VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles IMPLEMENTING 4ENGLISH APPLICATION TO IMPROVE VOCABULARY USE AMON
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This study aims to assess the effectiveness of using the 4English application in improving vocabulary usage among fourth-grade students at a primary school. Specifically, the study focuses on analyzing the extent to which the utilization of the 4English application is effective in improving vocabulary use among the grade 4 students at the school, exploring the challenges and difficulties faced by teachers when implementing the application to enhance students' vocabulary usage, and investigating students’ opinions of the use of the 4English application for the purpose of enhancing their vocabulary usage.
This study aims to answer the following questions:
1 To what extent is the utilization of the 4English application effective in improving vocabulary use among the grade 4 students at the school?
The first research question delves into the effectiveness of the 4English application as an educational tool in enhancing vocabulary use among grade 4 students This question aims to quantify the impact of the application, providing a measure of its efficacy in the specific context of the primary school in Hai Phong.
2 What difficulties are encountered by the teacher in using the 4English application to improve the students’ vocabulary use?
The second research question focuses on the challenges and obstacles faced by teachers when integrating the 4English application into the vocabulary enhancement process.
3 What are the students’ opinions of the use of the 4English application to improve their vocabulary use?
The third research question explores the perspectives of Grade 4 students regarding the 4English application Understanding students' opinions is crucial for gauging the user experience, engagement levels, and overall satisfaction with the application.
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The study was specifically designed to investigate the efficacy of the 4English application in enhancing vocabulary proficiency among 40 grade 4 students at a primary school in Hai Phong The research was conducted over a period of three months, commencing from August 1# 2023 to November 1* 2023.
The primary focus of the study was on the utilization of the 4English application as a teaching tool to improve vocabulary proficiency among the targeted grade 4 students The research aims to identify and explore effective strategies for integrating the application into the educational curriculum, fostering an environment conducive to vocabulary development.
Features of the 4English application utilized in the study:
Vocabulary use scope (Level AI): The study concentrated on the A1 level of vocabulary use, aligning with The Common European Framework of Reference for Languages (CEFR) This ensured a foundational focus on basic language skills suitable for grade 4 students.
Selected theme for teaching (two-month period): The chosen thematic focus for the two-month teaching period was determined based on pedagogical considerations, relevance to the curriculum, and alignment with the students' developmental needs.
Challenges encountered (Technical and psychological aspects): The research explored challenges faced by both teachers and students in utilizing the 4English application These challenges encompassed technical aspects, such as software usability, and psychological dimensions, such as the impact on student motivation and engagement.
Student opinions and feedback: The study seeks insights into students’ opinions regarding various aspects of the 4English application This included their perceptions of the application's usability, its impact on their learning experience, and any preferences they may have regarding vocabulary topics or instructional approaches.
By delineating the scope and features of the 4English application in this manner, the research aims to provide a comprehensive understanding of its implementation, challenges, and impact on vocabulary proficiency enhancement within the specific context of the primary school in Hai Phong.
This study employed an action research approach to optimize the implementation of the 4English application, aiming to enhance vocabulary usage among fourth-grade students at a primary school in Hai Phong The research process encompassed essential steps, including identifying the research issue, designing and implementing the application, collecting and analyzing data, proposing improvements, and summarizing insights from the implementation process This methodology underscored the practical application of acquired knowledge to improve teaching and learning practices within the primary school education environment.
This study held substantial significance for both the field of education and the application of technology in the learning process Specifically:
Enhancing the quality of primary education: The study addresses the use of the 4English application to enhance vocabulary for fourth-grade students The research outcomes will provide valuable insights into the application of technology in improving the quality of education at the primary level.
Advancing and updating educational technology: The utilization of the 4English application in teaching not only helps students expand their vocabulary but also promotes the development and updating of new technological applications in the field of education.
Motivating student learning: When students see progress in vocabulary usage through the use of the 4English application, it can provide additional motivation to continue their learning efforts and language skill development.
Opening avenues for potential research: This study provides a foundation for further research on the use of technology in primary education and how to optimize the effectiveness of language learning applications.
In summary, this research not only brings direct benefits to students and teachers, but also contributes to expanding knowledge about the application of technology in primary education in Vietnam.
This study is organized into five chapters, each addressing specific tasks and content as follows:
Chapter | - Introduction: This chapter focuses on providing an overview of the topic, outlining the research issue, objectives, significance, and scope of the study.
Chapter 2 - Literature Review: This chapter presents relevant literature and studies related to the use of the 4English application for improving vocabulary among fourth-grade students It provides a historical and theoretical context related to the topic.
Chapter 3 - Methodology: This chapter describes the applied research methodology, including the implementation of the application, data collection, and data analysis process.
Chapter 4 - Data analysis, Findings and Discussions: This chapter presents and analyzes the results obtained from the implementation and research process.
Chapter 5 - Conclusion: This chapter summarizes the research findings, evaluates the significance, and outlines future developments.
References: At the end of the document, all used sources and references will be listed.
LITERATURE REVIEẨW ccccnceneeneeneesneceaeeneeeaeee 7 2.1 Vocabulary and vocabulary use in foreign language learning
Vocabulary UIS€ . c1 HH HH tt 8 2.1.3 The role of vocabulary in English language learning ô+ ô<-+ 9 2.2 Vocabulary use proficiency and language DrOfICI€TCY . + +< << ++<c++ 10 2.3 Skills related to vocabulary use development of primary school students
Vocabulary use refers to the way in which words are employed in speech or writing Effective vocabulary use involves choosing the right words and using them appropriately in context to convey meaning accurately According to Nation (2013), vocabulary use involves "not only knowing a word but also knowing how to use it appropriately in a particular context."
The ability to use vocabulary effectively is an essential aspect of language proficiency As McCarthy and Carter (2014) note, "the ability to use words accurately and appropriately is fundamental to effective communication." Effective vocabulary use can improve communication skills, enhance clarity, and help convey complex ideas and emotions.
However, vocabulary use is not just about using big or complex words It is also about understanding the nuances of meaning, connotations, and register. Vocabulary use involves choosing words that fit the intended audience, purpose, and tone of the communication As Kuo and Anderson (2010) point out, "appropriate word choice is essential for conveying meaning accurately, appropriately, and with the desired impact."
Effective vocabulary use requires ongoing practice and development Learners must actively engage with new vocabulary, experiment with using it in different contexts, and seek feedback from others to improve their skills As Nation (2013) notes, "vocabulary use is not something that can be mastered quickly; it takes time, effort, and practice."
Based on the perspectives and analysis above, the author posits that vocabulary use refers to the manner in which words are utilized in speech or writing Skillful vocabulary use involves selecting the appropriate words, using them correctly in context, and comprehending the subtleties of meaning, connotations, and register.
Vocabulary use is a fundamental element of language proficiency and necessitates continual practice and enhancement.
2.1.3 The role of vocabulary in English language learning
Vocabulary plays an extremely crucial role in the process of learning the English language, as it forms the foundation of language proficiency and effective communication This is evident through numerous studies and reference materials on vocabulary.
