Efl students’ perceptions toward the utilization of social media in vocabulary development a case study of english majored students at banking academy of vietnam

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES ------ GRADUATION THESIS TOPIC: EFL STUDENTS’ PERCEPTIONS TOWARD THE UTILIZATION OF SOCIAL MEDIA IN VOCABULARY DEVELOPMEN

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES

- -

GRADUATION THESIS

TOPIC:

EFL STUDENTS’ PERCEPTIONS TOWARD THE UTILIZATION

OF SOCIAL MEDIA IN VOCABULARY DEVELOPMENT: A

CASE STUDY OF ENGLISH-MAJORED STUDENTS AT

BANKING ACADEMY OF VIETNAM

Student : Pham Hong Ngat

Course : 2020 – 2024

Class : K23ATCB

Student code : 23A7510093

Instructor : Dr Hoang Quoc Thinh

Hanoi, May 2024

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES

- -

GRADUATION THESIS

TOPIC:

EFL STUDENTS’ PERCEPTIONS TOWARD THE UTILIZATION

OF SOCIAL MEDIA IN VOCABULARY DEVELOPMENT: A

CASE STUDY OF ENGLISH-MAJORED STUDENTS AT

BANKING ACADEMY OF VIETNAM

Student : Pham Hong Ngat

Course : 2020 – 2024

Class : K23ATCB

Student code : 23A7510093

Instructor : Dr Hoang Quoc Thinh

Hanoi, May 2024

I hereby declare that this study is the product of my own efforts, and has not been submitted for any academic degree to any other educational institution All sources utilized in the research process have been fully acknowledged and all quotes accurately referenced Additionally, the research findings are original and have not been copied or plagiarized from any prior works

I am fully aware of the ethical implications and this work fulfills all the necessary criteria set forth by the Faculty of Foreign Languages and Banking Academy of Vietnam

Hanoi, 5th May 2024 Signature

Pham Hong Ngat

ACKNOWLEDGEMENTS

Without the assistance and encouragement of a number of individuals, this thesis would not be possible I would like to express my sincere gratitude and appreciation

to those who assisted me during the process of this research

First and foremost, I would like to express my sincerest appreciation to my esteemed supervisor, Dr Hoang Quoc Thinh His insightful feedback and detailed guidance were instrumental in sharpening my thinking and helping me grow as a researcher Without his invaluable expertise, this thesis would not have come to fruition

My heartfelt thanks also go to the participants who actively responded to my questionnaire and open-ended questions Their willingness to get involved and share their insights significantly contributed to the success of my research

I also would like to express my gratitude to the lecturers at the Faculty of Foreign Languages, who provided me with a solid foundation for my thesis research and equipped me with valuable skills for my future career

I extend my thanks to my dear friends, who stood by me with unwavering support and encouragement throughout the entire process Their belief in me helped me to tackle the challenges and overcome obstacles along the way

Finally, I want to express my deepest gratitude to my family for their unconditional love and support Specifically, I want to thank my mother for being my constant source of inspiration and motivation throughout my academic journey

TABLE OF CONTENTS

DECLARATION i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS iii

LIST OF ABBREVIATIONS vi

LIST OF TABLES vii

LIST OF FIGURES viii

ABSTRACT ix

CHAPTER I: INTRODUCTION 1

1.1 Background of the study 1

1.2 Research Objectives 2

1.3 Research Question 3

1.4 Significance of the study 3

1.5 Scope of the study 3

1.6 Structure of the study 3

CHAPTER II: LITERATURE REVIEW 5

2.1 The significance of vocabulary knowledge 5

2.2 Vocabulary 6

2.2.1 Definition 6

2.2.2 Types of Vocabulary 6

2.2.3 Strategies to Learn Vocabulary 7

2.3 Social media 8

2.3.1 Definition 8

2.3.2 Some prominent social media in Vietnam 8

2.4 Social media in acquiring vocabulary 10

2.5 Challenges on using social media for vocabulary acquisition 16

2.6 Research gap 17

2.7 Theoretical Framework 17

2.7.1 TAM model 17

2.7.2 Interaction 19

2.7.3 Enjoyment 19

CHAPTER III: RESEARCH METHODS 21

3.1 Research question 21

3.2 Research design 21

3.3 Research sampling 21

3.4 Research instruments 23

3.4.1 Survey 23

3.4.2 Open-ended questions 25

3.5 Data Collection Methods 26

3.5.1 Quantitative data 26

3.5.2 Qualitative data 27

3.6 Data Analysis Procedures 27

3.6.1 Quantitative data analysis 27

3.6.2 Qualitative data analysis 29

3.7 Ethical Considerations 29

CHAPTER IV: FINDINGS 30

4.1 Demographic results 30

4.2 Validity and Reliability 31

4.3 Students’ perception toward vocabulary learning via social media 32

4.3.1 Social media usage in learning vocabulary 32

4.3.2 Perception towards the Usefulness of Social Media in Vocabulary Acquisition 34

4.3.3 Perception towards the Ease of Use of Social Media in Vocabulary

Acquisition 35

4.3.4 Perception towards the Interaction of Social Media in Vocabulary Acquisition 36

4.3.5 Perception towards the Enjoyment of Social Media in Vocabulary Acquisition 38

4.3.6 Behavioral Intention of Using Social Media for Vocabulary Acquisition 38 4.3.7 Correlation analysis 39

4.4 Challenges in learning vocabulary via social media 40

CHAPTER V: DISCUSSION 42

5.1 Students’ perception toward using social media for vocabulary learning 42 5.2 Challenges encountered by learners when learning vocabulary via social media 44

