VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES TRAN PHUONG THAO USING WORDWALL.NET IN TEACHING ENGLISH VOCABULARY TO
Rationale of the na ắáaỪỪỌỪỪỪDỪDỪ
Vocabulary is pivotal for EFL learners, as limited vocabulary significantly hinders foreign language proficiency As a learning foundational element, it underpins essential language skills like listening, speaking, reading, and writing Without vocabulary, language proficiency is impossible (Wilkins, 1972) Therefore, vocabulary development is crucial for foreign language learning, serving as the connective tissue between speaking, listening, reading, and writing Effective communication demands both ample vocabulary acquisition and its accurate and responsible use.
When studying vocabulary, secondary school students may find it challenging It is obvious that they will utilize language more skillfully if they have a strong vocabulary In addition, a specific vocabulary range is required to pass their test Although it is clear that a secondary school student only needs a sufficient amount of vocabulary, some students nevertheless struggle to master it.
Although it is evident that vocabulary is crucial for language learners of all languages, not just English, learning vocabulary has not received enough attention. Language users can still communicate non-verbally without vocabulary, but they are unable to when taking examinations Especially, vocabulary is essential for users when they write; therefore, learners should have a good command of vocabulary Some students memorize words only because they are given marks on the next lesson; as a result, they have not yet realized the significance of vocabulary in language learning When there is no distinct course for vocabulary, learning vocabulary depends on personal perception Some students even struggle to understand simple phrases, virtually rendering them illiterate When taking English tests at school, they select the responses at random, bearing no responsibility for their answers Additionally, there is not any additional practice
1 for vocabulary Therefore, a new study that incorporates some exercises outside of class to improve vocabulary memory for students in some contexts will be done.
Aims and objectives of the Study ccccceeceeseeeseessceneeeseceseceneeseeceeeeneeeseeees 2 1.3 Research Questions c6 c1 E991 21 2211 1 11 1 ng HH tệp 2 1.4 Scope U02
The primary aim of this research is to bolster the retention of students' vocabulary through games on Wordwall.net This study is motivated by the need to address challenges encountered by students in their vocabulary acquisition process.
By delving into the complexities that hinder effective vocabulary learning, the investigation aims to identify and comprehensively understand these challenges.
The study aims to demonstrate the effectiveness of Wordwall.net games in enhancing vocabulary retention Empirical analysis will be conducted to compare the efficacy of this method with traditional learning approaches, aiming to identify the most effective techniques for improving vocabulary retention.
Secondly, the study is planned to identify and understand the specific challenges encountered by students in acquiring new vocabulary This objective involves analyzing common obstacles such as lack of engagement, memorization difficulties, and limited exposure to target words.
Thirdly, the research aims to explore potential strategies for overcoming the identified challenges By investigating effective teaching methodologies, adaptive learning techniques, and innovative educational technologies, the study aims to offer practical solutions to enhance vocabulary acquisition.
Moreover, the study aims to assess the impact of Wordwall.net games on student engagement and motivation in vocabulary learning Factors such as intrinsic motivation, perceived enjoyment, and sustained interest in learning through the platforms will be examined.
This study research aims to enhance the students’ vocabulary retention through supplementary activities To achieve the objectives, the study answers the following research questions:
1 What challenges have the students had in learning vocabulary?
2 To what extent does the use of Wordwall.net improve the vocabulary retention of students at a secondary school in Bac Ninh city?
3 What are the students’ attitudes towards the use of Wordwall.net in teaching vocabulary?
This research, constrained by time and scope limitations inherent in a graduation thesis, exclusively focuses on the integration of Wordwall.net activities for teaching English vocabulary, disregarding other instructional methods The study targets a specific class of 9th-grade students at a secondary school in BacNinh province.
Significance of the SfUy .- -G- SĂ 11v k9 HH nh TT HH ng 3 1.6 Research methodlỌOV ¿5c + 3x SE 3x1 SE ng Hưng rệt 4 1.7 Structures of the thesis 1
The significance of this study encompasses multifaceted implications, aiming to yield valuable insights and benefits for students involved in the educational setting.
Firstly, for the researcher, this analysis serves as a foundational experience, providing crucial insights and information pertinent to teaching and learning English vocabulary The knowledge gained from this study can serve as a stepping stone for future research endeavors, fostering a deeper understanding of vocabulary acquisition and effective teaching methodologies Additionally, this study allows the researcher to refine their skills in conducting empirical investigations, contributing to their growth as a scholarly practitioner.
Secondly, concerning teachers, the findings of this analysis hold substantial promise in advancing the field of English language teaching By utilizing Wordwall.net and acknowledging the challenges students face in memorizing English terms, teachers can tailor their instructional strategies to better meet the needs of their students This targeted approach can potentially lead to enhanced learning outcomes, enabling students to achieve higher levels of success and retain their vocabulary for extended periods, thereby enriching the teaching-learning process within the classroom.
Finally, for students, the adoption of Wordwall.net as an alternative method of teaching and learning signifies a pathway to augmenting English vocabulary retention Through the incorporation of engaging and interactive supplementary activities, students have the opportunity to reinforce their vocabulary in a more dynamic and memorable manner This approach aims to empower students by providing them with effective tools and resources to enhance their language skills, thereby fostering a deeper understanding and mastery of English vocabulary.
This study aims to go beyond academic research and provide practical solutions that improve the learning experience for both educators and students By fostering a supportive learning environment, the study seeks to enhance educational outcomes and create a positive and engaging atmosphere for all participants.
3 and ultimately, facilitate the enhancement of English language skills among learners.
The researcher opted for an action research approach to address the current challenge related to students' vocabulary retention This choice was based on the potential to assess how different activities could impact the existing classroom environment through systematic testing It also enabled the researcher to have an in-depth understanding of the issue and the participants' capabilities.
The study's participants consist of students currently under the researcher's instruction, individuals with whom she has a strong familiarity This familiarity allows her to possess a comprehensive understanding of their vocabulary acquisition patterns To fulfill the study's objectives, the researcher employed tests, questionnaire, and observation as research tools The data derived from students' test results, observational diary, and survey responses are expected to provide valuable insights and answers to the research questions.
Apart from References and Appendixes, the thesis is structured into five chapters, outlined as follows:
Chapter 1: Introduction This section outlines the context and reasoning behind the study, defines the objectives, scope, and overall structure of the graduation thesis.
Chapter 2: Literature Review Here, the thesis delves into the theoretical foundation surrounding vocabulary, exploring existing methods of teaching vocabulary alongside newer instructional approaches It also reviews relevant studies conducted in the field.
Chapter 3: Methodology This chapter outlines the study's participants, details the research tools employed, and explains the procedures used for data collection during the research process.
Chapter 4: Findings and Discussions This section involves an in-depth analysis and discussion of the outcomes obtained from classroom observations and survey questionnaires Additionally, it highlights the limitations inherent in the study.
This final chapter offers a recapitulation of the preceding discussions,addressing the thesis's limitations and offering suggestions for potential future research endeavors.
REVIEW OF LITERATURE - 5-55-5555 <ss<sseses se 6 2.1 Overview of vocabulary and vocabulary teaching and learning
Definitions of vocabullaTV - - - + +ssserseerereererereeerke 6 2.1.3.1 Pronunciation and spelẽing - - - ô+ +++++ec+e+sexexs+ 6
Linguists have approached the concept of vocabulary from various perspectives, offering diverse definitions that shed light on its nature and significance within language systems.
Crystal (1995) defines vocabulary as the inventory of words that a person possesses or uses in a particular language, emphasizing the collection of words constituting an individual's linguistic repertoire.
From a pedagogical standpoint, Nation (2001) views vocabulary as all the words that a person knows and can use effectively, highlighting the importance of both receptive and productive word knowledge for effective communication.
