VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGE AND INTERNA TIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles NGUYEN THI MAI LINH USING QUIZIZZ APPLICATION TO INCREASE STUDEN
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The overarching goal of this study is to investigate the impact of utilizing theQuizizz application on enhancing students' vocabulary retention at a lower secondary school in Hai Phong Based on the general objective, the study identifies specific objectives as follows:
(1) Studying the impact of using Quizizz on increasing students’ vocabulary retention
(2) Examining the challenges that educators can face when integrating Quizizz into the classroom.
(3) Find out what the students think about using Quizizz as a learning tool.
This study aims to answer the following questions:
1 To what extent is the use of Quizizz application effective in increasing students' vocabulary retention at a lower secondary school in Hai Phong?
2 What difficulties are encountered by the teacher in using Quizizz application to increase students' vocabulary retention?
3 What are the students’ opinions of the use of Quizizz application to increase students' vocabulary retention?
The study evaluated the influence of Quizizz on vocabulary retention at a lower secondary school in Hai Phong, with a specific emphasis on students’ capacity to grasp, retain, and recall vocabulary knowledge The researcher employed a classroom action research methodology in this study, which involved a sample of 37
7" graders at a lower secondary school in Hai Phong Additionally, it encompassed an investigation into the difficulties encountered by the teacher in utilizing Quizizz, covering technical, pedagogical, and logistical aspects.
Action research is a systematic approach to investigate and address real- world issues within a specific context It involves a cyclical process of planning,implementation, observation, and reflection to bring about positive changes in a particular situation In this study, action research served as the primary research method to explore the effectiveness of using the Quizizz application to enhance the vocabulary retention of lower secondary school students.
The significance of this study was multifaceted It addressed the pressing need to enhance vocabulary retention among lower secondary school students in Hai Phong, Vietnam The findings from this research contributed valuable insights into the effective application of Quizizz as an educational tool to improve vocabulary acquisition This study held particular importance for the following reasons:
Enhancing educational practices: This research provided practical insights for educators on leveraging technology to enhance teaching and learning. Understanding the effectiveness of Quizizz in vocabulary retention empowered teachers to make informed decisions about integrating these tools into their teaching methodologies.
Improving student learning: Vocabulary was a fundamental component of language acquisition, and this research aims to enhance students' language proficiency The results helped students, parents, and teachers recognize the potential benefits of using technology in vocabulary learning.
Informing educational policies: Insights from this research can shape education policies and strategies related to the integration of technology in the classroom It may serve as a basis for decisions regarding the adoption of technology-based educational methods.
Contribution to the field of educational technology: In a broader context, this study added to the body of knowledge in educational technology It offered practical evidence of Quizizz's real-world application in language learning, while provided valuable lessons for educators and researchers in this field.
Supporting teachers: The research findings provided Hai Phong teachers and beyond with insights to adapt their teaching methods to the digital age, fostering better interactions with students and promoting more effective learning.
Chapter 1 - Introduction: This chapter provided the research context, stated the problem statement, research objectives, and the significance of the study It introduced the conceptual framework of the research.
Chapter 2 - Literature review: This chapter examined literature related to vocabulary learning, the role of technology in education, and the application of Quizizz It offered the theoretical foundation for the research.
Chapter 3 - Methodology: This chapter described the research design, data collection methods, and data analysis It provided information on how the research was conducted.
Chapter 4 - Data analysis and results: This chapter presented the data collected during the research and analyzed the data to address research questions and test hypotheses.
Chapter 5 - Conclusion: This chapter summarized key findings, presented the research conclusions, discussed the significance of the study, and suggested directions for future research.
The reference list comprised a compilation of sources and materials cited within the research.
LITERATURE REVIEW ĐQ TH HH hư 5 2.1 Vocabulary Tef€TIIONI - c1 111001119 1n HH và 5 "h6 vi an
Retention and vocabulary retention in language learning
Retention is a complex cognitive process that enables individuals to store,preserve, and recall information over time It constitutes a fundamental element of learning, facilitating the acquisition of new knowledge and skills Scholars in psychology and cognitive science have proposed various definitions, reflecting the multifaceted nature of retention.