CHAPTER VI: SUMMARY OF THE FINDINGS, IMPLICATIONS AND RECOMMENDATIONS 46

6.1 Summary of the findings 46

6.2 Implications 47

6.2.1 Implications for learners 47

6.2.2 Implications for educators 48

6.3 Limitations and recommendations for further research 49

REFERENCES 50

APPENDICES 60

SPSS Statistical Package for the Social Sciences

LIST OF TABLES

Table 3 1 Number of ATC students joined in the survey 22

Table 3 2 Background information of open-ended questions

Table 3 3 Items included in the questionnaire 25

Table 4 1 Reliability and Construct Validity 32

Table 4 2 Students’ perception towards the usefulness 35

Table 4 3 Students’ perception towards the ease of use 36

Table 4 4 Students’ perception toward the interaction 38

Table 4 5 Students’ perception towards the enjoyment 38

Table 4 7 Correlation analysis results (N=104) 40

LIST OF FIGURES

Figure 4 3 Participants’ English learning experience 31

Figure 4 4 Participants’ usage frequency of social media 32

Figure 4 5 Participants’ frequency of using social media in

Figure 4 6 Participants’ Favorite Social Media in

ABSTRACT

Title: EFL students’ perceptions toward the utilization of social media in

vocabulary development: A case study of English-majored students at the Banking Academy of Vietnam

Author: Pham Hong Ngat, a senior student of the Faculty of Foreign Languages

at the Banking Academy of Vietnam

Advisor: Dr Hoang Quoc Thinh, Vice Dean of the Faculty of Foreign Languages

at the Banking Academy of Vietnam

Keywords: social media, vocabulary learning, vocabulary, perceptions, Banking

Academy, English-major students, EFL learners

Abstract:

Social media has become an increasingly prevalent and versatile tool that serves various purposes, such as communication, entertainment, and education In the context of language learning, social media has been found to be relatively effective

in assisting learners with vocabulary acquisition, as evidenced by previous research The purpose of this study is to examine how EFL students perceive social media as a means of vocabulary acquisition and identify any challenges they face using this method The study employed a mixed method, with a survey of 104 students from the Faculty of Foreign Languages at the Banking Academy of Vietnam and open-ended questions for 5 The data then was analyzed through SPSS Version 26 The results showed that students have a positive attitude toward using social media to expand their English vocabulary However, there were still some challenges associated with this learning method Based on the findings, it is suggested that educators and learners incorporate social media as an effective teaching and learning tool for vocabulary

CHAPTER I: INTRODUCTION

The chapter presents the background of the study about the investigation of students’ perception of vocabulary acquisition via social media It also outlines the research aim, research question, its significance, research scope, and the structure of the research

1.1 Background of the study

In today’s technology-driven world, social media platforms have evolved into a substantial component of human daily life Social media platforms, for example, Facebook, TikTok, Instagram, YouTube have played a critical part in simplifying human lives and have enabled them to share information, find solutions, offer guidance, and communicate with people around the world in a virtual milieu (Amedie, 2015; Hashim et al., 2018)

With billions of users worldwide, social networks have not only become a primary means of digital communication but also piqued academic interest (Varga, 2018) Accordingly, social media platforms offer a valuable space for instructors and learners to exchange and discuss academic materials For instance, students can easily access educational videos and search for data online, making learning more accessible and convenient (Nguyen, 2021) Some teachers, moreover, have created accounts to share useful educational resources and conduct live programs or short courses to attract an audience (Aguilar et al., 2021) With the majority of learners spending more time on social media platforms than on educational websites created solely for academic purposes, these platforms will undoubtedly become an indispensable source of education and information

Vocabulary is an essential component for boosting linguistic competence It serves as “the building blocks of any language of the world and the lack of vocabulary hinders the learning process significantly” (Abbas et al., 2019, p.27) Vocabulary mastery, furthermore, refers to an individual’s specific competence to use words in a language determined by their interests, needs, and motivation (Alqahtani, 2015) Simply drilling vocabulary may not lead to the best learning outcomes or rate of improvement, as learners may only regurgitate what they learned during the lesson

period and forget them afterward Prior studies have demonstrated how vocabulary knowledge connects the four language abilities of speaking, writing, listening, and reading in language learning Accordingly, students who lack vocabulary skills often struggle with speaking performance (Pham et al., 2022), comprehending reading materials (Pringprom, 2012), understanding listening content (Farrokhi & Modarres, 2012), and producing quality writing (Karakoç & Köse, 2017)

Among various vocabulary learning approaches proposed by experts and teachers, social media has recently emerged as an innovative and efficient tool for vocabulary acquisition, particularly among younger learners This is because social media offers exposure to contemporary language use and provides real-life scenarios for word usage, thus expanding vocabulary knowledge in specific contexts and improving language skills As a result, social media platforms are a valuable medium for enlarging the vocabulary size of ESL learners and also serve as useful teaching tools for educators (Abbas et al., 2019)

Despite the flexibility and suitability of this modern method of learning vocabulary, it still has advantages and disadvantages as stated in previous research Besides, several studies have been conducted to highlight the prominent application

of social media in English proficiency; however, there are limited studies on the utilization of social media in vocabulary enlargement in Vietnam Given such, this study was to look into EFL students’ perspectives on employing social media for vocabulary learning, as well as their challenges when applying this method

1.2 Research Objectives

This study attempts to achieve the following objectives:

1 To examine the perception toward enhancing vocabulary through social media platforms of English-majored students at the Banking Academy of Vietnam

2 To investigate the challenges that English-majored students at the Banking Academy of Vietnam usually encounter when utilizing social media to acquire vocabulary

1.3 Research Question

Research Question 1: What are EFL students’ perceptionstowards using social

media for vocabulary enlargement?

Research Question 2: What are the difficulties that EFL students usually

encounter when acquiring vocabulary via social media?