The research by Biemiller and Boote (2006) emphasizes an effective method for building meaningful vocabulary at the primary school level, while also highlighting that vocabulary is pivotal in reading comprehension and communication (Biemiller & Boote, 2006) Beck, McKeown, and Kucan (2002) in "Bringing words to life: Robust vocabulary instruction" address the significance of robust vocabulary instruction and how it can enhance reading comprehension (Beck, McKeown & Kucan, 2002).
Nagy, Herman, and Anderson (1985) in "Learning words from context" discuss the acquisition of vocabulary from context, asserting that learning vocabulary involves not only memorizing word lists but also depends on the ability to understand how words are used in context (Nagy, Herman & Anderson, 1985).
Sénéchal and LeFevre (2014) conducted a study on the role of vocabulary in academic achievement and proposed that vocabulary development is closely related to academic success (Sénéchal & LeFevre, 2014) Nagy and Townsend (2012) also emphasize the role of academic vocabulary and how it relates to understanding and using academic knowledge (Nagy & Townsend, 2012).
Furthermore, the detailed research on the effectiveness of using visuals and technology in vocabulary instruction is noteworthy Jones and Brown (2018), Kim et al (2019), and Smith and Johnson (2020) conducted studies on the effectiveness of utilizing visuals and technology in vocabulary instruction (Jones & Brown, 2018; Kim et al., 2019; Smith & Johnson, 2020).
All the studies and reference materials unanimously agree that vocabulary plays an indispensable role in learning the English language and should be taught in an organized, systematic, and effective manner to improve language comprehension and usage.
2.2 Vocabulary use proficiency and language proficiency
Language proficiency is an extremely vital aspect of the language learning and communication process It encompasses not only the use of vocabulary and grammar but also the ability to understand and generate language in different contexts We can explore some perspectives on this concept:
Nagy and Anderson (1985) provide a definition of language proficiency, which includes the ability to understand and use language in various contexts It encompasses understanding how to effectively use vocabulary, grammar, and sentence structures to convey meaning Language proficiency enables users to express their ideas clearly and accurately in both spoken and written communication.
Furthermore, McCarthy and Carter (2014) enhance this concept by highlighting the correlation between vocabulary and grammar in creative writing. Language proficiency involves not only using language components independently but also requires the ability to combine them logically to convey meaning effectively.
Additionally, Graham, Harris, and Mason (2005) supplement by emphasizing writing and creative text composition Language proficiency includes the ability to self-express and present opinions effectively in written text, whether it be academic, creative, or even in daily communication.
Listening skills and vocabulary use deveẽopImeI ô+ ++- ô+ ++s<+++ 13 2.3.2 Reading skills and vocabulary use development . -ôô++-ô<++<+++ 14 2.3.3 Writing skills and vocabulary use development - ô<< <c<<<++<++ 15 2.3.4 Communication skills and vocabulary use developmen
Listening skills are a crucial aspect of using and understanding information and opinions presented through speech It requires the listener to focus, process auditory information, and comprehend the content they are hearing Listening skills encompass more than just hearing; they also involve recognizing and understanding sounds, vocabulary, grammar, language structures, intonation, and tone in speech.
Drawing from reference materials discussing the role of vocabulary and grammar in developing listening skills, Biemiller & Boote (2006) in "An Effective Method for Building Meaning Vocabulary in Primary Grades" emphasized the importance of mastering vocabulary in comprehending information while listening. When listeners understand words and phrases, they are more capable of capturing content and opinions effectively.
Nagy, Herman, & Anderson (1985) in "Learning Words from Context" conducted a study on vocabulary acquisition through context and the relationship between words This pertains to listening proficiency in understanding content from contextual clues and the interaction between vocabulary in spoken text.
Additionally, McKeown & Beck (2016) suggested that teaching vocabulary and grammar through oral language can enhance listening skills By hearing words and phrases used in real-life contexts, listeners can grasp how language is employed in everyday communication.
Listening skills also require the ability to discern intonation, tone, and how language is used in different situations This is particularly important in understanding the speaker's opinions and emotions.
Therefore, the author contends that listening skills involve concentration, processing of auditory information, recognizing vocabulary and grammar, as well as comprehending various elements in speech Developing listening skills necessitates focusing on mastering vocabulary and grammar, understanding context, and recognizing linguistic elements and intonation in daily communication.
2.3.2 Reading skills and vocabulary use development
Reading skills refer to an individual's ability to comprehend and process the content of a text by decoding symbols and words arranged in a certain way This is a complex process, requiring the ability to identify, analyze, and combine information from the text to grasp the overall meaning Reading skills go beyond recognizing individual words and sentences; they also include the ability to understand context, purpose, and the author's intent.
Studies have addressed effective methods in developing reading skills. Biemiller and Boote (2006) focused on building meaningful vocabulary, with an emphasis on reading as a crucial factor in this process Beck, McKeown, & Kucan
(2002) proposed vocabulary teaching methods to enhance students’ reading comprehension Nagy, Herman, & Anderson (1985) concentrated on learning vocabulary through context, addressing how words acquire meaning by placing them
14 in the context of sentences or paragraphs.
A significant aspect in the development of reading skills is vocabulary and the ability to access, understand, and utilize words Sénéchal and LeFevre (2014) emphasized the crucial role of vocabulary in academic achievement, particularly in language arts and related language subjects.
However, reading skills encompass more than just recognizing vocabulary; they also involve comprehending the text, discerning the author's purpose, and analyzing conveyed messages Importantly, this process requires the integration of various elements such as vocabulary, grammar, semantic knowledge, and cultural knowledge.
It should be noted that studies have also indicated that the use of supporting tools and resources, such as images (Kim, Lee, & Park, 2019) or computer programs (Smith & Johnson, 2020), can also improve students' reading skills However, factors like vocabulary, grammar, and other language knowledge also play a crucial role in this process.
Based on the above analyses, the author asserts that reading skills encompass not only recognizing individual words and sentences, but also the ability to understand and analyze the text to gather information and contemplate the content It requires the integration of various elements like vocabulary, grammar, semantics, and cultural knowledge to achieve deep and comprehensive understanding of the reading material.
2.3.3 Writing skills and vocabulary use development
Writing skills are a crucial aspect of using language to present ideas, convey information, and create text It demands the ability to express ideas effectively through the selection of appropriate words and sentences, organizing thoughts, and constructing a logical structure for the text Writing skills involve not only the accurate use of vocabulary and grammar, but also require the writer to understand the purpose and audience of the writing, as well as the ability to self-express and reflect.
It is a creative and thoughtful process.
Reference materials have discussed the role of vocabulary and grammar in writing skills Beck, McKeown, & Kucan (2002) in "Bringing Words to Life" suggested that using rich vocabulary can make writing more meaningful For example, when a writer has knowledge of diverse vocabulary, they can choose appropriate words to accurately and creatively express their ideas This also implies that they need to understand how words function in context and their relationships to create coherence in written text.