Harmer (2007) emphasizes vocabulary as the words available for use in a particular language or field, considering vocabulary as a dynamic resource shaped by linguistic contexts and domains.
In addition, Schmitt (2000) takes a pragmatic view, stating that vocabulary includes the words that a person understands when encountered in text or speech, underlining the receptive aspect of word knowledge in language comprehension.
These diverse definitions collectively contribute to our understanding of vocabulary as the lexical repository of words within a language.
In conclusion, vocabulary is more than just a collection of words within a language It represents an individual's linguistic tool which is crucial for effective communication Vocabulary also has its own dynamic nature, shaped by linguistic contexts, and its fundamental role in language, serving as a vital resource for linguistic competence and comprehension.
Ur (1996) asserts that when a new word is introduced to learners, the following word elements need to be highlighted: form (pronounce and spelling), grammar, collocation, meaning, and word formation, It signifies that all of the word's facets will be beneficial to the learning of the term in its entirety.
Linguists have articulated various definitions of pronunciation, highlighting its significance in language articulation and communication Crystal (2008) defines pronunciation as the way in which a word is spoken, including its stress, rhythm, and intonation patterns This definition underscores the auditory aspect of language and the nuanced variations in the sounds and patterns utilized during speech.
Furthermore, Ladefoged (2006) offers a broader perspective, stating that pronunciation involves the production of speech sounds, their variations, and the physical articulation mechanisms involved This definition encompasses not only the sound aspects but also the physiological mechanisms governing speech production.
In contrast, definitions of spelling revolve around the written representation of language Crystal (1997) delineates spelling as the arrangement of letters in a prescribed order to represent words according to convention This definition underscores the orthographic aspect of language, highlighting the rules and conventions governing written language representation.
Similarly, Harris (2002) focuses on spelling as the correct arrangement of letters to represent words in a standardized manner according to accepted norms. His emphasis on accuracy and adherence to standardized norms in written language encapsulates the essence of spelling.
Chomsky and Halle (1968) extend the definition of spelling as the systematic representation of language sounds using alphabetic symbols This definition draws attention to the correspondence between sounds and written symbols, reflecting the phonemic aspect of spelling.
These varied definitions by Crystal, Ladefoged, Harris, and Chomsky and Halle contribute to a comprehensive understanding of pronunciation and spelling, elucidating their roles in oral and written language representation, respectively.
Chomsky (1957) revolutionized linguistic thought with his transformational-generative grammar, proposing that grammar consists of a set of rules generating all grammatical sentences in a language His theory highlights the innate linguistic competence of speakers and the hierarchical structure of language.
Halliday (1994) presents a functional approach to grammar, defining it as a system of choices for making meaning within a language His systemic functional grammar emphasizes the interplay between grammar and meaning, considering grammar as a resource for expressing social and communicative functions.
Furthermore, Huddleston and Pullum (2002) introduce a comprehensive grammar framework in the form of the Cambridge Grammar of the EnglishLanguage, emphasizing descriptive grammar that accounts for the structures and patterns observed in the English language.
According to these diverse theoretical frameworks by Chomsky, Halliday, Huddleston, and Pullum, grammar represents a complex system governing language structure and usage These theories offer insights into syntax, semantics, and pragmatics, contributing to our understanding of how language functions and is organized.
Collocation is utilized in both spoken and written language to improve the fluency and naturalness of the passage Firth (1957) introduced the concept of collocation as the habitual juxtaposition of certain words He emphasized that words often occur together not by chance but due to inherent linguistic patterns, capturing the significance of context in determining word associations.
Sinclair (1991) expanded upon Firth's work with the theory of the idiom principle, stating that collocations are essentially formulaic language expressions, occurring frequently and often possessing idiomatic or fixed structures in discourse.
Moreover, Stubbs (2001) contributed a corpus-based approach to collocation, emphasizing statistical patterns and frequencies of word combinations in large language corpora, providing empirical evidence for collocational behavior.
Types Of vOcabullaTV - - + cc cv ng ng ng ng rưệp 9 1 Types of vocabulary according to frequency of use
Different criteria, including frequency of use, meaning, and other factors,are used to categorize vocabulary.
2.1.3.1 Types of vocabulary according to frequency of use
According to Nation (2001), there are four kinds of vocabulary in written language They are: high frequency words, academic vocabulary, technical vocabulary and low frequency words.
High repetition words are basic and frequently used words so people may quickly understand the information Additionally, he states that words with high frequency are also words with content, indicating that words have meaning It has roughly 2000 word families, according to Nation and Wang (1999) For foreign language learners who want to master the language academically, English's high-frequency words, including nouns, verbs, adjectives, and adverbs, are thought to be the best choice Therefore, additional attention should be given to high-frequency words when acquiring and teaching vocabulary Teachers and students ought to pay attention to the incidental learning, direct instruction, and collocation In short, high-frequency words are very important since they enable learners use any language, both written and spoken.
The academic words are seen to be helpful for developing educational materials, designing courses, and teaching vocabulary Academic vocabulary is believed to have the advantage of being more accessible than technical vocabulary by a language teacher because it is common to academic texts of different genres and fields (Coxhead & Nation, 2001) The primary importance of academic vocabulary is found in the role that these words play in the development of scientific experience Coxhead and Nation (2001) cite a variety of authors who offer classifications based on various criteria, but they all refer to academic vocabulary as the framework for the description and assessment of the actions and processes which are required to report on the experiences of science and technology.
The third type is technical words Nation (2001:17) also states that “Special vocabularies are made by systematically restricting the range of topics or language uses investigated” Therefore, it is possible for users to acquire vocabulary and understand vocabulary in some factors such as economic reports, magazine, education and etc
Another category of words is low-frequency words, which are used less frequently Nation (2001) asserts that the correlation between low-frequency and high-frequency words is largely arbitrary It is crucial for language users to keep in mind that our classification criteria can occasionally be arbitrary Low-frequency
10 words can also be interpreted as words that not every learner of a foreign language will be familiar with Proper names that are not common to all users are found in low-frequency words, which frequently exist in some types of writing like novels and newspaper articles.
The fact that some proper nouns, like character names and location names, are used frequently in one type of writing but infrequently in another is quite astonishing As a result, readers do not need to research each character's name in the book The classification is rather arbitrary, though, as certain terms are high-frequency for advanced learners while others are low-frequency for novices. Therefore, in order to use the language in a variety of contexts, students should concentrate on expanding their vocabulary on a daily basis.
2.1.3.2 Types of vocabulary according to meaning
Linguists often divides vocabulary into two primary categories: notional words and functional words, reflecting their distinct semantic and grammatical roles within language systems.
Halliday (1994) proposed the distinction between notional and functional words based on their respective functions in communication Notional words, also known as content words, carry specific meanings and contribute to the substantive content of a message They include nouns, verbs, adjectives, and adverbs, serving as lexical elements that convey substantive information in discourse.
In contrast, functional words, as described by Crystal (1995), are grammatical elements that primarily serve structural or relational functions in sentences They include articles, conjunctions, prepositions, pronouns, and auxiliary verbs, functioning to organize the grammatical structure of a sentence or to establish relationships between notional words.
Teaching and learning vocabuÌarY . ¿s5 + s+ss++sx+ssseesseess II 2.2 WordWall.net in vocabulary teaching and learning .- - - ô- 12
Educators employ a multitude of techniques and strategies to facilitate the teaching and learning of vocabulary, aiming to enhance learners' word knowledge and language proficiency.
Mnemonic devices, proposed by Pressley and Levin (1983), offer memory aids or strategies to assist learners in retaining new vocabulary Techniques such as acronyms, imagery, or associations help students connect new words to familiar concepts, aiding memorization and retention by creating memorable associations.