1.4 Significance of the study

The aim of this research is to examine the perception of the use of social media

to advance the vocabulary of students who study at the Faculty of Foreign Languages

of the Banking Academy of Vietnam First, the research offers valuable theoretical knowledge in the area of learning vocabulary Second, the study is expected to provide stakeholders (educators and EFL learners) with constructive information about teaching and learning vocabulary methods via social media Furthermore, the research is hoped to be a valuable reference for further research of the related topic

through the results and recommendations

1.5 Scope of the study

This research examines the perception of English major students at the Banking Academy of Vietnam in utilizing social media to advance their vocabulary size All students who are currently studying in the major of foreign languages at BAV are invited to join in this research The research was undertaken within nearly two months from 11th March 2024 to 2nd May 2024

1.6 Structure of the study

This research comprises six chapters including:

Chapter I: Introduction This chapter provides an overview of the case study,

involving its background, research question, purpose, scope, significance, and structure

Chapter II: Literature Review This chapter reviews relevant theories and

studies related to social media and vocabulary acquisition, as well as the framework guiding the study

Chapter III: Research Method This chapter covers the research design,

sampling, instruments, data collection methods, analysis procedures, and ethical considerations

Chapter IV: Findings This chapter presents the results and analysis from both

qualitative and quantitative research methods, addressing the research questions

Chapter V: Discussion This chapter discusses the main findings and offers

insights into students’ perspectives on vocabulary learning through social media,

as well as the challenges associated with this approach

Chapter VI: Summary, Implications, and Recommendations This chapter

presents a summary of the study’s findings, along with the implications and limitations of the research Additionally, the chapter provides recommendations for further research

CHAPTER II: LITERATURE REVIEW

The chapter presents an overview of the relevant literature on acquiring vocabulary through social media It covers the theoretical overview of vocabulary and social media, previous studies on vocabulary acquisition via social media, and the theoretical framework guiding the research

2.1 The significance of vocabulary knowledge

When acquiring a new language, mastering vocabulary is vital as it acts as the fundamental basis of linguistic proficiency Learners must dedicate time and effort to comprehending and internalizing a wide range of words and phrases to effectively

communicate and comprehend in the target language According to Richards (2002),

vocabulary is the critical element of linguistic proficiency and greatly contributes to the level of mastery in linguistic skills: listening, speaking, reading, and writing The complementary correlation between lexical knowledge and language use was emphasized by Nation (2001) that vocabulary ability boosts language practice and vice versa Moreover, the attainment of a sufficient vocabulary is vital for foreign language mastery because language learners who don’t have a diverse vocabulary are unlikely to apply the structures or grammatical functions to have lucid communication (Alqahtani, 2015) Some researchers including Nation (2001) and Alqahtani (2015) claimed that L2 readers depend extensively on their understanding

of the lexicon, and the shortage of it is a roadblock to overcome

Despite proficiency in grammar, language learners will not be able to convey a meaning or concept they want if they don’t have the needed amount of lexicon This assumption was agreed by Wlikins (1972): “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed” (p.111) Furthermore, when traveling, language learners do not bring grammar books with them but dictionaries (Nation, 2001) Lexical knowledge greatly contributes to the understanding of written and spoken information, which has a significant influence on enhancing language ability Accordingly, vocabulary is meant to be an extremely effective communication tool, carrying the utmost importance in verbal interaction among

people Consequently, the more words learners acquire, the more they can interpret and recognize unknown words from the context

2.2 Vocabulary

2.2.1 Definition

Vocabulary is “ the total number of words in language or all the words known to

a person or used in a particular book, or subject and a list of words with their meaning, especially one that accompanies a textbook” (Hornby, 1995, p.1331) Neuman and Dwyer (2009) stated vocabulary as words that are needed for effective communication including expressive vocabulary and receptive vocabulary According to Burns (1972), vocabulary is “the stock of words which is used by a person, class or profession” (as cited in Alqahtani, 2015, p.25) Also, vocabulary includes both the words and the meaning of words (Diamond & Gutlohn, 2006) In short, vocabulary is the total amount of words required for an individual to convey ideas as well as express their thoughts; therefore, learning vocabulary is an essential part of language learning

2.2.2 Types of Vocabulary

According to Gruneberg and Sykes (1991), there are two kinds of vocabulary: the first one is what the learners had been taught and another is what they expected to employ However, Hatch and Brown (1995) categorized vocabulary into receptive and productive vocabulary

Receptive vocabulary refers to words that learners encounter in a text but do not employ in speaking and writing (Webb, 2008) It is the quantity of words that individuals recognize and comprehend when those words appear in the context, but which they cannot put in practice

Productive vocabulary refers to words that learners comprehend, can pronounce accurately, and use effectively in writing and speaking It also can be understood as the combination of what is needed for a receptive lexicon, the capacity to speak or write at the proper time Productive lexicon; moreover, can also be considered as an

initiative procedure, as learners can employ the words to convey their ideas to others (Webb, 2008)

2.2.3 Strategies to Learn Vocabulary

In 1990, Oxford made significant strides in developing a comprehensive system

of vocabulary strategies that surpassed the work of previous scholars (Liu, 2010) Oxford (1990) categorized 62 vocabulary strategies into two main groups: direct strategies and indirect strategies, with each group further divided into three subcategories

a Direct strategies:

- Memory strategies (mnemonic strategies) involve connecting the words to be remembered with previously learned knowledge, often using imagery or grouping techniques (Schmitt, 2000)

- Cognitive strategies involve the learner manipulating or transforming the target language (Oxford, 1990) These are the most favored strategies for language learners (Oxford, 1990; Rafik-Galea & Wong, 2006)

- Compensation strategies entail utilizing the new language to comprehend or generate language (Oxford, 1990)

b Indirect strategies:

- Metacognitive strategies entail consciously reviewing the learning process and making decisions about planning, monitoring, and evaluating the most effective study methods (O’Malley & Chamot, 1990; Schmitt, 2000; Schmitt

2.3 Social media

2.3.1 Definition

Social media refers to electronic communication through which individuals establish virtual communities to exchange information, ideas, private messages, and other content Jenkins et al (2006) defined social media as an interactive culture enabling users to interact and exchange their thoughts for common benefits Also, Poore (2015) characterized social media as digital technology that allows users to converse and exchange information across the internet According to Dewing (2010) and Kaplan & Haenlein (2010), social media encompasses internet-based and mobile applications and services where users participate in various online activities, including content creation, community engagement, information exchange, and interaction with others

In conclusion, the similarity between those definitions of social media is its users’ interaction and cooperation Maksimove (2021) emphasized social media as an outstanding tool for encouraging active participation in the classroom, and educators have found these digital tools to be extremely helpful Also, learners become more confident when utilizing social media for virtual learning (Annamalai, 2018) The reason for this is social media provides platforms for people to communicate, collaborate, and respond swiftly anywhere and anytime Moreover, those who use social media will have the choice of information they want to see in the notifications (Yu et al., 2010)

2.3.2 Some prominent social media in Vietnam

Facebook

Facebook was established by Mark Zuckerberg in 2004, which attracted 3.07 billion active users per month as of December 31, 2023 (Meta, 2024) According to Gonzales and Vodicka (2010), this social platform enables Facebook users to connect, interact, and make friends, who can also join other societies and communities to exchange information and resources with user-created networks The

number of Facebook users in Vietnam is 72.7 million (Kemp, 2024), accounting for 73.3% of the Vietnamese population

According to Junco (2012), Facebook is a first-rate tool for fostering a positive relationship between learners and educators creating a better learning environment This platform is an attractive medium to motivate students to learn foreign languages, especially vocabulary through visual, textual, and audible material (Al Mubarak, 2017)

Instagram

Instagram is a popular platform created by Kevin Systrom and Mike Krieger in

2010 and then bought by Meta in April 2012 Individuals might utilize Instagram to share images and videos with their followers or a selected number of friends in order

to meet their need for social integration (Le, 2023) In addition, Instagram users can explore, respond to, and react to pictures on Instagram uploaded by others In 2024, Vietnam had 10.9 million people using Instagram, which is about 11% of the country’s population (Kemp, 2024)

Several previous research has proven the assistance of Instagram in English learning because its variety of selections enables users to create and post videos with local and global friends (Hu et al., 2014) Agustin & Ayu (2021) indicated that Instagram is one of the most influential social media platforms in their English vocabulary acquisition and listening skill improvement

Youtube

YouTube is a free online video-sharing platform and website that was founded by Chad Hurley, Steve Chen, and Jawed Karim on February 14, 2005 (Global Media Insight, 2024) Nowadays, YouTube is one of the largest platforms for browsing, watching, and swiftly uploading videos Users can also leave comments or reactions below the videos According to Global Media Insight (2024), there are 2.70 billion YouTube users worldwide as of March 2024, whereas Vietnam has 63.0 million users, accounting for about 63.4% of the population (Kemp, 2024)

Hanim (2021) stated that thanks to the rapid and cost-effective access, YouTube

is a valuable medium for education purposes as it provides numerous advantages in terms of practicality, information, cognitive support, and shareability According to Abbas et al (2019), YouTube can help EFL students entertain and gain knowledge at the same time which fosters their desire for vocabulary acquisition

TikTok

As of 2023, TikTok has over 1.7 billion users worldwide, solidifying its position

as one of the most popular social media platforms today (GilPress, 2024) In 2016, TikTok was first launched under the name Douyin in China before being introduced

to a global audience as TikTok in 2017 TikTok is a popular video-sharing platform that allows users to create and share short films ranging from 15 seconds to 1 minute

on various topics The app offers a wide selection of sounds, music samples, special effects, and filters for users to enhance their videos In Vietnam, there are approximately 67.72 million users, accounting for about 68.3% of the population

(Kemp, 2024)

Because dynamic and attractive content on TikTok effectively creates motivation for learners in the process of learning vocabulary, TikTok is suggested to be exploited and integrated into vocabulary teaching lessons by teachers (Alghameeti, 2022)

2.4 Social media in acquiring vocabulary

Thanks to the growth of the internet and social media, learners can engage in practicing a second language in the virtual environment, facilitating them to share and discuss their ideas with others in an easier way (Arumugam et al., 2020) Dhanya (2016) also stated that the Internet generates numerous language contexts through two-way communication as it gives learners a lot of chances to communicate with both native and non-native speakers Young learners, moreover, are motivated to participate in peer-based online learning via interactions such as exchanging information and receiving constructive feedback (Raut & Patil, 2016) Most of the previous research has concurred that social media platforms positively impact learners’ aptitude to acquire extensive English vocabulary knowledge effortlessly According to Monica-Ariana & Anamaria-Mirabela (2014), social media gives

students from all over the world opportunities to expand their English lexicon Compared to conventional learning methods that offer limited chances for learners to create and sustain their own learning pursuits, learning platforms built on social media empower learners to take control of their learning

Facebook

Al Mubarak (2017) conducted a study with 85 freshman and sophomore students who majored in English at the University of AL Imam AL Mahdi, Sudan The quantitative research used a questionnaire to investigate the perception of Sudanese university students in acquiring vocabulary via Facebook The results showed that students had positive attitudes toward employing Facebook to gain vocabulary and its support in their discovery of new things through relevant information on this platform Facebook was believed to be a promising medium for university students

to enhance their lexicon knowledge

Phan (2021) examined the perception of Vietnamese university students in applying Facebook for their learning and teaching English 323 English-majored undergraduates from different universities in Ho Chi Minh City were invited to join the questionnaire Through quantitative data analysis, the results showed that Facebook had positive leverage on English learning of Vietnamese university students including attitudes, linguistic competence, motivation, and confidence Following this, instructors and learners should consider integrating Facebook into their teaching and learning approaches, especially in the digital era