William James, in 1890, defined retention as "the function by which we retain and recall past experiences" (p 1), emphasizing both aspects of holding and recalling information Endel Tulving further classified retention into episodic and semantic memory, where episodic memory recalls specific events, and semantic memory retains general knowledge and facts (Tulving, 1972).
The American Psychological Association (APA) defines retention as "the capacity to acquire, store, and retrieve information" (APA, 2020, p 389), highlighting the integral components of acquisition, storage, and retrieval in the retention process.
Nguyen (2015) nuanced the definition, describing retention as "the ability to store and retrieve information from the past" (p 12) Trinh (2018) expanded on this by emphasizing that retention involves active processes of encoding, storage, and retrieval, influenced by emotions, beliefs, and biases.
Pham (2020) offered a comprehensive perspective, defining retention as "a dynamic and multifaceted process that involves the integration of sensory, cognitive, and emotional information" (p 41) This definition underscores the intricate connections between retention and other cognitive processes.
In summary, retention is a dynamic and essential cognitive process that encompasses the capacity to store, preserve, and recall information over time It is a multifaceted and active process influenced by various factors, contributing significantly to human cognition and learning.
In my view, retention extends beyond a mere tool for recalling events; it forms a core aspect of our identity and personality Memories shape our perceptions, beliefs, and decision-making processes Understanding the mechanisms of retention is crucial for optimizing learning, promoting cognitive health, and developing effective strategies for memory enhancement.
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Retention plays a crucial and irreplaceable role in the learning journey of students, particularly in the realm of vocabulary acquisition It encompasses two primary facets: short-term retention and long-term retention, both integral to vocabulary learning and knowledge preservation.
Studies by Aghlara and Hadidi Tamjid (2011) highlight the positive impact of digital games on vocabulary retention in Iranian children learning a foreign language These games stimulate short-term retention, allowing students to temporarily grasp and utilize vocabulary.
Research by Alemi (2010), ALSAAW (2013), and Bavi (2018) underscored the significance of various learning tools, such as games and engaging activities, in aiding students’ mastery of vocabulary Short-term retention is crucial in maintaining vocabulary information during the learning process.
The incorporation of visual aids in vocabulary instruction, as demonstrated by Astuti (2014), not only serves as a powerful tool for illustrating vocabulary but also stimulates students’ short-term retention.
Long-term retention, on the other hand, enables students to preserve and utilize vocabulary over extended periods (Coady & Huckin, 1997), essential for practical communication.
Additionally, studies on multimedia tools by Chen and colleagues (2018) reveal the potential of mobile applications and other multimedia tools in enhancing vocabulary learning and knowledge retention (Zhang, Sun, & Wang, 2020).
In conclusion, retention, encompassing short-term and long-term aspects, plays a pivotal role in students' vocabulary learning The effective interplay between these retention mechanisms, coupled with diverse learning media, contributes significantly to the success of vocabulary acquisition.
Quizizz, an educational software hailing from India, has introduced a fresh and innovative approach to knowledge assessment With an interface designed like a game, Quizizz transforms mundane quizzes into an engaging and accessible experience.
Quizizz is more than just an assessment tool; it's an educational game Its friendly and captivating interface motivates students to actively participate.
Diverse questions and difficulty levels:
Questions are categorized from easy to challenging, allowing teachers to swiftly assess students' abilities and proficiency levels.
A diverse set of questions from various knowledge domains ensures comprehensive learning.
In and out of the classroom:
Quizizz is not limited to the classroom; it supports remote learning Students can challenge their knowledge anywhere, anytime.
Users can share their questions, creating an academic community where individuals can learn from and share knowledge with one another.
Engaging and interactive: Provides students with learning opportunities through games and challenges, making the learning process more enjoyable.
Universal and flexible: Offers questions from various fields, catering to students of all ages and backgrounds.
Supports teaching processes: Enables teachers to access a library of pre- existing questions and share educational resources.
Quizizz was not just an educational tool; it's a companion that brings a positive and effective learning experience to both students and teachers.
