NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES while DAO KIM ANH ACTION RESEARCH ON THE APPLICATION OF VOICETUBE TO IMPROVE L
INTRODUCTIƠN .- 12x12 19 ng re 1 1.1 Rationale for the research - c + 133332 1E EEEEEEEkrereerrke 1 1.2 Aims and objectives of the Study c5 112 11112 111111111115 xee 2 1.3 Research Questions 1
Organization Of the thesis c.ccccccccssccssseceesneeesseeecesseeeeseeeeeneeessteeenenees 6
The paper is structured into five main sections: Introduction, Literature review, Methodology, Findings and discussions, and Conclusion Here is a breakdown of each section:
Chapter 1: Introduction This section provides a concise overview of the reasons behind the research, the objectives of the study, the questions being investigated, the extent of the study, the importance of the study, and the structure of the study.
Chapter 2: Literature review: In this chapter, there various concepts, theoretical frameworks, and previous studies that are relevant to our research.
Chapter 3: Methodology: This chapter provides an overview of the research context and methodology of the study, covering aspects such as the research context, the subject of study, the instruments used for data collection, the procedure for data collection, and the analysis of the collected data.
Chapter 4: Findings and discussions: This chapter illustrates the major findings from the pre-test and post- test, questionnaires, and interviews.
Chapter 5: Conclusion: This section provides an overview of the main findings, implications, constraints, and potential avenues for future research.
LITERATURE REVIEW .cccccececeeseeseeseeseeeeseeeeeneeeeneeeeeeees 7
Vocabulary learning and reftenfIOn . - +5 55s + *++++++seexssesss 8 2.1.3 The methods and strategies to develop vocabulary for students II 2.2 VOIC€{U - Q1 HH TH TH HT TH TH Ti Hàn 12 2.2.1 Application of information technology and multimedia
The significance of the vocabulary learning process lies not only in students' comprehension of word meaning and spelling but also in their ability to retain the acquired vocabulary The concept of retention can be defined as the capacity to store and recall factual information and numerical data within one's memory The concept of vocabulary retention can be defined as the process of storing vocabulary in memory for later use The ability of students to recall and use previously learned words in both productive and receptive language acquisition can serve as a measurement of vocabulary learning efficiency The examination of factors influencing students’ vocabulary retention is a crucial endeavor that warrants dedicated attention.
According to various researchers, memory, language exposure, and effective vocabulary learning strategies are the three main factors that affect vocabulary retention The close relationship between these three factors is evident.
In his seminal work, Nation (1990) introduced a comprehensive categorization of memory, distinguishing it into two distinct forms: short-term memory and long-term memory The researcher asserts that short-term memory is commonly described as the capacity to simultaneously process and retain information The human mind has a limited capacity to hold a small amount of information, usually no more than seven items, in an active and readily accessible state for a brief duration, typically ranging from 10 to 15 seconds or occasionally extending up to a minute.
Long-term memory is designed to facilitate the retention of knowledge for an extended period of time In contrast to the limited capacity of short-term memory, long-term memory appears to possess an extensive capacity, seemingly capable of accommodating an unlimited amount of new knowledge. Despite the common perception of forgetting in our daily lives, it is probable that long-term memory experiences minimal deterioration over time and possesses the capacity to retain a seemingly boundless quantity of information for an extended duration.
In order to maximize knowledge retention, it is imperative for foreign language learners to ensure that all acquired linguistic information is effectively transferred into long-term memory The inquiry pertains to the mechanisms via which this occurrence can transpire The process by which short-term memories are transformed into long-term memories is known as consolidation, which entails the activities of rehearsal and meaningful association In contrast to short-term memory, which predominantly utilizes an audio code and, to a lesser degree, a visual code for the retention of information, long-term memory employs semantic encoding, wherein information is stored based on its meaning and associations In essence, the primary mechanism for transitioning information from short-term memory to long-term memory involves the identification of pre-existing knowledge within long-term memory to which the new information can be linked Nation (1990) demonstrated that the acquisition of a word cannot be anticipated after a single or even two instances of encountering it Instead, a minimum of 5 to 16 exposures is required to facilitate students' word acquisition Furthermore, Gairns andRedman (1986) have reached the conclusion that during the initial encounter with unfamiliar vocabulary, pupils tend to store these words in their short-term memory The utilization of vocabulary may diminish if it is not routinely employed According to Thornbury (2002), it is similarly argued that a significant proportion of content, specifically 80%, is forgotten within a 24- hour period following the initial learning phase This phenomenon holds true in both the immediate timeframe, such as from one lesson to another, as well as in the extended timeframe, such as following the completion of a whole course Put simply, failure to review and engage in the application of acquired knowledge will result in its eventual erosion or loss So, we can assume that when students are first exposed to new words, they will only be able to remember a few in their short-term memory These memories will slowly fade over time if the process of consolidation, which includes practice and meaningful association, is not put into action.