Kabilan and Zahar (2016) conducted a mixed-method study among 33 students at the age of 19 who were studying in a community college in the northern region of Peninsular Malaysia Quantitative data was gathered through pre- and post-tests with all 33 students, while qualitative data was obtained through semi-structured interviews with 6 participants The findings suggested that Facebook has the potential

to serve as an assistance learning environment or tool, with interactive and relevant activities that foster collaboration, networking, and a sense of community among learners, especially for students who have low proficiency levels, introversion, and low self-esteem

Youtube

Abbas et al (2019) presented a paper on the influence of YouTube and Facebook

on the learning vocabulary of EFL students 25 students and 10 lecturers who were working at International Islamic University, Islamabad were invited to join the questionnaire Based on the findings, most educators and learners agreed that social networking can enhance EFL learners’ vocabulary acquisition by increasing their enjoyment Furthermore, these platforms were seen as effective educational tools for both learning and teaching

A study by Kabooha and Elyas (2018) examined the influence of incorporating YouTube videos on the vocabulary development of foreign language students, as well

as the attitudes of both students and teachers regarding this approach The research involved 100 female students from King Abdul Aziz University, who were divided into experimental and control groups Quantitative data was collected through pre-and post-tests, as well as questionnaires The results indicated that the group exposed

to YouTube clips performed better in the post-test compared to the control group Therefore, integrating YouTube in language classrooms had a strong favorable impact on word identification, understanding, and retention The study recommended that teachers incorporate YouTube videos in their teaching strategies

In 2015, Kabouha and Elyas carried out a qualitative study to explore the effects

of incorporating YouTube video clips into reading activities on vocabulary development and comprehension as well as the student’s perception towards this approach The research involved 100 Saudi female students with intermediate proficiency levels from King Abdul-Aziz University, Saudi Arabia, and 4 EFL female teachers Data was collected through pre and post-tests, as well as questionnaires The results showed that the group that had viewed the YouTube videos outperformed on the Vocabulary Knowledge Scale test than the group that had not been exposed to them Additionally, students displayed a positive attitude towards using YouTube videos to aid in acquiring new vocabulary The study had significant pedagogical implications for EFL instructors on the inclusion of YouTube videos in EFL classrooms to enhance language learning

Instagram

Agustin and Ayu (2021) investigated the influence of Instagram platforms on the improvement of vocabulary and listening competence The research utilized a qualitative approach with a descriptive method, using a questionnaire Numerous English Language Education students were invited to participate in this questionnaire, and the data was then demonstrated as descriptive statistics The results showed that Instagram had beneficial effects on the development of vocabulary and listening proficiency among EFL learners

Putri (2022) conducted qualitative research to explore the impact of Instagram on students’ vocabulary, as well as which features are most effective in enhancing vocabulary The study was conducted with 28 English education students in the PI 17A writing class at Universitas Teknokrat Indonesia The findings suggested that Instagram could be an effective tool for improving vocabulary, thanks to its various features such as captions and videos However, based on the samples studied, captions were found to be more effective than videos

TikTok

Anumanthan and Hashim (2022) researched the efficiency of TikTok in developing vocabulary This mixed-method research was conducted with the participation of 45 Year 5 pupils Those participants were initially required to sit for

a pre-test, and after incorporating TikTok into the lesson, they took a post-test Besides, 10 of them were invited to participate in the semi-structured interviews modified by TAM The findings showed that the pupils’ learning performance in constructing sentences with regular verbs was improved after employing TikTok in their lessons Also, they were hooked on the lessons through TikTok, as they found

it effective and easy to create their own videos about verbs and other educational content The researcher suggested that teachers can utilize TikTok as an effective teaching tool to teach foreign languages

Alghameeti (2022) conducted a study with 50 students who were studying at a secondary school in Saudi By collecting data from the questionnaire, quantitative research attempted to examine the perception of Saudi secondary school learners

toward learning vocabulary through TikTok videos and the contribution of these videos to vocabulary development Based on the findings, TikTok had a positive influence on the improvement of vocabulary among Saudi secondary school learners Additionally, the platform was proven to enhance students’ motivation to seek out and learn new words As a result, the scholars recommended that educators consider integrating TikTok as a valuable teaching tool in their instruction

In a recent study conducted by Zulfitri (2022), the experience of students in learning and memorizing the vocabulary of adjectives through the application of TikTok duet videos was investigated Qualitative methods, including observation and interviews, were used to gather data from three levels of students in class X-1 IPS SMA Swasta Cerdas Murni The study revealed that the TikTok duet video was found

to be helpful in students’ memorization of adjective vocabulary The findings suggested that TikTok, a popular social media application, is not only used for entertainment but also as a medium for learning

A study conducted in Hanoi by Le (2023) found that TikTok had a significant impact on the English competence of Vietnamese students Through a mixed-method approach, the study revealed that TikTok offered many benefits for both learners and instructors, including motivation for students to enhance their English language skills However, TikTok also posed some challenges such as the use of informal language, inaccuracy of knowledge, and addictive characteristics Despite these challenges, the study suggested that TikTok could be a valuable tool for educators in teaching English and promoting language acquisition Overall, this study highlighted the potential of TikTok in enhancing English language skills and encouraged educators to consider integrating it into their teaching practices

