation of words as well as their examples However, the figure for students who agreed and strongly agreed that words were demonstrated by vivid imaginations, sounds, and pronunciation was 23.63% and 20% respectively The data also shows that a total
La Thị Thiên Trang- 11195260 — Business English 61C of over 50% of respondents expressed their preference for a user-friendly interface and the “looking up new words” function of the application In contrast, 10.9% of them had difficulty understanding illustrative examples for words and strongly disagreed with the statement that the IMLA application’s interface was user- friendly It can be seen from the survey that whereas only a tiny fraction of respondents found it difficult with illustrative graphics, sounds, and word pronunciation, a sizable majority of them strongly valued these aspects. Nevertheless, more than half of the participants favored the IMLA application's user-friendly design and "searching up new terms" capability Nonetheless, several respondents had difficulties comprehending the application's samples and strongly disapproved of its usability These data indicate that, while the IMLA program might use some updating, it typically offers a greater experience for the vast bulk of its users.
According to the findings, a sizable majority of respondents believe that online language learning tools like IELTS Mentor The Learning App are more portable and convenient to carry In particular, more than 38% of respondents agreed and 21.81% strongly agreed with this statement, compared to 18.18% neutral response, twice as much as the figure for students who strongly disagreed, while 12.72% of them disagreed This means that some users did not recognize the benefits of mobility when using the application; nevertheless, the majority of respondents prefer the ease of online tools that enable them to learn even on the road and take such a portable advantage of the IMLA app for developing their English vocabulary The data provided shows the percentage of respondents who agree or disagree with two statements regarding the benefits of online language learning applications With regards to the ease of using the IMLA app for looking up the meaning of new words, it is clear that a significant number of respondents agreed that the IMLA app allows them to make it easier To illustrate, over 32.72% of respondents agreed with this statement, and 16.36% of them strongly agree. However, it was a challenge for some users to make use of the app for looking up the meaning of new words, with 10.90% “strongly disagree” and 18.18%
“disagree” selected Moreover, the figures for students who agreed and strongly agreed that the IMLA supported them to save time in finding suitable materials were over 34.54% and 16.36% in that order Conversely, 9.09% of them strongly disagreed and 12.72% disagreed with the statement Additionally, there was still a significant proportion of participants who were not sure about this statement, with 27.27% responding neutrally.
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According to the data, 38.18% of the respondents agreed that reading materials that are more portable and easier to carry are preferable Additionally, 21.81% strongly agreed with this statement, indicating that a significant proportion of respondents consider portability an essential factor in their reading experience. Only 9.09% of the respondents strongly disagreed with this statement, suggesting that this aspect of reading materials is not a significant concern for a majority of the respondents.
Similarly, the data reveals that 32.72% of the respondents agreed that reading materials that are easy to look up the meaning of new words are preferable. Furthermore, 16.36% strongly agreed with this statement, indicating that a significant proportion of respondents prioritize the ease of vocabulary acquisition in their reading experience Only 10.90% of the respondents strongly disagreed with this statement, indicating that the majority of the respondents recognize the importance of easy word lookup in their reading experience.
The data also shows that 34.54% of the respondents agreed that reading materials that save time in finding suitable materials are preferable Furthermore, 16.36% strongly agreed with this statement, indicating that a significant proportion of respondents consider it essential to have easy access to suitable reading materials However, 27.27% of the respondents remained neutral on this statement, indicating that this aspect of the reading experience may not be as significant for some individuals.
In conclusion, the data suggests that respondents consider portability, ease of vocabulary acquisition, and easy access to suitable materials as important factors in their reading experience While some respondents are neutral on the importance of saving time in finding suitable materials, the majority of the respondents recognize the importance of portability and easy vocabulary acquisition in their reading materials These findings reflect the changing landscape of reading materials, with the rise of digital formats and online resources that offer greater flexibility and convenience to readers.