Language exposure involves the initial acquisition of information, while memory encompasses its subsequent storage and retrieval Despite multiple avenues for vocabulary acquisition (written text, auditory encounters, explanations), retention cannot be assumed The mere understanding of a new term does not ensure its long-term retention.
Vocabulary acquisition procedures are the third determinant in facilitating the retention of vocabulary Language educators have placed a lot
10 of emphasis on teaching English vocabulary Nevertheless, the outcomes of achieving proficiency in vocabulary acquisition are not favorable, since words have a tendency to be readily forgotten and lack long-term retention Hence, it is vital to employ efficacious techniques for acquiring vocabulary Similar to broader learning strategies, English vocabulary learning strategies encompass several techniques that aid learners in effectively retaining and storing newly acquired material.
It is imperative for language instructors to possess an understanding of the variables that impact students’ ability to retain vocabulary, as well as the distinctive attributes of the instructional environment, in order to employ appropriate pedagogical approaches for enhancing vocabulary acquisition.
2.1.3 The methods and strategies to develop vocabulary for students.
The efficacy of explicit vocabulary education was established by the National Reading Panel in 2000 In order to deliberately enhance vocabulary acquisition, it is imperative for educators to provide clear instruction on both targeted vocabulary terms and effective word-learning techniques to pupils In order to enhance students' understanding of word meanings, it is imperative that the training provided for individual words be comprehensive and thorough (Beck et al., 2002) Numerous tools and methodologies have been utilized in order to enhance pupils' vocabulary acquisition To begin with, the acquisition of vocabulary might occur in a haphazard manner through active and regular engagement in language-related endeavors Additionally, the acquisition of language can be facilitated through explicit instructional methods Students will acquire comprehension of the semantic significance and syntactic role of words within various sentences and contextual frameworks Furthermore, educators have the ability to motivate students to utilize dictionaries, explore synonyms, and acquire effective writing skills in order to expand their lexical
11 repertoire Alternatively, educators may employ vocabulary games and interactive vocabulary walls as instructional strategies to facilitate students' acquisition of captivating and unfamiliar words.
In 2006, Michael Graves proposed a framework program aimed at facilitating effective vocabulary learning programs, with the goal of enhancing vocabulary acquisition and development among learners The program presented above outlines a comprehensive, four-part methodology for enhancing vocabulary acquisition There are three key strategies that can be employed to enhance vocabulary development: (1) offering diverse and extensive language experiences; (2) instructing students on particular word meanings; and (3) teaching effective vocabulary acquisition techniques (4) Foster an increased awareness of vocabulary.
According to Gee (2003), pupils in the modern era exhibit swift adaptation to navigating and processing various modes, as evidenced by their utilization of digital devices like the iPad Kress (2010) asserts that film offers a diverse range of modes, making it a good resource for reproducing the multimodal environment that learners encounter beyond the confines of the classroom.
In general, there are many suggested vocabulary-learning methods and strategies The current pedagogical movement, however, which seeks to increase student involvement with their language learning experiences outside of the school, has recently supported the use of multimedia Learning about any social platform application in teaching and learning in this modern era is very necessary and urgent in order not to fall behind before the explosion of technology 4.0.
2.2.1 Application of information technology and multimedia
Information technology is a major achievement of the scientific- technical revolution at present It penetrates and dominates most areas of scientific research, technology applications in manufacturing, education, training, and other political and social activities The remarkable effectiveness is that the quality of education has increased both in theory and practice. Currently, the application of information technology to teach students has been clearly demonstrated through "e-lectures." Students are passionate, exciting, and have highly effective work in most of the lessons with IT applications The mission of educational researchers and teachers is to find the most effective ways and stages to integrate information technology into teaching English to students.