Social media platforms

Le (2018) conducted a mixed-method research about intervening social media in learning and teaching English in the context of Vietnam First, the questionnaire was submitted to 204 Grade 10 students to investigate their usage and perception of social media, followed by a six-week online course with 17 students to explore their experiences and the impact of virtual learning After analysis, the results showed that

social media was used for both social and educational purposes allowing students to share and access learning materials for self-study and participate in online groups Moreover, many students found social media to be an effective tool for improving their language skills, including vocabulary usage, writing structure, and generating ideas for both writing and speaking

Zainal and Rahmat (2020) conducted a quantitative study about the impact of social media on vocabulary expansion and linguistic learning ability of Malaysian students at both private and public universities in this country The findings showed that social networking increased students’ enthusiasm for language acquisition Through social media, learners actively gain vocabulary and know how to apply it in suitable contexts The researchers proposed that teachers include social media in the language learning procedure to render it more enjoyable for students

Pham et al (2023) conducted a study on the perception of Vietnamese students toward social media utilization in learning vocabulary The research used quantitative methods to survey 154 university students at Van Lang University, Ho Chi Minh City, and qualitative methods to interview 15 of those who volunteered After the investigation, the findings revealed students’ profound insights into the enhancement

of English vocabulary by using social media as well as its benefits on their learning vocabulary Researchers suggested that educators can consider using social media as educational tools in English courses

Nguyen (2023) conducted a quantitative and qualitative paper at a university in Vietnam to investigate the integration of social media in English language teaching and learning at a Vietnamese university, as well as to gather perspectives from both teachers and students on its usage The study involved 16 English language teachers and 315 students who completed a questionnaire, followed by interviews with 5 teachers and 10 students to gain deeper insights into the utilization of social media in the English learning process The findings indicated that most educators and learners primarily used social media for non-academic purposes However, they recognized its potential as an effective language learning tool providing valuable resources and opportunities for students and teachers It was recommended that a comprehensive

training program be implemented to help educators and students effectively utilize social media for educational purposes

2.5 Challenges on using social media for vocabulary acquisition

Social media serves as a valuable learning tool, enabling individuals to connect with people globally and enhance their learning experience However, like any

strategy, it also presents certain drawbacks

Accuracy of information

Social media platforms offer an authentic and natural situation that facilitates the unconscious acquisition of language skills However, they also present users with an overwhelming amount of global information without sufficient oversight According

to Le (2023), the quality of educational content posted depends highly on the knowledge level of content creators; therefore, it raises concerns about the accuracy

of information regarding grammar, pronunciation, and spelling Besides, the prevalence of informal language, including slang, abbreviations, and regional accents, could challenge non-native speakers, especially beginners, in grasping unfamiliar terms, vocabulary, and pronunciation Furthermore, students using abbreviations and acronyms can compromise formal writing quality and lead to

spelling errors that impede vocabulary acquisition

Distraction

Social media platforms are primarily designed to provide entertainment, which can create difficulties for learners trying to maintain focus during their educational pursuits Moreover, social media platforms are specifically designed to continuously present fresh content in order to sustain high levels of user engagement (Pappas, 2024) As a result, when students are accessing educational content, they may inadvertently come across entertaining content that captures their attention and leads

to distractions from their studies

Health Problems

Spending excessive time on social networking sites can lead to various health issues Prolonged use may result in eye strain, back pain from prolonged sitting, and other related problems (Raut & Patil, 2016)

2.6 Research gap

Numerous prior studies have presented compelling evidence regarding the advantages, favorable effects, and learners’ attitudes toward utilizing social media for English vocabulary acquisition and language learning Nonetheless, there is a dearth

of research on this subject conducted in Vietnam As a result, the researcher endeavored to investigate this topic in Vietnam, specifically at the Banking Academy

of Vietnam The research aimed to explore EFL learners’ perceptions of leveraging social media to enhance their lexicon and identify any challenges EFL learners may face when using these platforms

2.7 Theoretical Framework

2.7.1 TAM model

The Technology Acceptance Model (TAM) is widely recognized as the most effective paradigm for investigating users’ acceptance behavior toward novel technologies It is a model related to information technology to explain users’ acceptance and usage of new technologies (Davis et al., 1989) Based on the Theory

of Reasoned Action by Fishbein and Ajzen (1980), Davis (1985) introduced the TAM

to explain the motivational elements influencing the behavior of individuals toward adopting and accepting new technologies (Leong et al., 2018) Davis (1989) claimed that the primary purpose of TAM is to investigate how extrinsic elements influence people’s intrinsic beliefs and intentions to use novel technology This model also indicates an individual’s behavioral intention toward a novel technology through two main factors: perceived usefulness (PU) and perceived ease of use (PEOU) PU refers

to “the degree to which an individual believes that using a particular system would enhance his/her job performance” (Davis, 1989, p.320) PEOU refers to “the degree

to which an individual believes that using a particular system would be free of real and mental efforts” (Davis, 1989, p.323)

Numerous technology-related studies have employed TAM as a fundamental framework, either in its original form or as a modified version (Davis et al., 1989) or

in the extended model (Venkatesh, 2000) Thanks to its simplicity and adaptability, TAM can be considered one of the most frequently used theoretical frameworks in the field of information technology Several previous research have applied TAM as

a theoretical framework; as a result, its validity has been continually verified and evaluated Some previous research, namely e-training (Zainab et al., 2017) and e-learning (Tarhini et al., 2017) have extended TAM by suggesting and analyzing other external variables in addition to PU and PEOU, to offer further insights into the determinants of user acceptance behavior in various research contexts