When it comes to motivation, especially in the category “allow to study at own pace”, the total of approximately 22% of respondents disagreed and fully disagreed, and 25.45% of them are ambivalent, as opposed to the vast majority (52.72%) of advocates Furthermore, over half of the participants believed that the
La Thị Thiên Trang- 11195260 — Business English 61C
IMLA app offered helpful direction that is vital for students' motivation Some respondents, however, are skeptical of the use of advice, with around a quarter of them on the other side.
With regard to the need of having specific goals at each level of the learning process, while a sizable minority of respondents (7.27%) opted for “strongly disagree”, the figure for the answer “Agree” accounted for 32.72% and 14.54% of participants strongly agreed The evidence also shows that having no restrictions on learning and practicing new phrases is beneficial to students' motivation This statement is supported by the majority of respondents, with 29.09% of them agreeing and 23.63% strongly agreeing Some respondents, nevertheless, are either neutral or disagree with this statement In particular, 12.72% of them disagreed and 25.45% of them were neutral Therefore, in order to improve their efficiency, IELTS Mentor The Learning App should take into account other methods and techniques to have a greater effect on students’ motivation.
3.4 The effect of using IELTS Mentor The Learning App on students’ learning and knowledge retention
La Thị Thiên Trang- 11195260 — Business English 61C
Table 3: The effects of using IELTS Mentor The Learning App on students’ retention toward English vocabulary acquisition
Category Strongly | Disagree | Neutral | Agree | Strongly disagree agree
Help to access reliable and | 9.09% 18.18% | 23.63% | 38.18% | 10.90% suitable English vocabulary
Help to learn vocabulary in | 7.27% 16.36% | 23.63% | 27.27% | 25.45% various topics data supplied, that the IELTS Mentor Learning App facilitates their access to appropriate and reliable English vocabulary In contrast, 27.27% of respondents said they strongly disagreed with the statement, while 23.63% were neutral These findings show that although most students found the app helpful for obtaining vocabulary, there is a sizable percentage who did not.
Regarding the usefulness of the app in teaching vocabulary across a range of themes, the total percentage of students who either agreed or strongly agreed is 52.72% of respondents On the other hand, just a tiny proportion of them (7.27%) strongly disagree, and the figure for learners was neutral at 23.63% According to these findings, the content of the app is relevant and helpful for the majority of students, however there are still a small proportion of students who could find it less interesting or less suited to their individual requirements.
In terms of how well the app explains word pronunciation, meaning, and use, 49.08% of students had positive attitudes to this statement Conversely, the figure for the opposite side is much lower than that, with only 18.18% of respondents disagreeing and half of it strongly disagreeing This implies that
La Thị Thiên Trang- 11195260 — Business English 61C although the app is usually successful at illuminating word usage, there is still potential for enhancement in terms of clarity and comprehension.
The total of 45.44% of students agreed or strongly agreed that the app is helpful for revising new words, compared to 32.26% who are neutral and 22.3% who either disagree or strongly disagree These findings imply that while using the app to revise new terms is typically helpful, some students could prefer different approaches or might not find the revision features interesting Lastly, 56.35% of students either agreed or strongly agreed that the app is useful in this aspect when it comes to helping students improve their deficiencies through rapid feedback. Nonetheless, 25.45% of respondents either disagree or strongly disagree, while 18.18% are undecided.
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RECOMMENDATIONS Sexy 39 4.1 For enhancing users engagement and motivation to use IELTS Mentor The
Improve the app's user interface and user experience (UI/UX)
The interface and user experience of any app are vital to its success, especially in the education sector where students are looking for engaging and interactive learning experiences A poorly designed UI/UX can lead to frustration and disengagement, ultimately resulting in decreased usage of the app Sung et al. (2016) claim that with user-friendly interface of mobile-based solutions, L2 learners may allocate their spare time to focus on expanding their vocabulary. Although over the half of respondents love the interface of application, there are
La Thị Thiên Trang- 11195260 — Business English 61C still spaces for app developers to enhance the user's overall experience By putting the user at the center of the design process, it is required for developers to create an app that not only meets the needs of our students but also exceeds their expectations One of recommendations for this is to add features which allow users to learn vocabulary incidentally such as capturing vocabulary from a wide range of films or up-to-the-minute news in English This derived from Krashen (2009)’s research indicating students have a tendency to engage with their favorite stuff like books or movies, thereby being willing to study harder Additionally, the results indicated a number of participants struggling with collocation and word relationships, leading to wrong word choices According to Marulis and Neuman(2010), it is necessary to combine both of intentional and incidental vocabulary acquisition activities, so developer should consider integrating both kinds of activities into the app.