The role of quizizz application in supporting vocabulary retention
Quizizz is an online learning platform that provides an interactive and engaging way for students to learn and review vocabulary Quizizz, a game-based educational app, introduces multiplayer activities to classrooms, making in-class exercises both interactive and enjoyable According to Hamel (2016), Quizizz enables all students to practice together using computers, smartphones, or tablets It generates excitement by offering a game show-style review game that empowers
10 learners to take charge of their experience Additionally, Quizizz is a free tool that enables teachers to easily transform practice activities into engaging group activities It also allows learners to access it from various devices without requiring a username or password Students can simply visit the Quizizz website, enter the game code provided by their teacher, and begin playing Teachers can monitor the process and, upon completion of the quiz, download a report to evaluate students' performance Quizizz is an entertaining method for learners to review vocabulary and recall information from the game, aiding in language retention and fostering student engagement in the learning process.
In summary, Quizizz plays a significant role in supporting students' vocabulary retention by providing an engaging and interactive learning environment, instant feedback, progress tracking, and gamification features that motivate students to learn and review vocabulary more effectively.
Factors influencing the use of Quizizz application to enhance lower secondary
In this section, I undertake a thorough examination of the factors that significantly influence the implementation of the Quizizz application to enhance vocabulary retention among lower secondary school students These factors play a pivotal role in addressing the implications of the three research questions.
These influential factors may manifest as challenges encountered by educators or be intricately connected to the perspectives of students as they interact with Quizizz Our attention now shifts to a comprehensive analysis of the elements shaping the use of Quizizz to support students in improving their vocabulary retention This segment aims to pinpoint challenges faced by teachers and shed light on students’ perspectives, contributing to a nuanced understanding of the dynamics surrounding the application's effectiveness in the realm of language learning.
Language and memory are fundamental cognitive functions that have a significant impact on learning and education As such, it is crucial for educators
11 working with lower secondary school students to understand the psychological principles underlying language and memory In this content, I will discuss the psychological characteristics that underlie language and memory, and how they relate to the ability of lower secondary school students to retain information.
Lower secondary school students typically have a good grasp of their native language, but may struggle with more complex concepts and vocabulary According to information processing theory, new information is processed through a series of stages, including sensory input, attention, encoding, storage, and retrieval When students encounter new information, they must first pay attention to it, then encode it into their memory, and finally retrieve it when needed.
Memory is a complex process that includes sensory memory, short-term memory, and long-term memory Sensory memory is a brief and fleeting memory that helps us retain sensory information, such as the sight or sound of something. Short-term memory is a temporary storage system that enables us to hold information for a brief period, such as remembering a phone number long enough to dial it Long-term memory, on the other hand, is a more permanent storage system that allows us to store and retrieve information over extended periods.
Lower secondary school students may struggle with memory due to various factors, including lack of attention, inadequate rehearsal, and ineffective encoding strategies For example, students who are distracted or disengaged may not pay sufficient attention to new information, which can prevent it from being properly encoded and stored in memory Likewise, students who do not actively rehearse or review information may have difficulty retrieving it later Finally, students who use ineffective encoding strategies, such as rote memorization or cramming, may have difficulty retaining information over the long-term.
In conclusion, understanding the psychological foundations of language and memory is crucial for educators working with Lower Secondary School students. Teachers can help students improve their memory abilities and enhance their learning outcomes by recognizing the importance of attention, encoding, and retrieval Additionally, educators can help students retain information over the long-
12 term by teaching effective encoding strategies, such as elaboration and organization. Therefore, the study of language and memory is essential for educators seeking to optimize student learning and academic success.
Motivation to learn plays a pivotal role in the effectiveness of using the Quizizz application to enhance Lower Secondary School students’ vocabulary retention Deci and Ryan's (2018) Self-Determination Theory emphasizes that when students perceive a sense of autonomy and control over their learning process, they are more likely to engage in positive learning experiences and achieve better outcomes This suggests that using an application like Quizizz, in which they can exercise self-regulation and participation, can foster a positive learning environment.
According to Pintrich et al (1991), the proper application of learning strategies and motivation can significantly impact the effectiveness of using applications such as Quizizz This literature offers a reference framework for designing quizzes and questions that stimulate students’ motivation for learning.
Vallerand's (1997) model of intrinsic and extrinsic motivation further adds that, for optimal effectiveness, it is crucial to stimulate students’ intrinsic motivation, including interest and inner passion This implies that designing quizzes and questions to promote students’ self-determination and active engagement can be instrumental.