This research will utilize the TAM model to build the questionnaire and ended questions to investigate the perceptions of EFL learners toward using social media in vocabulary acquisition In this research, EFL learners’ PU refers to the extent to which EFL learners believe that using social media improves their vocabulary learning On the other hand, EFL learners’ PEOU refers to the extent to which EFL learners believe that acquiring vocabulary via social media will be free of effort

open-In short, TAM was created to justify users’ actions when implementing new technologies, especially in an organizational context (Balouchi & Samad, 2020) Even though the TAM model has shown to be a valuable predictor of the adoption of information technology applications, it may not be sufficient to describe learners’ behavior when it comes to constantly evolving technologies, like social media vocabulary learning Accordingly, academics suggest broadening the theoretical viability and empirical application of the TAM model for diverse users and circumstances Therefore, it is possible that the original TAM may not be sufficient

to explain why EFL learners use social media for vocabulary learning As a result, additional factors that are appropriate for the social media vocabulary learning context need to be integrated into the TAM original model to expand the knowledge

of EFL learners’ use of social media vocabulary learning methods and enhance the model’s explanatory power and specificity (Hu et al., 1999)

2.7.2 Interaction

Perceived interaction has been demonstrated as a core factor of the learning process in cyberlearning (Eom & Ashill, 2016; Agudo-Peregrina et al., 2014) According to Kara et al (2020), interaction in cyberlearning refers to the collaboration between online learners and other dimensions of cyberlearning Srivastava (2012) maintained that online platforms that concentrate on developing relationships between people with shared interests, backgrounds, or real-life connections offer web-based interaction opportunities Interaction, moreover, is crucial to program achievement and learners’ pleasure (Kuo & Belland, 2016) Several previous studies indicated some outstanding models and frameworks, namely, the framework of interaction by Moore (1989), interaction taxonomy by Jung (2001), interaction equivalency theorem by Anderson (2003), and interaction theme

by Chickering and Gamson (1987) Following Balouchi and Samad (2021), this research will adopt Moore’s (1989) interaction frameworks Moore (1989) believed there were three prominent forms of virtual education interactions: “interaction between learners and learning contents, the interaction between learners and instructors, and the interaction between learners” Previous studies also indicated that those types of interactions tend to have a good impact on academic performance for EFL learners Social media provides EFL learners with the opportunity to engage in active learning with native speakers and other L2 learners, overcoming geographical and time-related constraints

In this study, perceived interaction refers to the extent to which EFL learners believe that social media improves their communication abilities to interact with EFL learners or English native speakers

system or product” (Davis et al., 1992; Venkatesh, 2000, as cited in Balouchi & Samad, 2020, p.6) Therefore, this element is generally included in the TAM model

to clarify user acceptance The influence of perceived enjoyment in users’ behavior

is compatible with hedonic motivation theory (Cabanac, 1992) and self-determination theory (Ryan and Deci, 2000) Heijden van der (2004) has developed and added the element of enjoyment to the original TAM model Feng et al (2016), Chiu et al (2019), Lang (2018), and Davis et al (1992) indicated that enjoyment is an internal motivation to explain user acceptance along with PU as an external motivation Moreover, recent research has demonstrated the significant impact of perceived enjoyment on user behavior intention for entertainment environment technologies (Ramírez-Correa et al., 2019)

In this study, perceived enjoyment refers to the extent to which EFL learners believe that using social media is pleasurable and enjoyable, regardless of the potential drawbacks that may arise

CHAPTER III: RESEARCH METHODS

This chapter outlines the research methods used in collecting and analyzing data concerning the research It will include the research question, research design, sampling, instruments, data collection methods, data analysis procedure, and ethical considerations

3.3 Research sampling

The research will be conducted using convenience sampling to collect primary data Convenience sampling refers to a sampling technique in which the available primary data source collected from people who are easily accessible without extra criteria will be first used for the research (Etikan et al., 2016) In this case, the participants will be selected from the Faculty of Foreign Languages at the Banking Academy of Vietnam, where the researcher is currently studying The study

comprises 104 participants, including 24 males and 80 females who are all

Vietnamese and aged between 18 and 22 years old

Table 3 1 Number of ATC students joined in the survey

For the open-ended questions, the researcher purposefully selected five participants, including one male and four females, using the purposive sampling technique Purposive sampling is a sampling technique in which “subjects are selected based on the study purpose with the expectation that each participant will provide unique and rich information of value to the study” (Etikan et al., 2016, p.4) The participants were selected according to gender, age, level of English proficiency, and native place to ensure diverse responses All five participants were available to participate in the open-ended questions

Participant Gender Age Level of English Proficiency

3.4 Research instruments

3.4.1 Survey

The questionnaire that was used by Balouchi and Samad (2020) was modified to find out the EFL learners’ perceptions of social media vocabulary acquisition The statements were constructed on a five-point Likert scale ranging from 1 - Strongly Disagree to 5 - Strongly Agree

In this research, the survey consists of two sections The first section includes 6 demographic questions about participants’ gender, academic year, English learning experience, frequency of accessing social media, frequency of acquiring vocabulary through social media, and kinds of social media platforms they usually use The second section comprises 24 items divided into 5 parts: Perceived Usefulness, Perceived Ease of Use, Perceived Interaction, Perceived Enjoyment, and Behavioral Intention Those items were answered on a five-point Likert scale to examine the

perception of EFL learners on social media vocabulary acquisition

Perceived Usefulness

PU1 Social media (e.g Facebook, TikTok, Instagram, …)

improve my vocabulary learning

PU2 Social media (e.g Facebook, TikTok, Instagram, …)

help me to learn vocabulary more efficiently

PU3 Social media (e.g Facebook, TikTok, Instagram, …)

make my vocabulary learning easier

PU4

Social media (e.g Facebook, TikTok, Instagram, …) help me keep active and motivated as I can have vocabulary learning sources available everywhere and anytime

PU5 Social media (e.g Facebook, TikTok, Instagram, …)

increase my vocabulary learning productivity

PU6

On the whole, I find Social media (e.g Facebook, TikTok, Instagram, …) useful for my vocabulary learning