Contextual Clues The use of context clues, advocated by Nagy and Scott (2000), encourages students to infer word meanings from surrounding text or discourse By providing contextual cues like definitions, examples, or surrounding words, learners deduce the meanings of unfamiliar words, fostering independent vocabulary acquisition skills and enhancing comprehension.
Vocabulary Games and Activities Laufer and Hulstijn (2001) suggest implementing vocabulary games and activities to engage learners actively in the learning process Word puzzles, matching exercises, or vocabulary contests create interactive and enjoyable learning experiences These activities stimulate participation, motivation, and reinforcement of vocabulary acquisition, making the learning process engaging and effective.
In short, these techniques offer diverse and effective approaches to teaching and learning vocabulary Mnemonic devices aid memory retention, context clues foster word inference skills, and vocabulary games stimulate active engagement.Incorporating these techniques in educational settings can significantly enhance vocabulary acquisition, retention, and overall language proficiency among learners.2.2 WordWall.net in vocabulary teaching and learning
WordWall.net in teaching and learning English
WordWall.net stands as a versatile and interactive platform revolutionizing the teaching and learning of English vocabulary It offers a plenty of tools and resources designed to enhance vocabulary acquisition in an engaging and dynamic manner.
Educators utilizing WordWall.net have the advantage of creating customizable and interactive activities aimed at reinforcing vocabulary acquisition among learners Through features like interactive word walls, quizzes, matching games, and flashcards, educators can create many activities that cater to different learning styles and levels of proficiency.
Teachers can effectively utilize the platform in various educational settings, from traditional classrooms to remote learning environments Its adaptability enables seamless integration of technology into teaching strategies, fostering student engagement and active participation This versatility enhances the learning experience and promotes a more interactive and engaging classroom environment.
WordWall.net's user-friendly interface empowers educators to design visually appealing and intuitive activities, which aids in sustaining learners' interest and motivation in vocabulary acquisition This innovative approach is expected to not only facilitate vocabulary retention but also cultivate language skills effectively.
The platform's capacity to offer pre-made content alongside the option for educators to create their own materials signifies its versatility and suitability for diverse teaching methodologies Thus, WordWall.net emerges may become a valuable tool fostering effective English vocabulary learning.
WordWall.net in teaching English vocabulary
WordWall.net serves as an invaluable platform for teaching diverse aspects of English vocabulary, encompassing pronunciation and spelling, meaning, grammar, collocation, and word formation The platform's distinct characteristics facilitate effective and engaging English vocabulary learning.
Firstly, WordWall.net offers interactive tools tailored for pronunciation and spelling practice Utilizing phonetic transcriptions, audio recordings, and spelling exercises, the platform aids learners in refining their pronunciation skills and mastering accurate word spelling.
For teaching vocabulary meaning, WordWall.net provides context-rich resources such as sentence examples, definitions, and visual aids These tools facilitate a deeper understanding of word meanings within various contexts, promoting comprehension and usage proficiency.
Moreover, WordWallnet offers exercises targeting grammar rules, sentence structures, and word usage These activities help reinforce grammar concepts, enhancing students' proficiency in applying grammar rules correctly.
The platform's interactive features also enable the exploration and practice of collocations through matching games, word associations, and categorization exercises This aids learners in understanding natural word combinations and enhancing fluency in language use.
In addition, WordWall net assists in teaching word formation by providing activities focused on prefixes, suffixes, root words, and derivations By engaging with these exercises, students expand their word-building skills and vocabulary breadth.
Last but not least, the platform emphasizes visual and interactive learning experiences, which enhances student engagement, creating a dynamic and effective
13 learning environment Its customizable options also accommodate various learning needs and preferences.
In summary, WordWall.net's diverse and interactive features offer comprehensive and engaging tools for teaching various aspects of English vocabulary.
Steps of teaching English vocabulary using WordWall.net
Teaching English vocabulary through WordWall.net involves a process aimed at leveraging the platform's interactive features effectively The following steps outline a structured approach for employing WordWall.net in vocabulary instruction:
Step 1: Needs Assessment and Objective Setting The initial step in utilizing WordWall.net for English vocabulary instruction involves conducting a comprehensive needs assessment This assessment encompasses evaluating students' current vocabulary levels, identifying learning preferences, and discerning specific objectives aligned with curriculum requirements By setting clear goals, educators can modify WordWall.net activities to enhance vocabulary effectively.
Step 2: Selection of Interactive Activities The extensive collection of interactive resources available on WordWall.net for educators includes flashcards, matching games, quizzes, and sorting exercises, etc, These activities have been carefully chosen to meet a range of learning styles and ability levels while also closely adhering to the identified learning objectives.
Step 3: Customization of Vocabulary Activities Customization is essential to creating interesting vocabulary exercises on WordWall.net Using the platform's modifying tools, teachers can incorporate multimedia elements such as images, audio recordings, and contextual examples to improve student learning and promote deeper comprehension.
Step 4: Integration of Contextual Learning Contextualized learning resources embedded within WordWall-net's activities bolster students' understanding of vocabulary usage Introducing sentence examples, definitions, visual aids, and audio recordings to provide meaningful contexts for pronunciation, meaning comprehension, grammatical structures, collocations, and word formations.
Active participation becomes a central focus through the fostering of collaborative learning environments Utilizing WordWall.net's group-based activities, discussion forums, and peer interaction features ignites engagement and cultivates consistent vocabulary practice among students.
Step 6: Continuous Monitoring and Feedback Timely feedback is facilitated when student progress is continuously monitored with the help of WordWall.net's tracking tools This cycle of feedback helps teachers assess the impact of WordWall.net activities and make the necessary adjustments by reinforcing learning and addressing any difficulties that may arise.
Step 7: Periodic Review and Reinforcement
Scheduled periods for vocabulary review and reinforcement through WordWall.net's revision tools consolidate learning Employing quizzes, review games, or spaced repetition exercises within the platform aids in solidifying vocabulary retention and enhancing overall proficiency.
Step 8: Evaluation of Learning Outcomes The final step in teaching vocabulary 1s to assess the students' learning outcomes By evaluating students' vocabulary retention, usage, and overall improvement as a result of WordWall.net activities, teachers may evaluate the effectiveness of the platform and adjust their teaching methods consequently.
This research builds upon previous studies, including Esra Cil's 2021 investigation into the impact of Wordwall.net on vocabulary acquisition in fifth-grade EFL learners Cil's quantitative study involved students aged 9-11 at a Turkish secondary school, employing a pre-test and post-test design The experimental and control groups (27A and 27B, respectively) exhibited significant differences in vocabulary knowledge before and after the three-week Wordwall.net intervention Statistical analysis using a paired sample t-test confirmed the effectiveness of Wordwall.net in enhancing the vocabulary skills of fifth-grade EFL students.
The second such study was carried out in a Malaysian primary schools with the participation of grade 3rd students "Catch and Keep through Wordwall.net in Improving Vocabulary Mastery Among Year 3 Pupils" is the title of the study written by Vanisa Magasvaran, Jennie Ukat, and Melor Md Yunus in 2021 Online educational games were frequently studied during Covid-19 as teaching and learning tools that enhance students' vocabulary understanding (Magasvaran et al.,
2021) This research intends to find out how much the Wordwall.net platform's
"Catch and Keep" feature aided students in developing their vocabulary within 4 weeks Pre- and post-tests were employed by the researchers to measure the students' vocabulary proficiency before and after the treatment They then conducted a questionnaire to learn more about the students' opinions of "Catch and Keep." The use of "Catch and Keep" through the Wordwall.net platform resulted in an improvement in the pupils' mastery of vocabulary.