In conclusion, the use of the Quizizz application to enhance Lower Secondary School students' vocabulary retention should be coupled with the application of suitable learning strategies and motivation The referenced literature provides deeper insights into these factors, contributing to the optimization of the learning process's effectiveness.
The learning environment plays a pivotal role in the teaching and learning process Anderson's (2019) literature delves into creating an effective learning environment through a meta-analysis This study focuses on optimizing factors of the learning environment, such as infrastructure, space, lighting, sound, and spatial
13 arrangement The results highlight a strong association between a conducive learning environment and students’ academic performance.
Furthermore, Fisher and Frey (2017), in their document "Checking for Understanding," emphasize the role of the learning environment in providing feedback and assessing students' learning progress The learning environment must facilitate interactions between teachers and students as well as among students themselves Factors such as seating arrangements, group divisions, and organization of learning materials are also discussed.
Hattie (2017) provides evidence of the importance of the learning environment based on a synthesis of over 800 meta-analyses He emphasizes that the learning environment is not just the physical space for teaching; it must also create favorable conditions for knowledge acquisition and retention.
SUMMALY G01 ch 22
In summary, Chapter 2 extensively reviewed the pertinent literature associated with vocabulary retention, vocabulary learning, and the Quizizz application It began by dissecting the intricacies of vocabulary and its role in
22 language acquisition The examination of memory and its significance in student learning elucidated the cognitive processes involved in retaining vocabulary.
The subsequent sections provided a detailed exploration of the Quizizz application, delineating its features and functionalities The discussion then expanded to highlight the role of Quizizz in supporting vocabulary retention, emphasizing its potential as an interactive and engaging tool for language acquisition.
Exploring the factors influencing the use of Quizizz for vocabulary enhancement, psychological factors, learning environment, teaching methods, and the instructor's role were identified as pivotal elements that could impact the effectiveness of the application in a pedagogical context.
The literature review was enriched by an examination of related studies, including research on vocabulary development, vocabulary recall enhancement, and the use of educational tools in teaching vocabulary to lower secondary school students These studies provided valuable insights into various approaches and methodologies employed in the educational landscape.
The chapter concluded with an identification of a research gap, emphasizing the need for more specific studies on the application of Quizizz in the context of lower secondary school students in Hai Phong This research gap sets the stage for the subsequent chapters, which will aim to address this void through empirical investigation and analysis.
Chapter 2, thus, serves as a comprehensive foundation for understanding the intricacies of vocabulary retention, the potential of Quizizz, and the existing gaps in the current body of literature, paving the way for a focused and insightful exploration in the subsequent sections of the research.
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This research was conducted in Hai Phong, Vietnam Hai Phong is situated in the northern part of Vietnam and is one of the significant economic and cultural
26 centers in the region With a dense population and rapid economic development, Hai Phong provides an ideal setting to study the impact of using the Quizizz application on lower secondary school students’ vocabulary retention.
A lower secondary school in Hai Phong is selected as the research site It is a reputable lower secondary school in the area with a long history of educating generations of students The school offers a quality and diverse learning environment, making it an ideal place to investigate the effectiveness of using the Quizizz application.
Additionally, the study will involve another English teachers from various schools across Hai Phong city The participation of these teachers will provide valuable insights into the English language teaching process and the challenges they may encounter when using educational technology.
In summary, Hai Phong, with its cultural and social diversity, along with the support of the selected lower secondary school and the participation of English teachers, creates an ideal environment to research the impact of the Quizizz application on lower secondary school students' vocabulary retention.
This study specifically targeted 37 7th-grade students and one English teacher actively engaged in teaching these students.
Lower secondary school students: A total of 37 7th-grade students from a selected lower secondary school in Hai Phong city will constitute the primary participants of this study These students will act as the core research subjects, actively participating in the utilization of the Quizizz application to enhance their vocabulary retention The study aims to evaluate the effectiveness of Quizizz in improving their vocabulary skills, providing valuable insights into its practical application in an educational context.
English Teacher: The study will also involve one English teacher currently teaching 7th-grade students in Hai Phong city This teacher will play a pivotal role in guiding and instructing students using the Quizizz application Their unique
27 contribution will offer in-depth insights into the application's effectiveness in vocabulary teaching and its subsequent impact on the vocabulary retention of secondary school students.