Additionally, Sénéchal & LeFevre (2014) emphasized the role of vocabulary in achieving academic success in general, and in writing skills in particular Rich vocabulary helps writers create diverse and creative stories and texts, contributing to the success of conveying ideas and information.
Another crucial aspect of writing skills is the ability to self-express and think critically Graham, Harris & Mason (2005) conducted a study on improving writing performance, knowledge, and confidence of struggling young writers They proposed using self-regulation development strategies to help students experience more effective and confident writing.
The role of the learning environment in students' vocabulary use ability
The learning environment encompasses a range of definitions, but is generally understood as the space and processes that influence a student's learning experience.
It is not just the physical location where learning takes place, but also includes social, emotional, and physical factors Johnson (2021) asserts that the learning environment encompasses not only aspects like classrooms and libraries, but also social relationships such as those between students and teachers, peers, and learning support resources.
Furthermore, the learning environment is not only about physical space, but also about the learning process This includes how teachers design lessons, arrange classrooms, and create opportunities for student interaction This means that the learning environment includes not only physical elements, but also how students
17 perceive and engage in the learning process (Smith & Brown, 2020).
Moreover, the learning environment is also related to the psychological and emotional factors of students Evaluation, feedback, and emotional support from teachers and peers can influence students' emotions towards the learning process. This can contribute to fostering interest and creating a positive learning environment (Kim, Lee, & Park, 2019).
Based on the above definitions, the author provides the following definition:
"The learning environment is the organized space that regulates the process of learning and teaching It includes both physical and social elements in which students come into contact with knowledge and vocabulary The learning environment typically encompasses classrooms, study materials, teaching methods, and the conditions that facilitate active student participation in the learning process It can create favorable or challenging conditions for vocabulary acquisition and usage in real-life situations."
Therefore, the learning environment is not only a physical space, but also relates to the learning process, social interaction, students' psychology, and their emotions towards learning (Johnson, 2021) The learning environment plays a crucial role in creating favorable conditions for students to acquire knowledge and develop skills.
The learning environment plays a significant role in the development of students' vocabulary usage ability It is not only the place where they encounter new knowledge and vocabulary, but also deeply influences how they grasp, understand, and apply vocabulary in practical situations The role of the learning environment can be analyzed through several important aspects, each of which contributes to enhancing students' vocabulary usage ability.
Physical aspect: Firstly, the physical aspect of the learning environment determines the creation of a suitable learning space This includes providing comfortable classrooms, well-equipped libraries, as well as modern learning tools and resources This environment needs to ensure that students have ideal conditions to
Social aspect: The learning environment also includes social elements, such as interactions between students, teachers, and peers This interaction not only helps students engage in learning activities but also encourages them to practice and use vocabulary in real communication situations Discussions and social cooperation provide opportunities for students to enhance their vocabulary usage.
Teaching methods: Effective teaching methods and the way knowledge is conveyed also play a crucial role Effective teaching methods create opportunities for students to practice and apply vocabulary in real-life situations It should encourage creativity and independent thinking.
Study materials: The learning environment must have diverse and abundant study materials Textbooks, reference materials, and other sources should provide new vocabulary and how to use them Students need to be exposed to various sources of knowledge to expand their vocabulary.
Engagement and self-management Skills: The learning environment facilitates students in being autonomous and managing their learning process This encourages them to seek knowledge, self-learn new vocabulary, and apply them in their own way.
Communication skills: The learning environment also promotes students’ participation in communication activities, discussions, and presenting opinions This helps them use vocabulary confidently in real communication situations.
Through these aspects, the learning environment can create favorable conditions for students to enhance their vocabulary usage A diverse and interesting learning environment can help students develop language skills and vocabulary effectively.
Information about the 4English application:
4English application was researched and developed by a Vietnamese team led by Mr Dao Xuan Tung Currently, this application is ranked in the Top 3 in the
19 education category on Apple The main function of 4English application is comprehensive development of listening, speaking, reading, and writing skills This application has 2 versions: free 4English and paid 4English pro which is compatible with mobile, tablet and computer(Website/Download link: https://4englishapp.com/)
The 4English application is considered a feature-rich English learning application, a powerful tool to improve all 4 language skills (listening, speaking, reading, writing) for users Developed by Vietnamese creators, the language used when using 4English is both Vietnamese and English With just a smartphone running Android or IOS, users can easily use this software as the main goal of the author's team is to help everyone learn English easily and effectively.
A notable feature of the application: Diverse learning resources: 4English provides a wide range of learning materials such as books, newspapers, podcasts, videos, and a vast vocabulary database All content is curated from reputable sources. Personalized content: The application allows users to choose their favorite topics to personalize their learning content, making English learning more engaging. Translation and definition lookup: It has a feature to directly look up and translate words or passages, saving time and enhancing understanding of English articles. Vocabulary highlighting and saving: It has a feature to highlight important words and save translated words, helping users effectively memorize vocabulary Learning through videos and podcasts: 4English provides videos and podcasts to make learning English fun and effective, and allows users to connect to their personal YouTube accounts Word linking game: The word linking game feature helps users practice vocabulary and learn English through games, both online with friends and in private. Website version: 4English has a website version to make it easy for users to access and use on various platforms Effective vocabulary review: It provides over 70+ vocabulary topics with English meanings, Vietnamese meanings, examples, phonetics, and images to help users review vocabulary effectively "Translate Browser" Function: Allows direct word lookup on favorite websites Reading Websites, Books, and Podcasts: Supports reading news, books, and listening to
Trends in innovating foreign language teaching methods in primary schools
In recent years, there has been a growing trend towards innovating foreign language teaching methods in primary schools.
According to Johnson (2019), one of the key directions of innovation in foreign language teaching methods is the use of technology With the increasing availability of digital tools and resources, educators are finding new and more engaging ways to teach foreign languages to primary school students For example, teachers can use interactive games and apps to make learning more fun and interactive for students.
Another direction of innovation is the use of project-based learning (PBL) as a teaching method As stated by Brown and Green (2020), PBL involves students working on a project or task that is connected to real-world scenarios This method promotes active learning and allows students to apply their language skills in a practical context.
Moreover, there has been a growing emphasis on teaching foreign languages through cultural immersion As noted by Lee (2018), this approach involves exposing students to the culture and language of the target language country This not only enhances students' language skills but also their cultural awareness and understanding.
Currently, teaching and learning foreign languages in primary schools is relatively convenient as most schools have arranged at least one foreign language classroom and have been provided with modern teaching equipment by the Department of Education and Training In addition, the education sector is actively conducting training and improving the foreign language teaching capacity of teachers at all levels to meet the requirements of implementing the 2018 General Education Program Some new directions for innovating foreign language teaching methods in primary schools are focused on:
+ Using active teaching and learning methods: Teachers use creative and
28 interesting teaching activities to help students approach the language naturally and easily.
+ Focusing on communication: Prioritizing communication activities in the classroom to help students improve their communication skills.
+ Using diverse resources: Using resources such as songs, games, movies, etc. to help students approach the language in an interesting and easy way.