The third related research was called "Students' Vocabulary Mastery through Wordwall.net at SMPN 44 Surabaya" which was done by Siti Fatimah at the junior high level in 2020 The purpose of this study was to evaluate how well the Wordwall.net application might help students acquire more vocabulary while studying English It was carried out in 6 weeks at SMPN 44 Surabaya, Indonesia with 40 students from class 7D utilizing classroom action research. There were two cycles: the first cycle included three meetings and used Wordwall.net; the second cycle experienced three meetings but did not use Wordwall.net To measure the effectiveness, this study determined the difference between the pre-test and post-test in cycle I and stopped in cycle II because it was significantly improved This study calculated the difference between the means of the pre-test and post-test in cycle I and stops in cycle II since it was considerably improved to determine efficacy The final results demonstrated that Wordwall.net significantly effected students’ vocabulary acquisition.
In addition, the research “The Effect of Teaching English Vocabulary on Junior High School Students By Using Wordwall.net” by Shabrina, F., & Taufiq,
W (2023) aimed to investigate the impact of using wordwall.net on students’ English vocabulary There were 35 students in the experimental group and 35 students in the control group A vocabulary test was one of the research tools utilized in this study to gather data The treatment was carried out for 3 weeks The data analysis results revealed that there was difference between mean score of pre-test and post-test in both groups The pre-test mean score was 65.00
Wordwall's impact on vocabulary enhancement was evaluated through an experimental study The experimental group demonstrated significant improvement, with an average post-test score of 89.13 compared to 77.90 for the control group Statistical analysis using SPSS revealed a probability value of 0.001 for both groups, indicating that Wordwall positively influenced students' vocabulary acquisition.
Last but not least, the study “The Effects of WordWall Online Games (WOW) on English Language Vocabulary Learning Among Year 5 Pupils” by Hasram, S., Nasir, M K M., Mohamad, M., Daud, M Y., Abd Rahman, M J., & Mohammad, W M R W (2021) aimed to determine the degree of improvement in pupils' vocabulary performance The quantitative data was analysed using descriptive and dependent t-test analysis The crosssectional survey was adapted from the ACRS-V model The questionnaire was distributed to year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR) The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition In addition, a paired sample t-test indicated a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material.
PTeV1OuS SfUIS, Án HH TT TH TT Hà HH nh TH nh HH 15 0)0i0ù92030061i/ 111257257 5
An action research project has been chosen for this study because of the researcher's desire to evaluate the effectiveness of the new teaching tool, her aims of assessing the influence of these actions on the classroom dynamics, and her attempt to gauge the level of active student engagement in study sessions In addition, an action research project is chosen for its flexibility, offering particular advantages to the researcher In the role of a teacher, the researcher possesses unique insights into classroom challenges and holds the capability to devise appropriate interventions aimed at enhancing students' learning outcomes.
Furthermore, since action research involves a recurring cycle, one can repeat the process with an updated plan after conducting an evaluation. Additionally, it is evident that the issues in the classroom are primarily the concern of the researcher, and the researcher is often the individual who understands them the best Having a clear understanding of the problems is instrumental in enabling the researcher to discern the outcomes of their actions and any subsequent enhancements Finally, it is worth noting that action research is geared towards effecting change, as cited in Nunan (1992) This implies that teachers conduct studies with the goal of altering and enhancing the classroom situation they oversee, which, in turn, has an impact on the students' performance to some degree.
We can deduce that action research proves to be a valuable tool for teachers to carry out their own internal investigations tailored to the unique conditions of their classrooms Within this study, the examination of supplementary activities in the context of teaching vocabulary was utilized to enhance students’ ability to retain vocabulary This research unfolded in a structured sequence consisting of four stages: planning, implementation, observation, and reflection.
METHODOLUOCO Y 5 (55 9 HH1 0008800050 19 SN na
Participants of the Study 218
The study comprised a group of 38 ninth-grade students, each at the age of
14 They have been studying english for nearly 9 years Their English learning process culminated with the completion of secondary school English, which is linked to the target of achieving Level 2 in the Vietnamese Standardized Test of English Proficiency, as stipulated by the MoEfs 2018 General Education Curriculum.
As the curriculum guidelines, these students can be able to exhibit competence in comprehending and utilizing frequently used sentences and structures for essential communication needs, encompassing familial discourse,
22 personal details, shopping dialogues, directional inquiries, employment discussions, ete.
The secondary-school curriculum centered its vocabulary teaching content around approximately 800 to 1000 words at Level 2.
Notably, the students displayed a proficiency bias toward vocabulary acquisition and reading skills, showing adeptness in memorizing and recalling words, resulting in superior performance in vocabulary-related assessments and reading comprehension tasks They tend to express less proficiency in pronunciation, speaking and listening skills.
Students followed a structured English learning plan with weekly lessons based on the Educational Publishing House curriculum Supplementary school sessions reinforced learning through workbooks and exercises Additionally, a substantial 35 out of 38 students invested 3-4 hours per week in external support, such as English centers or tutors, to prepare for the upcoming high school entrance exam.
This intense focus on exam preparation and guided learning from teachers and tutors leads to a pattern where students primarily engaged in instructed learning and practice sessions Consequently, their exposure to self-directed vocabulary study and practice remained limited, with most vocabulary acquisition occurring during doing exercises or practice tests.
In this study, the impact of Wordwall.net on vocabulary retention was explored by employing a dual-pronged approach to data collection: quantitative and qualitative methods.
Quantitative data pertains to students’ results of pre-test and post-test, and their responses to questionnaire, which them students to express their opinions, preferences, and challenges related to using Wordwall.net.
In addition to quantitative data, the researcher also gathered qualitative data through observation By immersing in the classroom environment, the researcher was able to observe how students interacted with Wordwall.net, the levels of engagement, and their overall attitude towards the platform.
Brown (2004, p.3) states that “test is a method of measuring a person’s ability, knowledge, or performance in a given domain” A well-constructed test is
23 an instrument that provides an accurate measure of test-takers ability within a particular domain Therefore, two tests, namely pre-test and post-test, were administered by the teacher to see the differences in range of the students’ vocabulary scores before and after the implementation of Wordwall.net activities. Tests were designed following the matrix regulated in the circular number 03/VBHN-BGDDT by the Ministry of Education and Training According to the circular, there are four levels which can be used to evaluate students’ knowledge and skills The research endeavor delved into the utilization of Wordwall.net as a mean to bolster students' vocabulary retention To gauge the impact of this approach, the researcher employed quantitative data collection methods This involved administering both pre-tests and post-tests, each comprising 50 multiple-choice questions The content of the pre-test is related to first unit while the post-test covers the vocabulary from the first four units of the textbook The content of the questions varies with pronunciation and word stress; synonyms and antonyms; word meanings and reading comprehension.
The pre-test was conducted immediately before the treatment, in the beginning of the second week of the term, serving as a baseline assessment of the students' vocabulary proficiency It provided crucial insight into their initial understanding of the vocabulary prior to the implementation of Wordwall.net. Subsequently, a post-test was administered at the 10th week of the term, specifically eight weeks after the treatment commenced This post-test aimed to assess the long-term effects of using Wordwall.net on students' vocabulary retention By comparing the results of the pre-test and post-test, the researcher sought to determine the extent to which Wordwall.net contributed to vocabulary enhancement over the course of the study.
In accordance with Polit and Hungler (1997, p.466), a questionnaire is described as "a method of gathering information from respondents about attitudes, knowledge, beliefs, and feelings." Drawing from "Advanced Design in Nursing Research" by Brink (1998), certain characteristics of questionnaire offer advantages to the researcher: ® Questionnaire is a quick and cost-effective mean of data collection compared to conducting personal interviews, saving both time and financial resources.
24 ® Respondents tend to perceive questionnaire as offering anonymity, enabling them to express their thoughts in their own words without concerns about personal identification This ensures the protection of participants' privacy. ® Questionnaire allows for the collection of data on a wide range of topics within a limited time frame.