Expanding the range of materials and keep them up-fo-date
Reading and learn new words in a specific context is beneficial to learners’ vocabulary development (Webb, 2009) Although survey showed that the majority of participants can understand words thanks to vivid and straightforward illustrative examples, it is important to offer users interesting and up-to-the-minute reading lists, Krashen (2009), which can provoke users to engage in using IMLA to learn English, especially building up their lexical resources Additionally, the app should incorporate multimedia resources, such as videos, audio recordings, and interactive exercises, to enhance memory ability (Bandura, 2006).
The app also could benefit from the addition of more interactive and gamified features that will make learning vocabulary more engaging and fun for students According to Richek (2006) as mentioned in chapter 2, games are a useful vocabulary technique In addition, with language visualization, games assist students to stay engaged (Shields, Findlan, & Portman, 2005) However, it is little funny games to attract or motivate users to involve in using IMLA app Therefore, it is required for developers to add more games like pictionary, charades, jeopardy, bingo, concentration, and fake-out which are a few games that have been successfully employed for vocabulary training (Shields, Findlan, & Portman, 2005; Stahl & Nagy, 2007) By integrating game-like elements into the learning
La Thị Thiên Trang- 11195260 — Business English 61C experience, students are more likely to stay engaged and motivated to continue using the app.
According to (Bandura, 2006) to increase user engagement and motivation, the use of points and rewards systems is necessary The app can have a feature that enables students to earn points for completing tasks or answering quiz questions correctly, and then redeem those points for rewards to purchase in-game items or equipment This not only incentivizes students to complete tasks and stay engaged with the app, but it also provides a sense of accomplishment and satisfaction.
4.1.4 Offering a clear guidance and learning path
Ellis et al (2009) proposed that having a clear understanding of the learning concept can greatly enhance students’ intentional and focused language learning, which can drive their intrinsic motivation This is because purposeful actions are often derived from students’ desires, and these desires can be more effectively created if they are provided with a useful learning path which refers to instrumental orientation and integrative orientation pushing language learners to learn. Motivation, Narayanan (2006) and Fachraini in Harmer (2007), claimed that to accomplish something was one of some sort of inner motivation that pushes one to take actions.
In line with this, IELTS Mentor's Learning App has been designed to offer users an understandable and logical outline for learning, along with helpful guidance to assist them in achieving their language learning goals Based on data, students who used this app felt more engaging and effective learning experience with obvious learning plans, which can help to increase their intrinsic motivation and ultimately lead to greater success in their language learning journey.
Furthermore, with the advent of technology and the invention of Artificial Intelligence (AI), personalization is an increasingly crucial aspect of any successful learning experience, and the same goes for our app Every student is unique, and their learning needs and preferences can vary significantly Therefore, it is essential to redesign the app that can adapt to the individual learning needs of each student By incorporating personalized learning paths, students can receive tailored content and activities that match their learning goals, abilities, and interests Additionally, personalized recommendations based on each student's learning progress can help to keep them motivated and on track with their learning goals.
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4.2 For improving users’ vocabulary retention
4.2.1 The clarity and comprehensibility of word usage explanations
It is essential to provide clear and comprehensible explanations for word usage to improve users’ vocabulary retention Comprehending lexicon is a multidimensional term (Nation, 2013), as students acquire vocabulary more effectively in details (Schmitt, 2014) This is also the first step in the six-step process in teaching vocabulary of Marzano (2009) as mentioned in chapter 2. According to the result of the survey, a massive number of respondents agreed that IELTS Mentor The Learning App was successful giving illustrative examples for users to understand clearly The app also incorporated visual aids, like videos to help users better understand the meaning of a word Nevertheless, there is still a recommendation based on review papers in chapter 2 Khachai (2016) found that students with bigger vocabulary sets were better at understanding complicated concepts, so encourage students build up their own vocabulary sets might be a great way to enhance their vocabulary learning outcomes.