These two participant categories, consisting of 37 7th-grade students and one actively teaching English teacher, will collectively contribute essential information and data for the research Their involvement is instrumental in assessing the overall effectiveness of utilizing the Quizizz application to enhance vocabulary retention among secondary school students.
Research duration: From December 24, 2022, to October 24, 2023.
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In assessing the impact of the Quizizz application on enhancing vocabulary retention among secondary school students, the study will utilize a range of data collection instruments, comprising pre-test, progress test, and post-test assessments, alongside a questionnaire, interviews, and journal entries.
3.5.1 Test (Pre-test, Progress test and Post-test)
I developed and conducted vocabulary tests three times as part of our research The vocabulary tests were administered on three occasions: first, before introducing the Quizizz application; second, two weeks after the implementation of the Quizizz application; and finally, after students have used the application for an additional four weeks This testing schedule, detailed in the Appendix, is designed to evaluate the enhancement in students’ vocabulary retention following the utilization of the Quizizz application.
The assessment comprises the following components:
Components: This initial test is designed to evaluate students’ baseline vocabulary knowledge before introducing the Quizizz application.
Rationale: It provides a starting point for comparison, allowing measurement of progress after Quizizz usage.
Task: Assess students’ initial vocabulary proficiency.
Progress test (Mid-term between Pre-test and Post-test) (Appendix 2):
Components: Conducted after 2 weeks of Quizizz implementation, this test aims to measure progress between the pre-test and post-test.
Rationale: It tracks short-term development, enabling evaluation of Quizizz effectiveness over a brief period.
Task: Evaluate improvements in vocabulary retention during the initial weeks of Quizizz usage.
Components: Administered after 4 weeks of Quizizz utilization, this final test assesses students’ vocabulary knowledge.
Rationale: It evaluates the ultimate impact of Quizizz on long-term vocabulary retention.
Task: Measure the overall improvement in vocabulary retention after an extended period of Quizizz usage.
Explanation for the choice of questions:
Pre-test: To establish a baseline for comparison, understanding students’ initial vocabulary levels is crucial for gauging improvement.
Progress test: Assessing progress mid-way allows for the identification of early impacts and adjustments needed in the teaching approach.
Post-test: The final evaluation provides insights into the long-term effectiveness of Quizizz in enhancing students' vocabulary retention.
Measure Improvement: Assess the extent of vocabulary retention improvement at different stages of Quizizz implementation.
Evaluate Effectiveness: Determine how Quizizz contributes to enhancing vocabulary learning over both short and extended timeframes.
Guide Teaching Strategies: Provide specific data to inform adjustments in teaching strategies and the application's use in the learning process.
The design of the two survey questionnaires, one for students who have not used the Quizizz application and the other for those who have used it, is influenced by various research perspectives on vocabulary learning, technology in education, and language acquisition The questions aim to assess students’ attitudes, practices, and perceptions related to vocabulary acquisition and the use of technology, particularly the Quizizz application.
Question 1-13: These questions explore students' pre-existing attitudes, practices, and beliefs regarding vocabulary learning Questions 1-4 gauge interest and confidence, drawing on the idea that motivation and self-confidence are crucial in language acquisition (Nation, 2001; Read, 2004) Questions 5-9 inquire about challenges, study habits, and satisfaction levels, inspired by Nation's dimensions of lexical competence (1996) Questions 10-13 focus on expectations, familiarity with gamified learning, concerns about technology, and beliefs in the impact of technology on language learning effectiveness.
Questions 14 to 20 were designed to elicit insights into various aspects of participants’ language learning experiences, drawing inspiration from established research frameworks These inquiries sought to understand the participants’ approaches to assessing their progress, the extent of collaboration In their vocabulary study, the perceived significance of enjoyment in the learning process, the strategies they employed to make vocabulary acquisition engaging, their motivation levels for expanding their vocabulary, the diversity of sources they utilized in their studies, and their overall attitudes toward the integration of technology The formulation of these questions was influenced by seminal works in the field, including the assessment methods proposed by Coxhead and Nation (2001), the role of fun and enjoyment in learning as elucidated by Laufer and Goldstein (2004), and the strategies employed for engaging vocabulary learning, taking into account the effects of repetition on vocabulary knowledge, as investigated by Webb (2007).