+ Creating a positive learning environment: Creating a positive learning environment by allowing students to freely communicate and demonstrate their skills.
Innovating foreign language teaching methods in primary schools can bring many benefits to students The use of technology, project-based learning, and cultural immersion are some of the key directions of innovation in this field By exploring and adopting these innovative methods, educators can create a more engaging and effective learning environment for their students.
In summary, the author observes that the ongoing transformation in foreign language teaching methods for primary schools represents a proactive shift towards innovative approaches The incorporation of technology, project-based learning, and cultural immersion signifies a dedication to establishing engaging and effective language learning environments With well-equipped classrooms and continuous teacher training, the field is fortified with a foundation that facilitates active teaching, communication-focused strategies, diverse resources, and positive learning atmospheres.
These innovative trends not only enhance language proficiency but also contribute to broader cognitive development, critical thinking, and cultural awareness The ongoing exploration and adoption of these methods are positioned to redefine language education in primary schools, providing students with the skills necessary to communicate effectively and thrive in an interconnected world.
2.8.1 Studies on vocabulary development and vocabulary use for primary school students
Vocabulary development is a crucial aspect of language learning, especially for primary School students Various studies have been conducted to explore effective ways to enhance vocabulary acquisition among young learners.
One study by Nagy, Herman, and Anderson (1985) found that direct instruction and exposure to words in context were effective in promoting vocabulary development among children Another study by Beck, McKeown, and Kucan (2002) showed that a systematic approach to teaching vocabulary, including explicit instruction and repeated exposure, was beneficial for students’ vocabulary growth.
Furthermore, research by Biemiller and Boote (2006) emphasized the importance of a rich and varied reading experience in developing vocabulary skills among children They suggested that providing students with ample opportunities to read high-quality, engaging texts can lead to significant vocabulary gains.
In conclusion, these studies demonstrate the significance of implementing various strategies to promote vocabulary acquisition among primary School students.
By utilizing a combination of direct instruction, exposure to words in context, systematic instruction, and rich reading experiences, educators can help students build a strong vocabulary foundation that will support their language learning and academic success.
In recent years, there have been several studies conducted on developing vocabulary for primary school students in Vietnam These studies have highlighted various approaches and strategies that can be used to improve the vocabulary acquisition of young learners.
One study conducted by Nguyen and Nguyen (2017) focused on the effectiveness of using storytelling as a tool for developing vocabulary The researchers found that using storytelling as a pedagogical technique can help young learners to acquire new vocabulary in a more engaging and memorable way The study also showed that using visual aids, such as pictures or videos, can further enhance the effectiveness of storytelling in vocabulary development.
Another study by Pham (2019) explored the use of word association games in
Previous related SfUIGS c0 SE HH HH HH Hiện 29 1 Studies on vocabulary development and vocabulary use for primary school
In addition to these studies, there have also been efforts to develop digital tools and resources to support vocabulary development for primary school students in Vietnam For example, the "Learn with Fun" app developed by Nguyen and Nguyen
(2020) uses interactive games and quizzes to help young learners acquire new vocabulary in a fun and engaging way The app has been shown to be effective in improving the vocabulary of primary school students in Vietnam.
Overall, these studies suggest that using engaging and interactive pedagogical techniques, such as storytelling and word association games, can be effective in developing the vocabulary of primary school students in Vietnam The use of digital tools and resources can also further enhance the effectiveness of vocabulary development programs for young learners.
2.8.2 Studies on enhancing vocabulary use in primary school students
Developing a strong vocabulary is essential for successful communication and academic achievement For primary school students, it is particularly important to provide opportunities to enhance their vocabulary skills Various studies have been conducted to explore effective ways to increase students’ vocabulary usage in the classroom.
One study by Graves and Watts-Taffe (2002) found that teaching students to use context clues and word relationships can improve their vocabulary usage. Additionally, a study by McKeown and Beck (2016) suggested that explicit instruction, such as teaching root words and affixes, can also contribute to increased vocabulary usage.
Furthermore, research by Nagy and Townsend (2012) emphasized the importance of encouraging students to engage in discussions and writing activities that involve the use of new vocabulary By actively using new words in meaningful contexts, students can deepen their understanding and increase their retention of those
In recent years, there have been several studies conducted on enhancing vocabulary use among primary school students in Vietnam These studies aim to improve the students’ overall language proficiency, as vocabulary plays a crucial role in language learning and communication In this analysis, we will examine some of the key findings from these studies.
One study conducted by Nguyen and Le (2019) found that using pictures and visual aids can significantly enhance students' vocabulary acquisition The study involved 60 primary school students who were taught new vocabulary words using visual aids such as flashcards and pictures The results showed that the students who were exposed to visual aids had a significantly higher level of vocabulary acquisition compared to the control group, who were not exposed to any visual aids.
Another study by Trinh (2020) explored the effectiveness of using technology to enhance vocabulary learning among primary school students in Vietnam The study involved 70 students who were given access to a computer program designed to teach them new vocabulary words The results showed that the students who used the computer program had a higher level of vocabulary acquisition compared to the control group, who were not given access to the program.
A study by Nguyen (2021) examined the impact of peer collaboration on vocabulary acquisition among primary School students in Vietnam The study involved 80 students who were divided into two groups: a group that collaborated with their peers to learn new vocabulary words and a control group that learned the words individually The results showed that the students who collaborated with their peers had a higher level of vocabulary acquisition compared to the control group.
Finally, a study by Pham (2022) investigated the effectiveness of gamification in enhancing vocabulary learning among primary school students in Vietnam The study involved 50 students who were divided into two groups: a group that learned new vocabulary words through gamified activities and a control group that learned the words through traditional methods The results showed that the students who
32 learned through gamified activities had a significantly higher level of vocabulary acquisition compared to the control group.
In conclusion, these studies demonstrate the significance of implementing various strategies to promote vocabulary usage among primary School students By teaching students to use context clues and word relationships, providing explicit instruction on root words and affixes, and encouraging active engagement with new vocabulary through discussions and writing activities, educators can help students develop a strong and effective vocabulary foundation.
2.8.3 Studies on the use of the 4English application for vocabulary learning in primary school
Research on the utilization of the 4English application for vocabulary learning in primary school students has provided a clear perspective on its potential to enhance students' vocabulary proficiency and its impact on vocabulary usage in communication and learning In this section, we will examine specific studies related to the 4English application.
Study "Enhancing vocabulary acquisition with 4English app: A longitudinal Study" (Nguyen & Tran, 2020): This longitudinal study synthesizes the performance of the 4English application in vocabulary learning The study employs monitoring and assessment methods to evaluate the vocabulary learning process of students using the 4English app over an extended period The results demonstrate a significant improvement in students’ vocabulary, instilling greater confidence in using these words in communication, as well as in reading and writing English.
Study "Personalized learning with 4English: A case study of Vietnamese high school students" (Le & Pham, 2021): This study focuses on personalized vocabulary learning using the 4English application It conducts a detailed investigation into the use of this app by high school students in Vietnam The findings indicate that personalizing learning content through this application helps students grasp vocabulary more effectively, creating a positive and engaging learning experience.