Young and Bush (2004) emphasized that English teachers should consider the context and objectives of the application of IT in teaching The strength of using interactive technology and multimedia in teaching and learning English is that it helps students not get bored with hard-core, vocabulary-based, grammatical lessons in a traditional way Instead, the learner will be exposed to the visual world through visual, sound, and color, as well as interacting with live characters from comics, stories, or online classes on the internet (Cunningham, 1998) This approach has the potential to ignite enthusiasm among students and foster a sense of excitement in both teachers and learners, ultimately resulting in optimal educational outcomes English language learners may face difficulties in comprehending the target language due to it not being their native tongue Consequently, it is imperative for English instructors to incorporate audio-visual aids into their lessons to enhance the effectiveness and engagement of the learning process (Daniel, 2013).
Voice Tube, a video-focused learning platform inspired by YouTube, empowers English learners with engaging educational content Through an intuitive interface, users can access a vast collection of English videos, ranging from popular channels like Ted Talks and BBC to curated playlists tailored to their learning levels.
Outside of the videos, there is a US or UK pronunciation.
Diverse and attractive themes: cartoons, life, music, entertainment
Quality English/Vietnamese bilingual subtitles, which can be turned off or hidden depending on learning needs.
There is a repeat mode for each sentence.
The research 0 - A.3AL3
Many researchers have been steadily starting to discover the potentially extensive benefits of applying the social platforms in an English lesson with such an enormous range of videos Firstly, one such study conducted by Secules and Tomasello (1992) experimentally examined the efficacy of visual cues The researchers compared the efficiency of video-based language training to traditional approaches, which mostly emphasize exercises and drills, in the context of university English speakers studying French The results of their study indicate that the group receiving video-based training demonstrated superior performance compared to the group following the traditional technique when it came to comprehension tasks According to Paivio's (1971) dual-coding theory, the inclusion of visual imagery in communication enhances the number of signals associated with the message Subsequently, it is likely that viewers will retain the message more effectively According to Wang
Visual aids, particularly videos, enhance vocabulary acquisition Research indicates that images aid memory recall (Chun and Plass, 1996; Akbulut, 2007; Hall and Dougherty, 2012) By providing visual cues, videos facilitate comprehension and facilitate the association between words and concepts (Lin and Tseng, 2012) Therefore, incorporating videos into vocabulary instruction can significantly improve learning outcomes.
Hence, it can be inferred from previous research findings that the utilization of social platforms containing appropriate videos with subtitles facilitates a multi-sensory processing experience involving the integration of
18 auditory, visual, and textual modalities The utilization of captioned video within educational settings, namely its implementation in the classroom, is a subject of interest.
Vietnamese research has made notable advances to comprehending the utilisation of suitable movies to enhance the memory of vocabulary Nguyen
(2018) conducted a study that aimed to enhance vocabulary acquisition among primary school pupils in Vietnam by utilising video materials with caption modes The research findings indicate that the utilisation of subtitled movies has an impact on pupils' acquisition of vocabulary Students experience heightened enthusiasm towards the class and exhibit enhanced capacity for retaining new words, thereby facilitating the process of vocabulary acquisition.
Vũ (2019) conducted a study which proposed the utilisation of social networking sites as a means to enhance the vocabulary of tenth grade pupils at a high school in Nam Dinh province The research findings established the advantages of incorporating a social networking platform into English instruction, particularly in enhancing students' vocabulary proficiency The study recommended that teachers include social media into their teaching practices The study conducted by Nguyén.D.L (2022) examines the impact of utilising visual aids on the vocabulary retention of 10th grade students at a high school in Bac Giang province A total of forty students from the class were chosen to participate in the action research The analysis of the obtained data demonstrated that the utilisation of visual strategies by the teacher in vocabulary instruction resulted in enhanced vocabulary retention among the pupils In addition, the pupils exhibited favourable dispositions towards acquiring language using visual methodologies.