To design the questionnaire in this study, the researcher considered several established frameworks and schemes Drawing from the Technology Acceptance Model (TAM), which focuses on users' acceptance and adoption of technology, questions related to the frequency of Wordwall.net usage at home (Question 4) could gauge students' perceived usefulness and actual usage behavior Additionally, incorporating elements from the Survey of Student Engagement (SSE) can help assess students' cognitive and emotional engagement with Wordwall.net Questions addressing difficulties in vocabulary retention (Question 1) and aspects of vocabulary taught (Question 2) can be framed to capture different dimensions of student engagement during vocabulary learning activities Moreover, considering the Educational Game Evaluation Rubric (EGER) can further enhance the questionnaire's effectiveness Questions focusing on students' perceptions of Wordwall.net's instructional design, engagement, and feedback mechanisms (Questions 5 and 6) could be adapted to align with EGER's criteria for evaluating the effectiveness of educational games Lastly, incorporating elements from the Theory of Planned Behavior (TPB) can provide insights into students' attitudes and behavioral intentions towards using Wordwall.net Questions regarding students’ opinions about the platform's effectiveness and their willingness to use it (Questions 6 and 7) align with TPB constructs such as attitude and behavioral intention.
In this study, a questionnaire was administered to students at the end of the research process with the objective of eliciting their opinions on the use of Wordwall.net and their preferences in this regard The questionnaire comprises the following sections: the difficulties that students might face in the vocabulary retention, aspects of vocabulary to be taught, the techniques used the most frequently to teach vocabulary, the frequency of student’s using Wordwall.net to learn and review vocabulary at home, benefits and difficulties of using Wordwall.net in learning and review vocabulary perceived by students, student’s opinion about the effect of using Wordwall.net to learning and review vocabulary, and student’s desire for using Wordwall.net in the vocabulary acquisition.
The study was structured around two distinct cycles, with the researcher closely observing the classroom environment during both phases In the initial cycle, vocabulary instruction adhered to conventional teaching methods The teacher fulfilled the traditional role of presenting and explaining new words, supplemented with examples and visual aids such as pictures to enhance comprehension To assess students' vocabulary knowledge, the teacher allocated the first 10 minutes of each lesson for students to write words and their definitions on the board, followed by engaging in relevant exercises This routine reflected the customary approach to vocabulary teaching.
In contrast, the second cycle introduced a significant departure from the conventional approach The researcher observed a notable shift in the classroom environment as the teacher adopted an interactive method to assess students' vocabulary proficiency Instead of the traditional assessment methods, the teacher harnessed the power of Wordwall.net games, making use of an active board to engage students actively This cycle commenced with the presentation and explanation of new vocabulary words, followed by students reinforcing their knowledge through interactive Wordwall.net exercises.
The role of observation in this study was pivotal in highlighting the transformation in the classroom setting and the shifts in students' attitudes towards vocabulary learning and review By objectively comparing the pre-and post-Wordwall.net phases, the researcher was able to discern the substantial impact of integrating Wordwall.net into the learning process, shedding light on the potential benefits of technology-assisted vocabulary instruction and assessment.
Data collection and analysis procedUuTr€s . - s + +++ss+xs+sx+serees+ 30 1 Data collection procedures cceeccessesssceseceseceseceseeteeeneeeseeeeeeaeeaes 30
The data from the paper-based tests, questionnaire and observation were used as instruments to collect both quantitative and qualitative data for this action research The process of gathering these data was as follows:
First, before Wordwall.net activities were employed, a pre-test was administrated to 38 participants to acquire initial results about their vocabulary knowledge.
Next, when 8 weeks of treatment with Wordwall.net learning ended, all the participants took another vocabulary test with the same format as the previous one The results obtained from this test would serve as the basis to evaluate the students’ improvement in their vocabulary knowledge by comparing pre-treatment and after-treatment vocabulary results Besides, a questionnaire with 50 questions and class observation were also conducted after the intervention in order to collect data about the students’ perception of the Wordwall.net learning and their suggestions to improve this teaching tactic The close-ended questions in the questionnaire ask the participants to rate their opinion on the five-point Likert-scale for agreement from 1 (strongly disagree) to
Quantitative data, expressed numerically, allows for statistical analysis to reveal patterns In contrast, qualitative data, derived from observations, is non-numerical and can be categorized through content analysis for deeper understanding By combining these approaches, researchers can gain a comprehensive view of their subject matter.
The collected data from the tests, questionnaire and observation were analyzed both quantitatively and qualitatively to obtain multi-dimensional information about the effectiveness of Wordwall.net learning in enriching the students’ vocabulary, as well as to explore their perception of the use of this teaching technique in vocabulary mastering.
First, with regard to the test results, the range of test scores was qualitatively classified based on the criteria shown in Table 1.
Table 2 Criteria for classifying test results
Next, the data collected from the vocabulary test results were computed quantitatively by using a percentage formula The formula used to find the percentage for each score range is as below.
% X: percentage of each score range X1: number of the students who fall into each score range N: total number of students
Finally, Paired samples T-tests were run on SPSS to compare whether the mean overall score and sub-scores of the pre-test are significantly higher/lower than those in the post-test The p-value of 0.05 (sig < 0.05) was used to determine the level of significance difference between the results.
As for the questionnaire, the data collected from close-ended items were analyzed statistically, i.e the number of responses to options 1, 2, 3, 4, and 5 were calculated in percentages Then, descriptive statistics was given to provide an overall summary of the data, allowing the researcher to gain a better understanding of the data set.
As regards the observation, the video recordings were transcribed and summarized in the written form, then interpreted according to the listed themes.
All the data collected from the tests, questionnaire, and observation were displayed in tables and charts.
Chapter summary This chapter represents an overview of the research setting, participants as well as justifies the research methodology An action research model was employed for this study since it is regarded one of the most useful tools for conducting educational studies, especially in a specific classroom by a particular teacher to solve phenomenal problems A combination of questionnaire, tests, and observation was used to collect the data The data were then analyzed quantitatively and qualitatively to seek answers to the research questions In the following chapter, findings and discussion of the data analysis will be presented.
FINDINGS AND DISCUSSIONS -c<cSS<<SeS.2 33 4.1 Students’ current English vocabulary learning - s<++s+>+ 33 4.2 Using Wordwall.net to enhance students’ vocabulary retention and their
The first CYC]
Before commencing the study, the researcher dedicated a week to familiarizing students with the active board in the classroom, offering explanations and demonstrations on how to engage with Wordwall.net games to reinforce vocabulary The initial phase, spanning four weeks, involved students reviewing class-learned vocabulary They were encouraged to play Wordwall.net games at home a minimum of three times a week, with each session lasting approximately
15 minutes, as part of their vocabulary revision. b Act: Putting plan into action
The teacher created word lists that matched the glossaries of the textbook's first two units: "City Life," which had 29 new words and phrases, and "Local Environment," which included 26 new words and phrases Each set comprised Vietnamese definitions, English synonyms, pronunciation and exercises aimed at facilitating comprehension.
Students engaged in Wordwall.net games about three times a week at home, dedicating about 15 minutes per session to review vocabulary using the sets developed by the researcher.
The activities offered by Wordwall.net were diverse and included matching words with their definitions, synonyms or pictures; multiple choice questions; filling the blanks, wordsearch, anagram, etc The pronunciation of the words were automatically generated by Wordwall net.