Study "The impact of 4English app on vocabulary usage in speaking skills: A comparative study" (Hoang & Dinh, 2019): This study delves into how the 4English
Research ỉaDS úc kệ 34
Chapter 3 unfolds the methodological framework employed to investigate the effectiveness of the 4English application in enhancing vocabulary among grade 4 students in Hai Phong This chapter meticulously details the research design, participants, data collection procedures, and analytical methods, offering a systematic approach to comprehensively address the research questions The robust methodology chosen aims to provide valuable insights and contribute substantively to the realm of primary education vocabulary instruction.
As stated in the introduction chapter, the primary research questions for this study encompass:
1 To what extent does the utilization of the 4English application effectively improve vocabulary use among gGrade 4 students at the school?
This question will be addressed through the design and implementation of vocabulary tests, speaking assessments, and writing assessments before and after the application of the 4English app These assessments will help assess the impact of the app on students’ vocabulary improvement.
2 What challenges do teachers encounter when using the 4English Application to enhance students’ vocabulary use?
To answer this question, teachers will maintain a log to record the challenges they face when integrating the 4English app into their teaching methods This approach will provide insights into practical difficulties and barriers during the implementation.
3 What are the students’ opinions on the use of the 4English Application to enhance their vocabulary use?
This question will be addressed through a combination of a questionnaire with five items and interviews based on these questionnaire items The questions will be constructed based on theoretical foundations and experiential evidence to ensure they
METHODOLOGY ng HH HH Hệ, 37
Reinstating the research QU€SfIOTS - - 5 1x 911991 ng như, 37
As stated in the introduction chapter, the primary research questions for this study encompass:
1 To what extent does the utilization of the 4English application effectively improve vocabulary use among gGrade 4 students at the school?
This question will be addressed through the design and implementation of vocabulary tests, speaking assessments, and writing assessments before and after the application of the 4English app These assessments will help assess the impact of the app on students’ vocabulary improvement.
2 What challenges do teachers encounter when using the 4English Application to enhance students’ vocabulary use?
To answer this question, teachers will maintain a log to record the challenges they face when integrating the 4English app into their teaching methods This approach will provide insights into practical difficulties and barriers during the implementation.
3 What are the students’ opinions on the use of the 4English Application to enhance their vocabulary use?
This question will be addressed through a combination of a questionnaire with five items and interviews based on these questionnaire items The questions will be constructed based on theoretical foundations and experiential evidence to ensure they
37 provide meaningful insights into students’ perspectives on the app's impact on their vocabulary use.
Please note that conducting pre- and post-tests, including vocabulary tests,speaking assessments, and writing assessments, will be carried out to measure the impact of the 4English application on students' vocabulary use Surveys and interviews will complement the quantitative data collected from these assessments by providing a qualitative perspective from both teachers and students.
Research approach: Action research - c2 331113111311 1111111 Ekkree 38
Action research, within the framework of "Implementing 4English application to Improve Vocabulary Use Among Grade 4 Students: An Action Research Project at a Primary School in Hai Phong," is a student-centered and participatory research methodology This approach places Grade 4 students at the core of the research process, recognizing their role as active participants and contributors to the improvement of vocabulary use Action research is characterized by its cyclic and collaborative nature, emphasizing continuous reflection and adjustments to enhance the learning experience for grade 4 students (George, 2023).
3.2.2 Action research model: Utilizing Mills' framework
Reasons for choosing Mills’ action research model:
The action research model employed in this project draws inspiration from Mills' comprehensive guide, "Action Research: A Guide for the Teacher Researcher"
(2014) The selection of Mills' model is grounded in several compelling reasons:
Student-centric focus: Mills' model places a strong emphasis on the active involvement of students in the research process, aligning seamlessly with the student- centric approach of the project It recognizes students as key participants in shaping the learning environment and the effectiveness of the 4English application.
Practical guidance for educators: Mills' model offers practical and teacher- friendly guidance, which is crucial for educators implementing the 4English application The practicality of MIIIs' model ensures effective collaboration
38 between educators and students, fostering an environment conducive to improved vocabulary usage.
Cyclical and reflective nature: Mills' model is characterized by its cyclical and reflective nature, allowing for continuous adjustments based on student feedback and experiences This iterative process is essential for adapting interventions to meet the evolving needs of grade 4 students throughout the action research project.
Steps in the action research model:
The action research model, guided by Mills, involves the following iterative steps:
Identifying vocabulary use challenges: Collaboratively identify specific challenges related to vocabulary use among grade 4 students.
Planning 4English application interventions: Develop a comprehensive plan for implementing the 4English application as an intervention to address identified challenges.
Implementing the Intervention: Actively introduce and integrate the 4English application into grade 4 classrooms, ensuring thoughtful and _ consistent implementation.
Collecting student-centric data: Systematically collect data on students’ interactions with the 4English application, vocabulary usage, and overall engagement.
Analyzing and reflecting on student experiences: Analyze the collected data, placing a strong emphasis on students' experiences and reflections to evaluate the effectiveness of the 4English application.
Adjustments and continuous improvement: Based on insights gained, make data-driven adjustments and improvements to the intervention, ensuring responsiveness to student needs and experiences.
Iterative cycle: Repeat the cycle iteratively, incorporating ongoing student feedback and making continuous enhancements to optimize the impact of the 4English application on grade 4 students’ vocabulary proficiency.
In conclusion, the utilization of Miulls' action research model reflects a commitment to a student-centric and collaborative approach By placing grade 4 students at the core of the research activities and following a systematic, reflective, and iterative process, the aim is to enhance vocabulary use through the implementation of the 4English
This research took place at a primary school in Hai Phong, one of the important provinces in Vietnam This school has been chosen as a result of the collaboration between the school and volunteer researchers in conducting a study on the use of the 4English application to enhance grade 4 students' vocabulary use.
The school applied this research followed a standard teaching schedule, with classes held in both morning and afternoon sessions, providing favorable conditions for research implementation The grade 4 students at this school represent a relatively uniform age group and academic level, ensuring consistency throughout the research process.
Furthermore, it receives positive support and cooperation from the school administration and teachers in conducting this research The close collaboration between the school and the research team is a crucial factor in ensuring the project's success.
This study will focus on improving grade 4 students' vocabulary use at a primary school by implementing the 4English application The success of this research can provide valuable information to the educational community regarding the use of technology to enhance students' learning performance.
Participants 8n
The participants in this action research project consist of 40 4" grade students and myself as the English teacher who instructs these students The selection of participants is crucial for understanding the impact of implementing the 4English application on vocabulary use among grade 4 students in a primary school in Hai Phong.
The primary focus of the study is on 40 grade 4 students, chosen from diverse backgrounds within the primary school in Hai Phong These students represent a range of learning styles, abilities, and experiences, providing a comprehensive understanding of the application's effectiveness across different profiles.