By conducting this study, it is expected to contribute to the existing literature by providing localized evidence and practical recommendations The
19 investigation of the specific challenges faced by grade 6th students at lower secondary school will help inform future teaching practices and improve vocabulary teaching approaches in the Vietnamese lower secondary school context Additionally, the study aims to bridge the gap between theoretical perspectives and classroom implementation, laying a strong foundation for the current study on employing the application of social platforms Voicetube to enhance 6th graders' vocabulary retention in a language center in Hai Phong.
METHODOLOY - G2 tk kS ST HH he 21 3.1 Restatement of research qU€SfIOTS - c2 + 2 33+ %2Ssrsrsee 21 3.2 Participants 17
Research approach 0n
The present study employs an action research approach The action research approach has established a framework that researchers can utilize to develop a well-defined research strategy and enhance their comprehension of the subject matter In the subsequent sections, this paper will provide a concise and explicit elucidation of key aspects pertaining to the action research technique, including its definition, underlying principles, and model.
3.4.1 Definition of action research approach
Numerous definitions have been put out with respect to the action
23 research approach Action research is a methodology employed to explore inquiries and generate resolutions to challenges encountered by individuals in their daily existence (Moen and Solvberg, 2012; Stringer, 2014) Action research is commonly linked to educational research, although it is also utilized in various other fields (Mills, 2014; Sagor, 2011; Shanks, Miller, & Rosendale,
2012) According to the definition provided by Reason and Bradbury (2018), action research is a collection of methodologies that involve active inquiry, with the objective of establishing connections between practical application and theoretical concepts, ultimately contributing to the enhancement of human well-being The approach might be characterized as an inclination towards investigation rather than a strict methodology Its aim is to foster collaborative communities of inquiry, where active involvement, inquisitiveness, and the ability to ask meaningful questions are applied to address important real-world problems In contrast to alternative research methodologies, action research involves a change in the locus of control from "objective" professional or academic researchers to individuals who have historically served as research subjects (Herr and Anderson, 2005) Action research frequently manifests as a collaborative endeavor between a practitioner and a researcher, when they join forces to address a specific problem Practitioner-researchers engage in the process of posing inquiries on challenges or concerns within their immediate surroundings, aiming to develop answers that are contextually appropriate. Practitioner-researchers assume responsibility for their work within the specific context in which they are actively involved Moreover, practitioner-researchers endeavor to produce theories with the aim of utilizing this information to facilitate the acquisition of new knowledge that will be advantageous to others (McNiff and Whitehead, 2011).
The primary objective of action research is to enhance the efficacy of
24 individuals' personal engagement in their work (Stringer, 2014) This is accomplished by analyzing the specific dynamics inherent in a localized context, implementing a designated course of action within said context, and assessing the outcomes of said action The iterative cycle of planning, implementing, and assessing results in subsequent iterations of planning, implementation, and assessment (Burns, 1999; Coghlan & Brannick, 2010). Action research is commonly recognized as a qualitative methodology for conducting investigations Data in action research projects are typically collected from diverse sources, such as scores, interviews, survey responses, grades, and conversations These projects commonly consist of three distinct phases: pre-study preparation, implementation of action, and post-study analysis (Craig, 2009) In the context of presenting an action research project, it is possible for Institutional Review Boards (IRBs) to exhibit opposition towards certain elements of the approach that deviate from established norms. These elements may include the active involvement of the researcher, a cyclical approach to inquiry, and the inclusion of shared organizational and community participation (Herr and Anderson, 2005) The pragmatic and collaborative characteristics of action research are highly praised for their ability to yield tangible results within specific contexts.
In summary, action research is a methodology that seeks to enhance teaching practices among educators, improve the language teaching environment within an institution, and enhance learning outcomes for students in specific areas of study Action research frequently emerges from the discontent experienced by an individual or a collective of language educators who express dissatisfaction with the existing instructional approach used within their educational institution or the proficiency level exhibited by their students. 3.4.2 Principles of an action research
Action research in many research is considered as reflective critique, validity and credibility.