In the initial cycle, vocabulary instruction adhered to conventional teaching methods The teacher fulfilled the traditional role of presenting and explaining new words, supplemented with examples and visual aids such as pictures to enhance comprehension To assess students' vocabulary knowledge, the teacher allocated the first 10 minutes of each lesson for students to write words and their definitions on the board, followed by engaging in relevant exercises This routine reflected the customary approach to vocabulary teaching. c Observe: Observing the results of plan
Throughout the morning English lessons, a noticeable fluctuation in student engagement and energy levels was observed Students displayed heightened
37 enthusiasm during the first or second lessons but demonstrated a decline in focus and excitement during the third, fourth, and fifth sessions This pattern suggests a need for strategies to sustain engagement and interest across all lessons.
In the initial cycle, the teacher predominantly delivered instructions and explanations in Vietnamese, particularly during the "Getting Started" and "A Closer Look 1" lessons Visual aids, such as pictures, were utilized to support vocabulary learning However, there was a limited emphasis on interactive teaching methods, indicating a more traditional instructional approach.
Student activities during vocabulary instruction primarily involved passive tasks, such as note-taking, with some students completing tasks quickly and experiencing idle time while waiting for others This idle period often led to chit-chat and noise, highlighting the need for more structured activities to maintain focus and engagement Conversely, during textbook and workbook exercises, students demonstrated a more active involvement, displaying confidence in their ability to retain and apply vocabulary knowledge.
Assessment methods primarily focused on recalling and transcribing vocabulary on the board, which elicited nervousness and concerns among students about making errors However, during textbook and workbook exercises, students exhibited confidence in their ability to retain and apply vocabulary knowledge, suggesting a more favorable assessment environment.
Vocabulary was introduced and explained through teacher-led instruction, supplemented by visual aids While this approach supported initial comprehension, there was limited emphasis on interactive or immersive learning experiences that promote deeper understanding and retention of vocabulary.
Student engagement varied depending on the nature of the activity Passive tasks, such as note-taking, often led to decreased engagement and increased idle time, while interactive exercises in textbooks and workbooks resulted in heightened involvement and confidence among students.
Minimal integration of technology was observed in the classroom environment, with vocabulary instruction relying primarily on traditional methods. The use of technology-assisted tools or platforms to enhance vocabulary learning and engagement was not evident during the initial cycle.
Classroom dynamics reflected a more teacher-centric approach during the initial cycle, with limited opportunities for student interaction and collaboration. However, there is potential for a shift towards a more student-centered approach
38 through the incorporation of interactive teaching methods and technology-assisted tools.
Student attitudes towards vocabulary learning varied, with expressions of nervousness and concern during certain assessment tasks However, overall, students demonstrated a willingness to engage with vocabulary learning activities, particularly when presented in a more interactive and engaging manner.
Despite challenges and areas for improvement, students displayed a willingness to participate in vocabulary learning activities There is potential for increased engagement and retention of vocabulary through the incorporation of interactive teaching methods, technology-assisted tools, and more structured activities that cater to different learning styles and preferences. d Reflect: Reflecting the result of the plan
The completion of the initial research cycle provided valuable insights into students' attitudes and performances within the study Despite ongoing challenges with pronunciation, it was encouraging to note that students actively attempted to define words and engage more frequently in spoken English during classroom interactions As a proactive measure, the teacher intervened by correcting pronunciation errors and encouraged regular practice using Wordwall.net.
The Pre-test and Post-test resulfS - -ôcôc+c+cesecee 44 4.2.2 Students’ attitude toward supplementary actIVIties
Table 5 gives information about the results of the pre-test and post-test taken by 38 students.
Level Number of Number of students Percent students Percent
Table 6 The results of the pre-test and post-test The table compares the results between the pre-test and post-test, which illuminates a notable improvement in the students' English vocabulary retention. Initially, a majority were in the Fair (52.63%) and Poor (21.05%) categories.
However, the post-test revealed a positive shift The number of participants reached Satisfactory level doubled from 15.79% to 31.58%, while that in Good level increased from 5.26% to 10.53% Remarkably, the number of students falling into Poor category decreased from 21.05% to 5.26% Although the percentage of the Fair category slightly decreased from 52.63% to 47.37%, this suggests some students progressed to higher proficiency levels Overall, the data demonstrates significant improvement in vocabulary learning, reflecting the effectiveness of the implementation and the students' efforts.
Because of the study's quantitative nature, statistical methods were also employed for data analysis Specifically, SPSS 22 was utilized to perform a paired sample t-test comparison of the group's test results.
Paired Samples Statistics Mean N Std Deviation Std Error Mean
Table 7 Paired Samples Statistics of Pre-test and Post-test
As can be observed in Table 6, the average score increased from the pre-test (6.011) to the post-test (6.632) On average, students performed better in the post-test after the 8-week period of using Wordwall.net for English vocabulary learning.
The standard deviation for the post-test (1.1685) is smaller compared to the pre-test (1.6294) This suggests that the scores in the post-test might have less variability or are more tightly clustered around the mean compared to the pre-test.
The standard error of the mean for the post-test (0.1896) is smaller than that of the pre-test (0.2643) This indicates potentially higher precision in estimating the mean score of the population after using Wordwall.net compared to before its implementation.
Overall, these statistics suggest an improvement in students' vocabulary retention based on the post-test scores after using Wordwall.net for teaching English vocabulary over the eight-week period.
Pair 1 Pre-test & Post-test 38 764 000
Table 8 Paired Samples Correlations of Pre-test and Post-test
A correlation coefficient of 0.764 indicates a strong positive linear relationship between the pre-test and post-test scores This suggests that as the scores on the pre-test increase, the scores on the post-test also tend to increase, and vice versa.
The significance level of 000 implies that this correlation coefficient is statistically significant In other words, the strong positive relationship observed between the pre-test and post-test scores is unlikely to have occurred by chance alone, given the sample size of 38 students.
This high positive correlation indicates that students who performed well on the pre-test tended to perform well on the post-test after using Wordwall.net for teaching English vocabulary It suggests that the effectiveness of Wordwall.net in enhancing students' vocabulary retention may be associated with their initial performance on the pre-test.
Table 9 Paired Samples Test The negative mean of the paired differences (-0.6211) suggests that, on average, the post-test scores were higher than the pre-test scores This implies an improvement or gain in vocabulary retention after using Wordwall.net for teaching English vocabulary.
The confidence interval (-0.9675 to -0.2746) suggests with 95% confidence that the true average difference in scores between pre-test and post-test lies within this range.
The p-value (Sig.) of 001 is less than the typical significance level of 0.05. This indicates strong evidence to reject the null hypothesis that there is no difference between pre-test and post-test scores In other words, the improvement in vocabulary retention observed after using Wordwallnet is_ statistically significant.
Therefore, based on this analysis, it appears that using Wordwall.net in teaching English vocabulary led to a statistically significant enhancement in students' vocabulary retention over the eight-week period.
4.2.2 Students’ attitude toward supplementary activities
The frequency of student’s using Wordwall.net to learn and
How often do you use Wordwall.net to learn and review vocabulary at home?
1 Five times or more per week 3 7.9 7.9 7.9
2 Three or four times a week 24 63.2 63.2 71.1
3.Once or twice per week 9 23.7 23.7 94.7
Table 10 The frequency of student’s using Wordwall.net to learn and review vocabulary at home The table provides details the frequency of usage of Wordwall.net for the purpose of learning and reviewing vocabulary at home The most prevalent frequency reported is "Three or four times a week," representing the majority at 63.2% (24 respondents) This data suggests that a substantial portion of the participants consistently engage with Wordwall.net three or four times weekly for vocabulary learning and review This regularity indicates a structured and recurring habit among these individuals to reinforce their vocabulary skills using this specific online platform Additionally, a smaller subset, 7.9% (3 respondents), reported using Wordwall.net "Five times or more per week." On the contrary, a mere 5.3% (2 respondents) indicated "Never" using Wordwall.net for vocabulary enhancement at home In summary, the data shows a predominant utilization of Wordwall.net among the respondents for vocabulary learning and review, particularly at frequencies of three or four times a week.