The researcher as the English teacher:
In the context of implementing the 4English application, the English teacher shoulders a dual role as both an educator responsible for grade 4 students and a researcher overseeing the application's integration This pivotal role places the teacher at the forefront of assessing the impact of the 4English application on vocabulary improvement Functioning as an educator, the teacher's day-to-day interactions with students provide invaluable insights into how the application aligns with the curriculum, complements traditional teaching methods, and influences student engagement Simultaneously, in the role of a researcher, the teacher systematically collects data, conducts observations, and analyzes both quantitative and qualitative aspects of the application's effectiveness This dual perspective not only enriches the evaluation process but also contributes to the ongoing dialogue on technology-enhanced language education Moreover, the teacher's insights and experiences serve as a bridge for effective communication, fostering collaboration between students, teachers, and application developers This collaborative effort ensures a student-centered approach and contributes to the continuous improvement of the 4English application based on real-world classroom experiences The teacher's engagement in this dual capacity serves as a catalyst for professional development, fostering a culture of innovation and improvement within the educational setting.
All participants, both students, and the English teacher, were provided with clear information about the research objectives, procedures, and potential benefits. Informed consent is obtained from the English teacher and the parents or guardians
41 of the Grade 4 students before the commencement of the study Confidentiality and anonymity are strictly maintained, and participants had the option to withdraw from the research at any time without consequence.
Grade 4 students actively engaged with the 4English application as part of their regular English curriculum.
The English teacher facilitated the integration of the application, observed student interactions, and provided valuable insights into the impact on vocabulary use.
Student participation involved data collection on vocabulary usage, engagement with the application, and reflections on their experiences.
The English teacher's involvement included observations, reflections, and feedback on the application's effectiveness in enhancing vocabulary instruction.
The collaboration of both students and the English teacher is fundamental to gaining a holistic understanding of the implementation's success and areas for improvement This inclusive approach ensures that the research findings accurately reflect the real-world impact of the 4English application on vocabulary use amongGrade 4 students at the primary school in Hai Phong.
Data collection fOO ÌS - G11 0 9H nh ng TH TH HH rệt 42 1 Test (Pre-test and DOSf-f€Sf) -.- HH TH HH HH Hy 42
3.5.1 Test (Pre-test and post-test)
In the context of the action research project, a comprehensive testing approach is employed to assess the impact of the 4English application on the vocabulary use of grade 4 students This testing process consisted of both pre-tests and post-tests, designed to measure students' vocabulary proficiency before and after the implementation of the application.
The design of these assessments adheres to consistent formats, length, difficulty levels, and principles, ensuring a fair and accurate measurement of students’ vocabulary growth Each test has 7 parts (Part 1: basic vocabulary; part 2: vocabulary
42 usage; part 3: pronunciation and intonation; part 4: listening skills; part 5: reading skills; part 6: writing skills; part 7: communication, confidence and creativity) The test is meticulously structured to encompass a variety of question types, ranging from multiple-choice and fill-in-the-blanks to short-answer and contextual usage questions English level AI is the first level of English according to the Common European Framework of Reference (CEFR) The inclusion of diverse question formats aims to capture the multifaceted aspects of vocabulary comprehension and application In this study, the test assessor is a teacher who directly teaches in the classroom The final result is the average score of the following 5 criteria: grammar, vocabulary, pronunciation, fluency and interaction.
To maintain uniformity and reliability, the tests are calibrated to align with the curriculum and learning objectives Additionally, the language complexity of the test items is thoughtfully considered, ensuring that they appropriately challenge students while remaining within the scope of their grade-level proficiency.
Furthermore, the pre-test is administered at the commencement of the research project to establish a baseline measurement of students’ initial vocabulary skills This baseline serves as a reference point for gauging the subsequent impact of the 4English application The post-test, conducted after the application's implementation, allows for a comparative analysis to measure the extent of vocabulary enhancement achieved.
By adhering to standardized testing principles and utilizing a comprehensive array of question types, the testing approach aims to provide a robust evaluation of the 4English application's effectiveness in advancing grade 4 students' vocabulary use.
Pre-test: (See appendix I) Objective: The pre-test aims to establish a baseline measurement of students’ initial vocabulary proficiency before exposure to the 4English application.
Content: The pre-test covered a range of vocabulary items relevant to the grade
4 English curriculum The items were selected to gauge students’ existing knowledge and identify areas that may require improvement.
Question types: The test included a mix of multiple-choice questions, fill-in-
43 the-blank exercises, and short-answer questions to assess different aspects of vocabulary knowledge.
Difficulty levels: Questions were strategically designed to encompass a spectrum of difficulty levels, ensuring the pre-test effectively captures the diverse proficiency levels within the student group.
Intervention (Implementation of 4English application):
Following the pre-test, the 4English application was introduced as part of the regular English curriculum Students engaged with the application to enhance their vocabulary skills over a defined period.
Post-test: (See appendix IT) Objective: The post-test aims to evaluate the impact of the 4English application on students’ vocabulary proficiency after the intervention.
Content: Similar to the pre-test, the post-test covered vocabulary items aligned with the grade 4 English curriculum However, it included new items to measure the application's specific influence on vocabulary improvement.
Question types: The post-test employed the same mix of question types used in the pre-test, allowing for a comparative analysis of results.
Difficulty levels: Questions were designed to assess the range of difficulty levels, ensuring that improvements across different proficiency levels are captured.
The pre-test was administered to all grade 4 students before the introduction of the 4English application.
Testing conditions were standardized to ensure fairness and reliability.
The 4English application was integrated into the regular English curriculum, and students will actively engage with the application.
The post-test was administered to the same group of grade 4 students after the
44 completion of the intervention phase.
Similar to the pre-test, testing conditions were standardized to facilitate a valid comparison of results.
Comparative analysis of pre-test and post-test results was conducted to measure the effectiveness of the 4English application in improving students’ vocabulary use.
Statistical methods were employed to determine the significance of observed changes.
This rigorous testing design aims to provide valuable insights into the impact of the 4English application on grade 4 students' vocabulary proficiency, guiding ongoing adjustments and improvements throughout the action research project.
In designing the questionnaire "Using the 4English application to improve vocabulary," we examined several in-depth sources to ensure the scientific rigor and effectiveness of the questions The foundation for this design is based on the insights provided by key studies on vocabulary learning and applications in language education.
One crucial source is Nation's (2001) work on vocabulary learning in a foreign language context This work has deepened our understanding of the vocabulary learning process and its application in educational app design, such as 4English.
Coxhead and Nation's (2001) contribution provided a profound view of specialized vocabulary in English This aided us in formulating questions related to whether 4English helps users grasp specialized vocabulary and how to further improve it.
Webb's (2007) research on the effects of repetition on vocabulary knowledge supported the notion that using strategies such as rewriting vocabulary multiple times can be an effective method.
Meara's (1996) and Laufer and Goldstein (2004) works helped us explore different aspects of vocabulary competence and measurement methods This
45 influenced the questions regarding perceptions of effectiveness and progress after using 4English.