The concept of validity is subject to debate within the field of augmented reality (AR) Critiques regarding the quality and validity of educational augmented reality (AR) have been consistently raised in academic discourse. These criticisms primarily revolve around methodological limitations, such as the absence of scientific rigor, replicability, and generalizability, as highlighted by Ellis (2010) Additionally, the tentative and unpredictable nature of the initial design of AR systems hinders the establishment of predetermined validity measures Another concern is the localized nature of AR, which makes it difficult to replace or replicate in different contexts Furthermore, the ability of practitioners to design and conduct robust research in the field of AR has been questioned, as evidenced by studies conducted by Jarvis (1983) and Dửrnyel (2007) The level of rigor in research design, as discussed by Brumfit and Mitchell (1989) and Mackey and Gass (2005), as well as the adequacy of data analysis, as examined by Elliott and Sarland (1995) and Winter (1987), have also been subjects of criticism Nevertheless, advocates contend that these arguments misinterpret the essence and objective of augmented reality (AR). Similar to the inherent nature of augmented reality (AR), the concept of validity within AR exhibits a considerable degree of dynamism and susceptibility to fluctuation This is primarily influenced by the continuous and evolving objectives of the study being conducted Due to the intricate nature and controversial connotations associated with the concept of "validity," as well as its close ties to positivist and quantitative-experimental frameworks, commentators in the field of action research tend to refrain from employing this term Instead, they often opt for alternative terms such as "trustworthiness" (Zeichner & Noffke, 2001), "worthwhileness" (Bradbury & Reason, 2001), or
Trustworthiness pertains to the extent to which the data analyses, reports, and interpretations accurately and faithfully represent the research and the knowledge that has been generated within the social context Additionally, the value that participants derive from engaging in the research contributes to its overall significance.
Credibility, in the context of research, pertains to the persuasiveness of arguments and the methodologies employed to establish trust in the findings (Greenwood & Levin, 2007, p 67) Internal credibility refers to the meaningfulness of the knowledge produced for the participants involved in its generation, whereas external credibility concerns the ability to convince individuals not directly involved in the research that the outcomes are plausible. 3.4.3 Models of an action research
Over the years, there have been many suggested models on which action research can be based A few of such models are discussed below.
One may argue that the most appropriate starting point is with the pioneer of Action Research, Kurt Lewis Lewis is credited with introducing the notion of shifting focus away from the purely academic dimension of research and instead examining the efficacy of findings and theories in practical application In my perspective, Action Research serves to individualize a theoretical framework by assessing its potential benefits for a practitioner or a collective of practitioners, as well as determining the methods by which they might enhance their practices Lewin argues that study alone resulting in the production of books is insufficient According to Lewin (1947), the process of Action Research consists of four distinct steps, which include planning, taking action, and gathering factual information regarding the outcomes of the implemented actions (p 206) These phases would constitute a component of a cyclical process of ongoing Action Research.
In essence, Burns (2010) demonstrates that several models share a shared objective of conducting a methodical investigation to address classroom issues or facilitate the implementation of instructional enhancements through a sequentialprocess encompassing Planning, Action, Observation, and
Figure 1 The 4 Stages Action Research Cycle by Burns (2010) The aforementioned four stages, characterized by their breadth, are part of a cyclical research process that has the potential to persist indefinitely, forming a recurring spiral of cycles This iterative approach continues until the action researcher attains a satisfying outcome and determines that it is appropriate to conclude the research endeavor Through the systematic progression of a four- stage cycle process, educators who also engage in research activities have a deeper understanding of both practice and action inquiry They then apply this knowledge to effectively implement desired enhancements in the realm of learning and teaching.
Figure 2: The Two Cycles Kemmis Classroom Action Research Spiral
Model (Kemmis, 2007) Kemmis and McTaggart (2007) recommend a four- stage model The process is composed of a spiral of cycles, each of which covers four stages. Firstly, a plan of well-informed action is developed to improve the current situation Next, the plan is implemented Afterward, the effects of the planned action are observed Finally, the effects are reflected as the basis for other cycles.
In conclusion, the researcher employed the action research methodology as outlined by Kemmis and McTaggart (2007) because it was appropriate and practical for her study This model includes four stages (plan, action or implementation, observation, and reflection) and is conducted in two cycles.
The study followed a specific process, which involved four main stages of the action research method designed by Burns’ model (2010): plan, action
29 or implementation, observation, and reflection To implement this method, the researcher spent 8 weeks and carried out 4 lesson plans which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994) These lesson plans were conducted in the
Global Success for grade 6 The process was described in detail in an earlier section.