4.2.2.2 Benefits and difficulties of using Wordwall.net in learning and review vocabulary perceived by students
10 Not having an electronic device to use or having SG 2895 36.84 — EID technical problems when using Wordwall
9 The classroom is often noisy and difficult to control when
8 The activities are quite boring, vocabulary is repeated a 14346526 3421 26.32 205M lot ;
7 There is no competition between students when using 526053 3942 3684 — M88
6 It is a waste of time to do activities on Wordwall ỉ6 993421955) 39.47 OS
4 These activities help you remember new words -15879.3684._ 3947 789 effectively :
3 These activities help you understand the meanings of i 184200 47.3700 BADD new words easily 34.2
2 These activities help you guess the meanings of new bs PC HIEOG: , 4816 4474 3421 5208 words easily.
1 These activities make you feel learning vocabulary more 1579 3947 3684 789 exciting .
@ Strongly Agree M Agree i4 Undecided :- Disagree Strongly Agree
Figure 3 Benefits and difficulties of using Wordwall.net in learning and review vocabulary perceived by students The figure shows students’ perceptions of the benefits and challenges associated with using Wordwall.net for vocabulary learning and review The responses are categorized by different levels of agreement: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), and Strongly Disagree (SD).
Regarding the benefits, a considerable percentage of students expressed agreement or strong agreement with the idea that Wordwall activities make learning vocabulary more exciting (SA: 15.79%, A: 39.47%) Additionally, a significant number found these activities helpful in easily understanding the meanings of new words (SA: 18.42%, A: 47.37%) and aiding in effectively remembering new words (SA: 15.79%, A: 36.84%) One respondent specified gaining more new words as an additional benefit.
However, challenges were also evident in students' perceptions Some disagreed or strongly disagreed that doing activities on Wordwall is a waste of time (D: 39.47%, SD: 21.05%) or that there is no competition between students when using it (D: 36.84%, SD: 7.89%) Moreover, a portion expressed dissatisfaction or strong dissatisfaction with the perceived boredom arising from repetitive vocabulary (SD: 21.05%, D: 26.32%).
Furthermore, students reported various difficulties, such as dealing with classroom noise during Wordwall activities (D: 36.84%, SD: 26.32%),
48 encountering technical problems or lacking electronic devices (D: 36,84%, SD: 26.32%) Two respondents specified facing challenges in remembering synonyms and encountering unknown words.
In summary, students recognized the benefits of using Wordwall.net for vocabulary learning, citing increased excitement, ease in understanding and remembering new words as positive outcomes However, they also highlighted challenges, including concerns about time wastage, lack of competitive engagement, perceived boredom due to repetition, classroom noise issues, technical obstacles, and difficulties in vocabulary retention, particularly regarding recalling synonyms and dealing with unfamiliar words.
4.2.2.3 Student’s opinion about the effect of using Wordwall.net to learning and review vocabulary
What is your opinion about the effect of using Wordwall.net to learning and review vocabulary?
- Cumulative Frequency Percent Valid Percent
Table 11 Student’s opinion about the effect of using Wordwall.net to learning and review vocabulary The table presents respondents' opinions regarding the effectiveness of using Wordwall.net for learning and reviewing vocabulary The responses are categorized into four levels: Ineffective, Effective, Very effective, and Undecided.
A majority of the participants, constituting 55.3% (21 respondents), expressed that they found Wordwall.net to be effective in aiding their vocabulary learning and review Additionally, a smaller yet notable proportion, 7.9% (3 respondents), believed that Wordwall.net was very effective, indicating a stronger positive impact on their vocabulary acquisition Conversely, a minority of respondents, comprising only 2.6% (1 respondent), held the opinion that Wordwall.net was ineffective in helping them learn and review vocabulary A large portion of respondents, accounting for 34.2% (13 individuals), expressed
49 uncertainty or remained undecided about the effectiveness of Wordwall.net for vocabulary learning and review.
In summary, a considerable number of participants perceived Wordwall.net as effective or very effective in aiding their vocabulary learning endeavors. However, a notable segment also remained undecided, indicating a lack of conclusive judgment regarding the platform's effectiveness Only a small minority regarded Wordwall.net as ineffective, suggesting that the majority of respondents either found it beneficial or reserved judgment without declaring it as inefficient for enhancing their vocabulary skills.
4.2.2.4 Student’s desire for using Wordwall.net in the vocabulary acquisition
Table 12 Student’s desire for using Wordwall.net in the vocabulary acquisitionThe table illustrates respondents’ attitudes toward using Wordwall.net for vocabulary acquisition Of the total participants, 63.2% (24 respondents) expressed
Summary of the findIngs§ - - +: + + + SE *EESsekEekrrrekesrrererevre 50 4.4 DISCUSSIOTI Ghi HH TH TH TH nhiệt 52
The research findings provide valuable insights into the challenges faced by 9th-grade students in Vietnam regarding vocabulary retention and the effective teaching methodologies employed to address these hurdles.
Firstly, students encounter various obstacles in retaining vocabulary, including difficulties in recalling meanings, using words appropriately,
50 pronunciation, spelling, and understanding word formations These challenges underscore the necessity for comprehensive teaching strategies that target different aspects of vocabulary acquisition.
In response to these challenges, teachers are adopting holistic approaches to vocabulary instruction These approaches encompass not only teaching the meanings of words but also focusing on pronunciation, usage, word formation, and collocations By addressing these various facets of vocabulary learning, educators aim to meet the diverse learning needs of their students Techniques such as translation, providing examples, and utilizing synonyms/antonyms are employed to enrich vocabulary acquisition further.
One significant aspect highlighted in the research is the integration of Wordwall.net, which has demonstrated its potential in enhancing vocabulary retention Through structured use both at home for review and in the classroom for instruction, Wordwall.net contributes to increased student engagement and improved retention Students exhibit enthusiasm for Wordwall.net activities, which not only make learning enjoyable but also facilitate comprehension and recall of new words.
Furthermore, the implementation of Wordwall.net has a positive impact on student attitudes and performance There is an observed increase in classroom participation and confidence in applying vocabulary, supported by statistical analysis indicating significant improvement in retention Despite some concerns raised by students, such as technical issues or time constraints, overall feedback towards Wordwall.net is favorable, suggesting its potential as a preferred supplementary learning tool.
In conclusion, the research findings underscore the importance of addressing the challenges of vocabulary retention through comprehensive teaching strategies The integration of technology-enhanced learning platforms like Wordwall.net offers promising opportunities to enhance vocabulary acquisition and improve student engagement and performance in vocabulary learning tasks.
The research findings from multiple studies investigating the effectiveness of Wordwall.net in enhancing vocabulary acquisition reveal both similarities and differences across various educational contexts.
Across all studies, the implementation of Wordwall.net consistently led to improvements in students' vocabulary knowledge Regardless of geographical location or grade level, students benefited from using the platform, demonstrating increased proficiency in recalling meanings, pronunciation, and understanding word formations Moreover, teachers employed comprehensive teaching strategies to address diverse learning needs, incorporating aspects such as pronunciation, usage, and collocations into vocabulary instruction.
A common observation across the studies was the positive impact of Wordwall.net on student engagement Students exhibited enthusiasm for vocabulary learning activities facilitated by the platform, leading to enhanced comprehension and retention of new words This increased engagement contributed to improved classroom participation and confidence in applying learned vocabulary.
However, differences emerged in the duration of interventions and research methodologies employed Some studies focused on short-term interventions lasting a few weeks, while others spanned longer durations Additionally, variations in research methodologies, including quantitative data collection methods such as pre-tests and post-tests, and qualitative analysis through questionnaires, added depth to the understanding of Wordwall.net's effectiveness.