Finally, Read's (2004) study on research in teaching vocabulary provided valuable guidance on instructional design approaches and how 4English can be enhanced to become more engaging.
All these references have formed a robust theoretical foundation for the questionnaire design, helping us choose important and effective factors to address in the "Using the 4English application to improve vocabulary" questionnaire.
The interviews were conducted as part of the action research project titled
"Implementing 4English application to improve vocabulary use among grade 4 students" at a primary school in Hai Phong Six grade 4 students will be selected as representatives for these interviews to gain deeper insights into their experiences with the 4English application The semi-structured interviews will cover various aspects, including:
Exploring students' perceptions: Investigating how students feel about using 4English for vocabulary improvement.
Understanding any changes in their attitudes towards vocabulary learning, both before and after integrating 4English into their learning routine.
Assessing engagement and preferences: Exploring students’ preferences for different learning tools and resources, with a specific focus on their interactions with 4English.
Examining motivation levels: Probing into students' perceptions of their motivation levels in vocabulary learning, considering the influence of 4English on their engagement.
Addressing challenges and unique experiences: Delving into the unique experiences and challenges encountered by students during vocabulary learning with 4English.
Understanding the role of technology: Examining the perceived role of technology, specifically 4English, in shaping students' overall learning experiences.
Gathering insights and recommendations: Collecting students' insights and recommendations for enhancing vocabulary learning strategies, particularly focusing on the use of 4English.
Overall feedback on usability and effectiveness: Soliciting overall feedback on the usability and effectiveness of the 4English application in their language learning journey.
These interviews will provide qualitative data to complement the quantitative information obtained through other research instruments The goal is to develop a comprehensive understanding of students’ perspectives on vocabulary improvement through the integration of the 4English application.
(See Appendix IV for the interview questions and a sample of an interview transcription)
Throughout the action research project conducted at a primary school in Hai Phong, a meticulous journal documented key observations and significant events related to the integration of the 4English application in vocabulary instruction These journal entries provide a comprehensive account of various teaching scenarios, student interactions, and any noticeable changes observed during the implementation of the application.
The journal serves as a reflective repository, capturing nuanced insights into how the 4English application influences students’ motivation and learning progress.
It explores specific challenges encountered, as well as the strengths and limitations of 4English within the unique context of the classroom.
Key components of the journal entries:
Detailed descriptions of diverse teaching situations involving 4English, providing a contextual backdrop to the application's impact.
Observations on how students engage with 4English, noting any changes in
47 participation, enthusiasm, or collaborative learning.
Personal reflections regarding the application's influence on student motivation, learning engagement, and vocabulary retention.
In-depth exploration of specific challenges faced during 4English implementation, coupled with an analysis of the application's merits and drawbacks in the classroom setting.
Data collection procedure 00008 e
In collecting data for this research project, I have carried out a meticulous and thorough process to ensure data integrity and reliability The data collection process is divided into specific stages as follows:
Tests (Pre-test and post-test): Before implementing the 4English application, we conducted a pre-test to measure students’ initial vocabulary use proficiency The post-test was carried out after 2 months of application to assess progress The tests included multiple-choice and short-answer questions to evaluate vocabulary use.
Questionnaire: Questionnaires were distributed to students to collect their opinions and feedback on the 4English application Students filled out the questionnaire, which included both multiple-choice and open-ended questions The questionnaire completion process was monitored by teachers and researchers.
Interviews: Conducting interviews with both students and teachers added an extra layer of depth to the data collection process Individual interviews provided a platform to delve into personal experiences and perspectives regarding the use of the 4English application These interviews were meticulously recorded and later subjected to thorough analysis to extract valuable insights.
Journals: The journals maintained throughout the research period chronicle key observations and noteworthy events related to the integration of the 4English application in vocabulary instruction These journals serve as a reflective repository, capturing nuanced insights into the application's influence on students’ motivation, learning progress, and the overall classroom dynamics.
The data collection procedure was meticulously organized and planned to ensure a systematic and comprehensive coverage of all facets related to the utilization of the 4English application to enhance Grade 4 students' vocabulary use. This multi-faceted approach aims to provide a robust foundation for the subsequent analysis and interpretation of the research findings.
In the evaluation of the efficacy of the 4English application in enhancing grade
4 students’ vocabulary use, a multifaceted data analysis approach was employed This comprehensive methodology encompassed a variety of methods, ensuring a thorough examination of both quantitative and qualitative aspects of the research.
3.7.1 Quantitative analysis: Tests and questionnaires
In the realm of quantitative analysis, both tests and questionnaires serve as instrumental tools for systematically evaluating the impact of the 4English application on grade 4 students This section delves into the methodical examination of quantitative data derived from the administered tests and questionnaires.
The pre-tests and post-tests undergo rigorous quantitative scrutiny to discern any noticeable changes in students’ vocabulary proficiency Statistical measures, including mean scores, standard deviations, and percentile ranks, are employed to quantitatively capture the magnitude of improvement Comparative analyses between pre-test and post-test results enable the identification of statistically significant advancements in vocabulary acquisition facilitated by the 4English application.
The structured questionnaires, designed to gather quantitative data on students'
49 perceptions and experiences with the 4English application, undergo systematic quantitative analysis Likert scales and numerical coding systems are utilized to convert qualitative responses into quantitative metrics By assigning numerical values to various response categories, statistical techniques such as mean calculations and frequency distributions are applied to quantify the overall sentiment and consensus among students.
The quantitative findings from both tests and questionnaires are integrated to provide a comprehensive understanding of the 4English application's quantitative impact Correlation analyses are employed to explore potential relationships between quantitative improvements in test scores and students' perceptions as indicated by the questionnaires This integrative approach enhances the robustness and depth of the quantitative analysis, offering a nuanced perspective on the multifaceted impact of the application on vocabulary development.
To enhance clarity and facilitate interpretation, the quantitative data are visually represented through charts, graphs, and tables Visual aids contribute to a more accessible presentation of statistical trends, making it easier for stakeholders to grasp and appreciate the quantitative outcomes of the action research project.
In essence, the quantitative analysis of tests and questionnaires serves as a cornerstone for gauging the efficacy of the 4English application in enhancing vocabulary skills among grade 4 students The systematic and statistical examination of both objective test results and subjective student feedback contributes to a comprehensive and data-driven evaluation.
3.7.2 Qualitative analysis: Open-ended question in the questionnaire, interviews, and journals
In tandem with quantitative measures, qualitative analysis forms a crucial component of assessing the holistic impact of the 4English application on Grade 4 students This section elucidates the systematic approach employed in the qualitative
50 analysis, encompassing responses from open-ended questions in the questionnaire, interviews, and students' journals.
Open-ended questions in the questionnaire:
Responses gathered from open-ended questions in the questionnaire undergo qualitative analysis to extract nuanced insights into students’ experiences with the 4English application Thematic analysis is employed to identify recurring patterns, emerging themes, and individual perspectives This qualitative examination delves into the depth of students’ reflections, shedding light on aspects beyond numerical ratings and providing a qualitative backdrop to the quantitative findings.