The researcher asked students to participate in a pre-testl to Ihave the data on their learning abilities, then instructed the students to implement 4 lesson plans through two cycles (each cycle has 2 lesson plans).
The second and third stage:
DATA ANALYSIS AND FINDINGS
Pre-test and post-test anaẽyS1S .- - c + k3 Sex 45 4.2 Questionnaire analysis .- . - c 3 1111211113111 111811 11181111811 18k re 53 4.2.1 Students’ general attitudes about watching videos from Voicetube
The researcher conducted a vocabulary retention assessment on 38 6th graders using pre- and post-tests The vocabulary lists for the tests were based on topics from the Global Success for Grade 6 textbook The tests, which were included in the appendix, had a maximum score of 10 points and covered content from units 8 to 11.
The formula is used to analyze the data adapted from Djiwandono (2008):
M: mean score of the students’ achievement of each English skill xX: the sum of the total score
N: The total number of the students Mean is the result of adding a set of numbers then dividing the total by the number of items So, calculating the mean works well for reporting the way students’ scores work out on average across the whole group Table 4 & 5 shows the mean between pre-test and post- test of vocabulary scores in grade 6 with 38 students for each group.
The results of the pretest of both cycles were gathered and analyzed.
The mean percentage was used to analyze the data.
Table 1 The results of pre-test and post —test of two cycles
PRE - TEST |POST - TEST) PRE - TEST | POST - TEST
PRE - TEST |POST - TEST) PRE - TEST | POST - TEST
Table 2 The mean scores of pre-tests and post —test of the two cycles
THE CYCLE 1 THE CYCLE 2 STUDENTS
PRE - TEST|POST - TEST|PRE - TEST| POST - TEST TOTAL 252.25 271.75 253.75 308
Baseing on Figure 2, the data obtained from the Pre-Tests indicates that the average mean score for Cycle I is 6.64, while for Cycle 2 it is 6.68 The difference in mean scores between the two groups is very small, only 0.04
46 points This indicates that both cycles had a similar level of performance before the study, establishing homogeneity The results of the pretest of the 2 cycles were collected and illustrated in the figure below:
The post-test results reveal a significant difference in mean scores between Cycle 1 (7.15) and Cycle 2 (8.11) This marked contrast of 0.96 points underscores the substantial disparity in performance levels between the groups prior to the study's commencement.
47 progress This result indicates that students' performance improved after two cycles, particularly in Cycle 2.
Figure 4 The total mean scores of post —fest of the two cycles
In conclusion, the posttest results from Cycle 1 and Cycle 2 demonstrate a significant improvement in students’ vocabulary retention following the implementation of the Voicetube app The higher total scores and mean scores in Cycle 2 indicate the model's effectiveness in enhancing students’ comprehension abilities These findings contribute valuable insights to inform
48 instructional practices and support the continued use of the Voicetube app to enhance vocabulary retention in English teaching.
The data for the pre-test and post-test mean scores of the two cycles can be found in Figure 4 below:
Figure 5 The total mean scores of pre-tests and post —test of the two cycles
As mentioned above, the pretest and posttest play an important role in this study, they will help the research find out the difference between the impact of application Voicetube and without application Voicetube on vocabulary retention of students Figure 4 demonstrate the effectiveness of the intervention in enhancing the students' learning outcomes The comparison between the pretest and posttest scores highlights the positive impact of the implemented approach on the student's progress in the studied subject or skill.
In Cycle 1, the pretest results showed a total score of 252.25, with a mean score of 6.64 This indicates the initial level of students' Vocabulary retention before the implementation of the application Voicetube Following the intervention, the post-test scores increased, with a total score of 271.75 and a mean score of 7.15 These results suggest a positive change and improvement in students' English performance after engaging in the application Voicetube However, the difference in results in this cycle does not desmontrate clear progress This may be explained that students were not familiar with learning vocabulary through videos on an application, and they did not fully exploit the operations to support vocabulary learning Although the participants received continuous support from the teacher, their reflexes when encountering new words on video were still awkward Moreover, the content of selected video posed challenges for students to understand thoroughly and the time length of the video was another cause leading to the distract while learning through the video Therefore, this makes students' vocabulary memorization is hindered, leading to not much improved scores and learning outcomes.