Perceived Ease of Use

PEOU1 I find it easy to use social media (e.g Facebook,

TikTok, Instagram, …)

PEOU2 I find it easy to learn vocabulary via social media (e.g

Facebook, TikTok, Instagram, …)

PEOU3 I find it easy to access vocabulary learning contents via

social media (e.g Facebook, TikTok, Instagram, …)

PEOU4 I find it convenient to learn vocabulary via social media

(e.g Facebook, TikTok, Instagram, …)

PEOU5 I find it easy to understand the content provided via

social media (e.g Facebook, TikTok, Instagram, …)

Perceived Interaction

PI1

Social media (e.g Facebook, TikTok, Instagram, …) let me interact easily with friends from English-speaking countries

PI4

On the whole, I believe social media (e.g Facebook, TikTok, Instagram, …) provides good opportunities for interaction with other L2 learners

Enjoyment PE2 The actual process of using social media is pleasant

PE3 I have fun using social media PE4 I find using social media entertaining PE5 I find using social media interesting

BI2

Assuming I had access to social media (e.g Facebook, TikTok, Instagram, …), I intend to use them for my vocabulary learning

BI3

Given that I had access to social media (e.g Facebook, TikTok, Instagram, …), I predict that I would use them for my vocabulary learning

BI4

I plan to use social media (e.g Facebook, TikTok, Instagram, …) for my vocabulary learning in the future

Table 3 3 Items included in the questionnaire

3.4.2 Open-ended questions

Following the analysis of the survey outcomes, the study progressed to its qualitative phase to gain an in-depth understanding of the perspectives of EFL learners on the use of social media for vocabulary acquisition along with the difficulties they encountered when applying this approach The researcher decided to utilize open-ended questions consisting of three inquiries to obtain personalized data

To this end, a purposive sample of five respondents was selected from a total of 104 participants to respond to the open-ended questions

3.5 Data Collection Methods

3.5.1 Quantitative data

The survey underwent a meticulous design and review process and was subsequently sent to the supervisor for feedback prior to distribution to a cohort of English-majoring students

In the first phase, a pilot study was conducted to ensure the survey’s reliability during the first phase, involving 15 English major students from the Banking Academy of Vietnam They were instructed to provide truthful and detailed answers

to assist the researcher in evaluating the survey’s dependability

Through examining the reliability using Cronbach's Alpha, the results disclosed that the Cronbach's Alpha coefficient for the independent variables, namely PU (.872), PEOU (.842), PI (.914), PE (.946), and BI (.814), was found to be satisfactory

in accordance with the minimum threshold of 0.6, as recommended by Hair et al (2009) Consequently, all 24 observed variables were retained owing to their satisfactory level of reliability

In the second phase, the survey was disseminated to the target participants as part

of the data collection process From March 25th to March 30th, the survey was administered, and received 104 responses, all of which were deemed valid

The survey was created with the aid of Google Forms and subsequently shared with participants through two social media platforms, namely Facebook and Zalo There were several factors that led to the decision to conduct an online survey in lieu

of a paper-based one Firstly, the research was being conducted while a group of year English majors were participating in a National Defense Education course in Son Tay which made obtaining direct data from these students proved to be difficult Secondly, collecting data through an online survey allowed for a faster and more efficient data entry and processing procedure Besides, since the survey was being conducted among English-major students, the researcher deliberately distributed the English questionnaire to all participants

first-3.5.2 Qualitative data

After analyzing the quantitative data, the researcher intentionally selected five participants based on specific criteria such as gender, age, level of English proficiency, and native place The participants were then sent open-ended questions via Facebook and Zalo platforms, allowing them ample time to provide thoughtful and detailed responses

Prior to delving into the main questions, the researcher clearly explained the study’s purpose and the participant’s right to withdraw at any time Additionally, confidentiality was emphasized as a crucial aspect of the research The phase of the study involving these five students occurred from April 9th to April 11th, with all participants submitting their responses through a Google Docs link

3.6 Data Analysis Procedures

3.6.1 Quantitative data analysis

After completing the process of quantitative data collection, the responses were filtered to ensure that those samples were of sufficient quality for analysis The data was subsequently processed using Excel 2016 and analyzed through SPSS Version

to consider excluding it

3.6.1.2 Descriptive statistic

All the responses to section 2 in the questionnaire will be analyzed to generate their mean and then interpreted according to the distance value

The class interval will be calculated using the following formula:

Class Interval = (Maximum Class - Minimum Class) : (Number of Level) = (5 - 1) : 5 = 0.8

As a result, the mean score range is determined in Table 3.4 below:

Mean Scores Level of Agreement

3.6.2 Qualitative data analysis

The qualitative data was analyzed using thematic analysis, a methodology for

“identifying, analyzing and reporting patterns (themes) within data” (Braun & Clarke,

2006, p.79) Braun and Crake (2006) underscored the significance of thematic analysis in providing a qualitative, comprehensive, and nuanced representation of the information

At first, the collected responses were translated into English and consolidated into

a single file for the convenience of the author’s analysis The researcher then meticulously reviewed the responses, identifying and highlighting relevant words, phrases, and concepts relating to the research questions, to grasp key themes based

on similarities and connections These themes were then considered within the context of the research questions, enabling a profound comprehension of the participants’ attitudes and experiences toward vocabulary acquisition through social media The findings were reported thoroughly and well-organized, ensuring every detail was captured precisely

3.7 Ethical Considerations

The study’s ethical considerations were thoroughly scrutinized, with particular attention given to securing participants’ informed consent when collecting responses The researchers provided a comprehensive explanation of the research objectives, procedures, and participants’ rights before conducting the interviews Encryption techniques were utilized to ensure participant anonymity during data analysis and reporting, with the data stored under the strictest security measures and accessible only to the researcher