Despite these differences, the research findings collectively underscore the promising opportunities offered by technology-enhanced learning platforms like Wordwall.net in enhancing vocabulary acquisition and improving student engagement across diverse educational settings By addressing the challenges of vocabulary retention through comprehensive teaching strategies, educators can leverage such platforms to facilitate meaningful learning experiences and empower students in their language development journey.
When comparing the research gaps outlined with the research findings presented, several key points of alignment and divergence emerge.
Research on Wordwall.net's impact on academic achievement has primarily focused on younger students, leaving a gap in knowledge regarding its effectiveness with older students This study addresses this gap by examining the challenges and benefits of using Wordwall.net with 9th-grade Vietnamese students The findings provide insights into the specific difficulties faced by this age group in vocabulary retention and how Wordwall.net can potentially enhance their learning outcomes.
Secondly, the research gaps emphasize the lack of studies conducted in Vietnam to understand how Wordwall.net aligns with the country's unique educational landscape Conversely, the research findings are based on a study conducted in Vietnam, offering insights into the challenges and effective teaching Strategies tailored to the Vietnamese context This alignment suggests that the study addressing the research gaps successfully fills a crucial void in the literature by providing localized evidence of Wordwall.net's effectiveness in Vietnam.
Thirdly, the research gaps underscore the need for longer-term investigations into the durability of vocabulary gains and the integration of qualitative analysis alongside quantitative measures While the research findings demonstrate the positive impact of Wordwall.net on vocabulary retention and student engagement, they do not explicitly address the durability of these gains over an extended period Additionally, the research findings primarily rely on quantitative measures, with limited qualitative analysis Therefore, while the research findings contribute valuable insights into the immediate effectiveness of Wordwall.net, further research is needed to assess its long-term impact and explore students’ attitudes and motivations qualitatively.
In conclusion, while the research findings provide valuable insights into the effectiveness of Wordwall.net in addressing vocabulary retention challenges
Future research on Wordwall.net should expand its focus to include older student populations, as the current study was limited to 9th graders Additionally, conducting longer-term investigations would provide a more comprehensive understanding of the platform's effectiveness over time Integrating qualitative analysis would offer valuable insights into student experiences and perceptions, complementing the quantitative data gathered in this study These investigations would further illuminate Wordwall.net's potential impact on student learning and engagement.
To sum up, the findings and discussion of the study have been presented in details in this chapter By comparing mean differences between the pre-test and post-test results, it can be concluded that employing Wordwall.net activities produced significant effects on vocabulary enrichment for 38 students at Hoa Long Lower Secondary School, Bac Ninh City, particularly in pronunciation, meaning and collocation Furthermore, the results of the questionnaire and the observation also highlight that despite some arising difficulties, most of the students adopted positive perception of the use of Wordwall.net activities in learning vocabulary.
CONCLUSION 2 5 <5 HH 01 06090 3e 55 5.1 v02 aa
Some suggestions for using Wordwall.net to improve student’s vocabulary 19001020002
5.2.1 For the teachers The comprehensive analysis and observations gleaned from the study provided valuable insights into effective strategies for utilizing Wordwall.net to enhance vocabulary instruction in the classroom From the identified challenges faced by students in vocabulary learning to the integration of Wordwall.net activities and students' attitudes, several key suggestions emerged for teachers aiming to optimize the platform's potential:
Recognizing the multifaceted nature of vocabulary acquisition, teachers should develop strategies that address various difficulties encountered by students. Given that learners often face challenges in recalling meanings, pronunciation, word formations, contextual usage, synonyms, and_ stress placement simultaneously, educators must adopt a multifaceted approach to tackle these obstacles.
Integration of Wordwall.net Activities:
Incorporating Wordwall.net activities into classroom instruction and home practice yielded encouraging results in the study Teachers are encouraged to create interactive Wordwall sets aligned with curriculum content, encompassing definitions, synonyms, exercises, and diverse engaging activities Encouraging students to utilize Wordwall.net at home, ensuring a minimum frequency of practice, can significantly enhance vocabulary retention.
While traditional methods like translation and providing examples remain prevalent, teachers should diversify their techniques Incorporating audio-visual aids, body language, real objects, and varied interactive exercises available on Wordwall.net can create a more engaging and dynamic learning environment This eclectic mix can cater to different learning styles and reinforce vocabulary retention.
Immediate Feedback and Corrective Measures:
Utilizing Wordwall.net's functionalities, such as immediate feedback on pronunciation and word comprehension, enables teachers to intervene promptly. Providing corrective measures for mispronunciations or errors during activities fosters a conducive learning environment and ensures accurate vocabulary acquisition.
Recognizing students' diverse preferences and feedback, educators should remain flexible and adaptive in their approach Tailoring teaching methodologies based on student input, addressing technical issues promptly, and incorporating suggestions for varied activities help in refining teaching strategies for better efficacy.
Continuous assessment of students' progress, gauging the effectiveness of Wordwall.net activities, and analyzing student engagement levels are vital. Teachers should refine methodologies based on observed outcomes, ensuring a constant cycle of evaluation, refinement, and adaptation for improved vocabulary instruction.
In essence, the integration of Wordwall.net offers a promising avenue for educators to revolutionize vocabulary instruction By addressing students' challenges, diversifying teaching techniques, providing immediate feedback, remaining adaptable, and continuously refining teaching methodologies, teachers can harness the full potential of Wordwall.net to create a stimulating and effective vocabulary learning environment.
5.2.2 For the students Upon the extensive analysis conducted to evaluate vocabulary learning challenges and the efficacy of Wordwall.net activities in a Bac Ninh secondary school setting, several insightful suggestions have emerged for students aiming to optimize their vocabulary retention through the utilization of Wordwall.net.
The research findings illuminated a direct correlation between regular usage of Wordwall.net and improved vocabulary retention Students are encouraged to engage consistently, ideally three to four times a week, with the Wordwall.net activities designed for vocabulary reinforcement Establishing a routine for vocabulary review via this platform aids in cementing word meanings,
57 synonyms, pronunciation, and usage within specific contexts Consistency in engagement is pivotal in fortifying vocabulary skills.
Actively Participate in Interactive Sessions:
During classroom sessions integrated with Wordwall.net activities, students displayed heightened enthusiasm and engagement To benefit maximally from such sessions, active participation is of importance Students are encouraged to get involved in the interactive exercises, including word matching, synonyms, or picture associations, and to utilize the pronunciation features offered by Wordwall.net Active participation fosters deeper engagement and aids in retaining vocabulary more effectively.
Leverage Diversity in Wordwall.net Activities:
Wordwall.net offers a wide array of interactive activities to enhance vocabulary development, including matching games, multiple-choice quizzes, word searches, and anagrams These diverse formats provide a multifaceted approach to learning, making the process more engaging and effective By tackling vocabulary from different angles, students can deepen their understanding and retention.
Encourage Peer Learning and Challenge:
Student are expected to engage with their peers in Wordwall.net activities, fostering a collaborative learning environment Creating healthy competition among friends by challenging each other in games or forming study groups to tackle vocabulary exercises collectively can significantly amplify the retention process Engaging in friendly competitions sparks motivation and encourages active participation, which aids in reinforcing vocabulary.
When faced with challenges or uncertainties during Wordwall.net activities, student are expected to be willing to seek clarification from teachers or peers This can help to reinforce student’s understanding of word meanings, pronunciation, or contextual usage Actively addressing doubts and seeking additional reinforcement contributes to a clearer grasp of vocabulary, enhancing retention.
To optimize learning, students should regularly reflect on their Wordwall.net progress, identify areas for improvement, and revisit previously covered material for reinforcement This process of reflection and review helps solidify retention, ensuring that students gain a deep understanding of the concepts and vocabulary encountered during their exercises.