The results also indicated that users need more practice activities in order to use newly learned words, either through exercises or interactive quizzes Thanks to that, they can enhance their vocabulary retention and feel confident in their ability to use new words in effectively in their daily communication Besides, students require several opportunities to use the vocabulary in spoken and written form to fully comprehend the new term and learn how it is conceptually linked to earlier words (Vacca, Vacca, & Mraz, 2014) Therefore, it is required for app developers and instructors at IELTS Mentor Center to create more interesting practice activities or funny quizzes which allows users to revise their knowledge more effectively This could involve incorporating spaced repetition techniques based on users' performance.
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CONCLUSION e The brief of the study
The study aimed to investigate the effects of using the IELTS Mentor Learning App on the motivation and retention of students towards vocabulary acquisition in IELTS courses at the IELTS Mentor Center In particular, the research reviewed several related theoretical frameworks which laid the groundwork for the research Finally, through finding and analyzing data collected, researcher give visable recommendations for the enhancement of the app down the road.
The study utilized a questionaire to measure the effects of the app on the students' vocabulary retention and motivation The participants of the study were
80 students enrolled in the IELTS courses at IELTS Mentor Center and they has utilized IELTS Mentor The Learning App to learn English The results showed that the vast majority of respondents have positive thoughts towards using mobile- assisted language learning app in general and IELTS Mentor The Learning App in particular Over half of them also agreed that the use of the IELTS Mentor app as a tool improved their vocabulary retention and motivation towards learning English However, the utilization of IELTS Mentor The Learning App of users still several challenges which required to rechange or update in order to enhance the efficiency of the app as well as help students have better learning experiences.
The study suggests that the interface of the app should be improved to more user-friendly, followed by better experience for users In addition, with the explosion of technology and AI, personal learning experience is becomming more and more essential, so it is required for developers to develop this function. Furthermore, in order to engage more attention and interaction of users, the app should be equipped with more trendy and interesting games as well as keep abreast of lastest news and materials Finally, integrating learning vocabulary sets into the app and creating more practice exercises also are great ways to improve students’ learning outcomes. e Limitations
Although the researcher make a concerted effort into discovering the effects of IELTS Mentor The Learning App utilization on students’ motivation and retention towards vocabulary acquisition in IELTS courses in IELTS Mentor Center, there would be several restrictions.
La Thị Thiên Trang- 11195260 — Business English 61C
Initially, only 80 user answers could be collected for the study due to time and resource constraints, which may prevent conclusions from being broadly applicable Second, there might be various indications that the technique questionnaire is still ineffective in general The reason is that, despite being one of the most effective methods for collecting a significant number of responses, the data gathered by the questionnaire survey may also be inaccurate and unreliable for many reasons One of that may derive from some dishonest respondents due to their a paucity of interest in the study's subject or their need to finish it as soon as possible Last but not least, IELTS Mentor The Learning App has just launched on November, 2022, so its omission or incompleteness can be understood. e Recommendations for future study
Using the previously mentioned drawbacks as a foundation, there are several suggestions and some ideas for more investigation It should provide as a roadmap for academics who wish to expand on this research in the future.
The study on how the app affected students’ motivation and retention offers important new information on how well technology may improve language learning More study is necessary to fully comprehend the app's effect on students’ learning results, though Although the software has a strong short-term influence on motivation and retention, its long-term effects are yet unknown Consequently, it is crucial to undertake follow-up research to assess the app's influence on students’ IELTS scores and vocabulary retention over a longer period of time Such research might help determine whether the app's advantages last longer than just the short term and could influence how language learning technology is developed in the future In the end, a deeper comprehension of the app's effects could result in language learning strategies that are more successful and encourage student
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