Question 1-13: Similar to the first set of questions, these inquire about post- Quizizz experiences They aim to understand how Quizizz may have influenced students' attitudes, practices, and beliefs Questions 1-4 assess changes in interest, confidence, and perceived impact, aligning with the idea that technology can enhance vocabulary retention (Webb, 2007) Questions 5-9 delve into challenges, study habits, and satisfaction levels after Quizizz use Questions 10-13 examine post-use expectations, familiarity with gamified learning, concerns, and beliefs about technology's impact on language learning effectiveness.
Question 14-20: These additional questions aim to capture the impact of Quizizz on collaborative learning (inspired by Coxhead & Nation, 2001), the role of fun and enjoyment in learning (in line with Laufer & Goldstein, 2004), and the strategies employed to make vocabulary learning engaging (influenced by the effects of repetition on vocabulary knowledge, as studied by Webb, 2007).
In both surveys, the questions are designed to gather information on various aspects of vocabulary learning, considering factors like motivation, study habits, satisfaction levels, and attitudes toward technology The survey design reflects a comprehensive approach to understanding the dynamics of vocabulary acquisition with and without the use of the Quizizz application, integrating insights from diverse research perspectives in applied linguistics and language acquisition.
The interviews were conducted with a representative group of 4 participants selected from the pool of 37 students at lower secondary school in Hai Phong, who are actively involved in the study The semi-structured interviews aim to explore various facets of the students’ perspectives on vocabulary retention, focusing on their experiences with the Quizizz application The interview topics will encompass:
+ Investigating students' emotions and attitudes towards vocabulary learning both before and after integrating Quizizz into their learning routine.
+ Exploring the students’ preferences for different learning tools and resources, with a particular emphasis on their interactions with Quizizz.
+ Probing into students’ perceptions of their motivation levels in vocabulary learning, considering the influence of Quizizz on their engagement.
+ Delving into the unique experiences and challenges encountered by students during vocabulary learning with Quizizz.
+ Examining the perceived role of technology, specifically Quizizz, in shaping students' overall learning experiences.
+ Gathering students' insights and recommendations for enhancing vocabulary learning strategies, particularly focusing on Quizizz.
+ Soliciting overall feedback on the usability and effectiveness of the Quizizz application in their language learning journey.
These interviews were provided qualitative insights that complement the quantitative data gathered through other research instruments The aim is to develop a holistic understanding of students' perspectives on vocabulary retention with the integration of the Quizizz application Specific details can be found in Appendix 3.
Throughout the research undertaking, a meticulous journal was diligently maintained to chronicle key observations and significant occurrences related to the integration of the Quizizz application in vocabulary instruction These journal entries comprehensively document various teaching scenarios, student interactions, and any discernible changes observed during the application's implementation.
The journal serves as a reflective repository, capturing nuanced insights into how the Quizizz application influences students' motivation and learning progress. Specific challenges encountered, as well as the strengths and limitations of Quizizz within the unique context of my classroom, are thoroughly examined.
Key components of the journal entries:
Teaching scenarios: Detailed descriptions of varied teaching situations involving Quizizz, providing a contextual backdrop to the application's impact.
Student interactions: Observations on how students engage with Quizizz, noting any changes in participation, enthusiasm, or collaborative learning.
Reflections on impact: Personal reflections regarding the application's influence on student motivation, learning engagement, and vocabulary retention.
Challenges and merits: In-depth exploration of specific challenges faced during Quizizz implementation, coupled with an analysis of the application's merits and drawbacks in the classroom setting.
The insights distilled from this comprehensive journal offer an additional layer of detail and context crucial for a thorough analysis of Quizizz's efficacy within the scope of this research For specific details, please refer to Appendix 4.
The data collection process will be carried out through specific and precise steps to ensure the accuracy and reliability of the gathered information Specifically, the following steps will be undertaken:
Tests (Pre-test, Progress test and Post-test): Before initiating the intervention, vocabulary tests will be conducted to assess the initial vocabulary retention levels of the students Second, two weeks after the implementation of the Quizizz application; and finally, after students have used the application for an additional four weeks, post-test will be conducted to evaluate vocabulary retention after the intervention.