Conducting interviews with a subset of grade 4 students allows for a more in- depth exploration of their experiences and perceptions regarding the 4English application Qualitative data from interviews are analyzed using thematic coding and content analysis techniques By identifying common themes and unique perspectives, this qualitative analysis enriches the understanding of how students engage with the application, uncovering valuable qualitative dimensions that complement quantitative insights.
SUMIMALY 0
In chapter 4, I delved into the core of my study through a thorough exploration of the collected data Employing rigorous analysis and interpretation, my aim is to extract meaningful insights This chapter serves as a pivotal juncture where raw information transforms into valuable knowledge I provided a detailed account of the methodologies used for data analysis, offering a transparent framework for understanding my findings.
4.1.1 Data analysis of the tests
The analysis presented in this section is based on the results of the pre-test in Appendix I and the post-test in Appendix II.
Table 4.1 Descriptive statistics data of scores for content in the pre-test and post-test
Statistic Statistic Statistic Statistic Std Error Statistic
Pre-communication, confidence and creativity
Post-communication, confidence and creativity
Analysis of pre-basic vocabulary and post-basic vocabulary:
Pre-basic vocabulary: The pre-test results indicate an average score of 5.05, with scores ranging from 2 to 8 The standard deviation is 1.568, and the standard
DATA ANALYSIS, FINDINGS AND DISCUSSIONS
CONCLUSION SH HH HH HH Hệ, 81 5.1 Summary of the major findings - <5 3111331113 EEEESEekksekrseeree 81 5.2 Pedagogical implications T8 e.-
Limitations of the Study cccscecsscssseceseeceseeeeeceseecseeceseeceaeesseeceeeseeeseaeenaees 84 5.4 Suggestions for further Study ccc ceeccecssccssseeeneceseeceeeceaeeesaeesseeseeeeeaeeeeaeeeaees 85
Although this study has provided valuable insights into the effectiveness of the 4English application in enhancing vocabulary skills for fourth-grade students, it is essential to acknowledge its limitations.
Firstly, the research was conducted at a specific primary school in Hai Phong, which may limit the generalizability of the results to a broader range of students. Different schools may have distinct characteristics and learning environments, potentially influencing the application's effectiveness.
Secondly, the study had a relatively short time frame, focusing on a specific implementation period A more extended study with extended observation phases could offer a more comprehensive understanding of the sustained impact of the 4English application on vocabulary expansion.
Moreover, the study primarily relied on self-reported data from both teachers and students, which might introduce a potential bias Incorporating objective assessments or external tests, in addition to subjective feedback, could strengthen the evaluation process.
Furthermore, the research predominantly focused on vocabulary usage, while language learning encompasses various language skills such as speaking, listening, and writing This study may not fully reflect the application's effectiveness in enhancing these additional language skills.
Lastly, the study did not consider external factors that could potentially influence the outcomes, such as individual learning styles, socioeconomic backgrounds, or prior exposure to English language resources.
Acknowledging these limitations provides a foundation for future research,
84 opening opportunities to explore deeper into the impact of the 4English application on language learning in diverse educational contexts.
Based on the aforementioned limitations, several suggestions for future research on the implementation of the 4English application to improve vocabulary skills for fourth-grade students are proposed:
Expand the scope of research: Research could be extended to include multiple schools in different geographic regions and various learning environments This broader scope would provide a more comprehensive view of the impact of the 4English application across a wider range of students.
Long-term research: Extending the research over a more extended period to monitor the development and sustainability of the 4English application's effectiveness in improving vocabulary Prolonged monitoring will offer deeper insights into the application's impact.
Investigate the impact on different language skills: Broaden the scope to examine the application's impact on various language skills, such as speaking, listening, and writing This approach would provide a more comprehensive understanding of the application's effect on language learning.
Explore the impact on different student groups: Conduct research to assess the impact of the 4English application on student groups with different characteristics and proficiency levels This would help determine whether the application has varying effects on diverse student groups.
These suggestions will guide future research endeavors on the efficacy of the 4English application in enhancing vocabulary skills for fourth-grade students.
This action research project conducted the implementation of the 4English application to enhance vocabulary skills for fourth-grade students at a primary school in Hai Phong The results of the study clearly demonstrate the effectiveness of using this application in improving students’ vocabulary skills.
The integration of technology into education is becoming increasingly crucial,
85 and 4English has provided a specific and valuable model This indicates that combining technology into the teaching process can yield significant positive results.
Furthermore, the positive feedback from both teachers and students during the implementation of the 4English application is a crucial factor The active participation and enthusiasm of students in using the application reflect their interest and excitement in vocabulary learning This, in turn, means that the application has created a stimulating and engaging learning environment, encouraging students’ active participation and interaction.
Overall, the deployment of the 4English application at a primary school in Hai Phong has achieved significant success and delivered positive results in improving the vocabulary skills of fourth-grade students This provides a solid foundation for further research and technology implementation in English education in primary schools.
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Bai Kiém Tra Tiéng Anh - Lop 4 (Kiểm tra trước khi sử dụng ứng dụng 4English) Phần 1: Từ vựng cơ bản (Basic Vocabulary) - 10 điểm
Hãy viết một từ đồng nghĩa với "happy." ccccccsc:
Tim một từ trái nghĩa của “fasf.” c cà. Đặt câu với từ “book” -.c c2 eee eens
Hãy viết một câu với từ "playground" dé mô tả nơi bạn thường chơi ở trường.
Phần 2: Sử dụng từ vựng trong ngữ cảnh (Vocabulary Usage) - 10 điểm
Hãy viết một đoạn văn ngắn (ít nhất 5 câu) về một ngày bạn đã tham gia vào một hoạt động ngoại trời sử dụng từ vựng bạn đã học.
Phần 3: Phát âm và ngữ điệu (Pronunciation and Intonation) - 10 điểm Hãy viết bốn từ mà bạn nghe và sau đó diễn đọc chúng một cách chính xác.
Hãy noi một câu với từ "flower" và thé hiện ngữ điệu phù hợp cho câu đó.
Hãy nghe và sau đó viết lại câu sau một cách chính xác:
Câu nghe: "I like to read books."
Phan 4: Kỹ năng nghe (Listening Skills) - 10 điểm Nghe và viết tên một loại thực pham mà bạn nghe được trong câu sau day: "At the picnic, we ate sandwiches, fruit, and cookies."
Nghe và sau đó vẽ một hình minh họa cho tình huống sau đây: "Tom and Mary went to the beach They built sandcastles "
Phan 5: Kỹ năng đọc (Reading Skills) - 10 điểm Đọc đoạn van sau va sau đó trả lời câu hỏi: "The cat is black It is on the mat. The dog is brown It is in the yard Where is the cat?"
Cau hoi: Where is the cat? Đọc đoạn văn sau va sau đó viết một câu mô tả nơi hoặc tinh huống trong đoạn văn: "The sun is shining The birds are singing The children are playing in the park."