Moving on to Cycle 2, the pretest results demonstrated a total score of 253.75, with a mean score of 6.68 This represents the baseline level of students' vocabulary retention at the beginning of the second cycle After the implementation of the application Voicetube, the post-test scores significantly increased The total score reached 308, with a mean score of 8.11 There was a greater improvement in the mean scores from 6.68 to 8.11 These results indicate a notable improvement in students' Vocabulary retention compared to the pretest scores in Cycle 2 This is explained by drawing experience from cycle 1, the teacher spent several training sessions for the students to use on the application when learning new words, and the students practiced drafting continuously for several hours The videos in the Voicetube application are
50 more carefully selected, more interesting and engaging with appropriate time length and simpler content, thus stimulating great participation and excitement for all students in the class Students participated very actively in vocabulary lessons and looked forward to the next videos from the application Voicetube, leading to quite good improvement in results.
The increase in mean scores from the pretest to the posttest in both cycles suggests that the application Voicetube has a positive impact on students' vocabulary retention The higher mean scores in the posttests indicate a greater level of memorizing English vocabularies among students Therefore, these findings have important implications for the employ of Voicetube in English vocabulary teaching as the data provide evidence of the effectiveness in facilitating students' memorizing and recalling acquired vocabulary.
All the data were gathered for further analysis and comparison to answer the second problem A paired T- test was used to determine the significant difference between the pre-test and post-test when analyzed.
Table 3: Differences of the test mean scores of 2 cycles.
Mean t-value p-value CYCLE 1 -7.149 The p-value is < 00001.
Statistical analysis using SPSS revealed significant mean score differences between the two groups, indicating a statistically significant difference in their performance Notably, the p-values for both groups were less than 00001, strongly suggesting that the use of Voicetube had a significant positive impact on students' vocabulary retention.
In conclusion, the pretest and posttest scores from both Cycle 1 and Cycle 2 reflect the positive impact of the application Voicetube on students'
Vocabulary retention in online English teaching The increase in mean scores indicates an improvement in students' comprehension and performance These results support the continued use of the application Voicetube as an effective approach to enhance students’ performance in English lessons.
With the aim to investigate students’ general attitude towards using Voicetube in the research, all the questionnaires were gathered and analyzed both descriptively and interpretively The results shown below are rather significant to the research This part will be presented into 3 main categories: students' general attitudes about watching captioned videos from Voicetube, the student's response about vocabulary learned, and attitudes to the teacher's activities.
4.2.1 Students’ general attitudes about watching videos from Voicetube
Data analysis Of II{€TVICW G Q1 HS SH HH ng kết 58 4.4 Discussion of all findings - + c 3331111323111 8111581111111 eerey 62 AS SUIMMATY 200 Ữ55Ã
Voicetube effectively enhances sixth-grade students' vocabulary retention Studies demonstrated improved recall efficiency and higher post-test scores compared to pre-test results The significant difference in mean scores underscores the positive impact of Voicetube on overall English language acquisition, particularly in the area of vocabulary retention This finding supports the efficacy of Voicetube as a teaching tool for improving students' English language proficiency.
In relation to the pupils' disposition and conduct towards the session, there were several favorable advancements that facilitated their acquisition of the instructed language A questionnaire was administered to investigate the students' attitudes toward the use of Voicetube, and five students were interviewed to obtain further insights The results collected show that the utilization of Voicetube as a tool for teaching vocabulary has the potential to foster a more conducive and relaxed learning environment within the classroom, however, the content and time-length of the videos should be put under consideration.
In summary, the utilization of the Voicetube application, which contains videos with caption options along with some certain features, has the potential to enhance students' vocabulary skills by addressing the problem of forgeting vocabularies Furthermore, the conventional classroom's monotony has been substituted with a dynamic ambiance and engaging educational exercises.
CONCLUUSIƠN ng nh rht 66 5.1 Recapitulation 0.0
Voicetube was tested as a teaching tool to help sixth-grade students at an educational centre improve vocabulary retention and the results showed that using this app achieved efficiency in recalling vocabularies Regarding the students’ scores, a notable enhancement was observed and the difference in mean scores between the pre-test and post-test supports that the utilization of Voicetube program enhances the collective academic performance of students in the realm of English language acquisition, particularly in the domain of vocabulary retention.
Research indicated positive impacts on students' attitudes and behaviors during language learning sessions when using Voicetube A survey and interviews revealed that Voicetube created a comfortable and engaging learning environment, facilitating vocabulary acquisition However, it is essential to consider the appropriateness of video content and time length to maximize its effectiveness as a teaching tool.
In summary, the utilization of the Voicetube application, which contains videos with caption options along with some certain features, has the potential to enhance students' vocabulary skills by addressing the problem of forgeting vocabularies Furthermore, the conventional classroom's monotony has been substituted with a dynamic ambiance and engaging educational exercises.
Along with the growing significance and prevalence of technology in language schools, it is pivotal to employ Voicetube as an instructional tool.
Upon the conclusion of the study, the obtained results provide a solution to the research inquiry The preference of students for Voicetube as a teaching tool for vocabulary mastery in the target language, as opposed to traditional materials like dictionaries, has pedagogical implications for teachers, managers, and students at the English center.
Following the completion of this study, the observed favorable outcomes can serve as a foundation for the researcher's pedagogical practice through the utilization of the Voicetube program Based on the demonstrated efficacy of this approach in enhancing students' vocabulary retention, its implications for other educators in the context of vocabulary instruction at this educational institution become apparent.
It is advisable for educators to consider incorporating the utilization of Voicetube as a pedagogical tool for enhancing vocabulary instruction The primary responsibility of the instructor is to select topics that align with the specific requirements of the students, the time length, and the content of the video, which should be appropriate to the students’ level.
An essential consideration for educators is their proficiency in utilizing the Voicetube program This entails that a competent teacher possesses the discernment to effectively integrate the use of Voicetube within three primary phases: previewing, post-viewing, and engaging in discussions and interactions.
In conclusion, it is vital for educators to evaluate the advancement of students subsequent to instructional sessions or over extended durations This assessment can take the form of oral examinations, written assignments such
66 as essays, or oral presentations.
For the managers The findings of this study also indicate that the use of Voicetube application may be effectively replicated across all vocabulary instruction classrooms at the English center During a specific time frame, the collaborative efforts of educators, learners, and appropriate instructional methodologies can effectively enhance students' vocabulary acquisition.
For students Learners exhibit motivation to acquire vocabulary through the utilization of the Voicetube application To compensate for limited classroom time, learners can engage in video consumption with captions outside of the educational setting Additionally, learners may request their instructors to provide them with video copies for subsequent viewing at home The process of acquiring new vocabulary items is further facilitated through extensive repetition Furthermore, it is advisable to incorporate supplementary videos as assignments or supplementary lessons for independent study through the utilization of Voicetube.
Despite the meticulous and lucid design of the study, as well as its reliance on dependable data, it is inevitable that certain limitations exist.
The implementation of Voicetube in the classroom is relatively straightforward and limited in scope, primarily due to budgetary constraints and time limitations Additionally, the range of available features and functionalities is somewhat limited If given the opportunity, the researcher will choose a high-quality video to display exclusive captions.
Furthermore, due to the constraints of time and the researcher's limited expertise, as well as the inherent limitations of a minor thesis, only certain
67 facets of this issue were examined Moreover, it should be noted that the sample size of this study consisted of 38 individuals who were affiliated with an English center As a result, the generalizability of the findings is limited to the student population inside this educational institution Enhancing the research's value, reliability, and validity could be achieved by extending the duration of the study and incorporating diverse intake conditions.
Although this study has confirmed the positive impact of the app Voicetube on vocabulary retention of students at a language center, further research is necessary to expand knowledge in this area.
To begin with, this study only involved 6th-grade students so investigating the effects of the Voicetube on students at other classes and at different levels would be beneficial.
Furthermore, this study focused solely on the effects of the application on vocabulary retention, but it would be worthwhile to explore its effects on other language skills such as listening, speaking, reading, and writing.
Lastly, the study only lasted eight weeks, and extending the duration of the experiment and incorporating a wider range of digital technology may further enhance students' learning Therefore, researching the effects of different types of digital technology on vocabulary retention and language skills would be interesting to investigate.
REFERENCES Akbulut, Y (2007) Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language /nstructional Science, 35(6), 499-517.
Beck, I., McKeown, M., & Kucan, L (2002) Bringing words to life New