USING THE WEBSITE IN TEACHING TO IMPROVE THE TENTH GRADE STUDENTS’ ENGLISH VOCABULARY

TABLE OF CONTENTS Chapter I INTRODUCTION Rationale 2 Aims of the study 3 Methods of the study 3.1 Participants 3.2 Materials 3.3 Method 4 Scope of the study Chapter II CONTENT A THEORETICAL BACKGROUND .5 Vocabulary in language teaching and learning 1.1 Definition of vocabulary 1.2 Components vocabulary .6 1.3 Methods of teaching vocabulary Web-based Instruction 2.1 Definition of web-based instruction (WBI) 2.2 Types of web-based learning activities 2.3 Web-based learning and vocabulary teaching 10 2.4 The Computer as a Teaching Tool .11 The Moodle and Gnomio Website 11 3.1 Definition of Moodle 12 3.2 Philosophy 12 3.3 Advantages of moodle 12 B TEACHING PROCESS ON GNOMIO WEBSITE FOR IMPROVING LEARNER’ ENGLISH VOCABULARY 13 Participants 13 Materials .13 Procedure 14 Chapter IV CONCLUSION 19 4.1 Conclusion .19 4.2 Implication .19 4.3 Limitations of the study 19 References 20 Chapter I INTRODUCTION Rationale Since the World Wide Web’s conceptualization as a method of making research findings and scientific materials available to researchers and teachers across the globe, it has become an indispensible tool for educators Not only has the web achieved making scientific findings more accessible, but also it is now becoming the new method of teaching As this new technology grows in acceptance and use, it is essential for educator to increase their knowledge about the uses of the web in education and to stay up-to-date on the latest findings in web based education research Moreover, in teaching and learning English language, Vocabulary is central because without sufficient vocabulary students cannot understand others or express their own ideas I believe English language students generally would concur, yet learning vocabulary also helps students master English for their purposes The study, therefore, combines the using web based activities and teaching English vocabulary to make learners’ vocabulary improved One of the recent ways in making texts more comprehensible to students is to use computerized Moodle as Web-based language Learning (WBLL) approaches (Zhang, Wu, Wei & Wang, 2011 In addition, the study has many implications in the field of Education Due to the dominance of lecture based traditional instruction in teaching, many students are loosing their interest in studies The present study will be helpful to all those students whose learning styles not match with their instructors teaching styles Moreover, it will help to increase students’ motivations and also scholastic achievement The results of the study will inspire all the teachers to use these types of activities in their routine teaching It is proved that web-based learning has the potential to cater diverse needs of learners The role of the teacher will shift from instructor to facilitator Students will be active partners in the whole teachinglearning process It is of common knowledge that vocabulary is the most important component of language knowledge; it is one of the best predictors of language performance It has been found that students learn languages best when they experience it in context and use the language independently in speaking and writing This means that translating a text word-for-word or memorizing lists of words will not necessarily help students to learn new vocabulary that they can use when they speak and write in English Students need to develop strategies to guess the meaning of new words when they encounter them However, learning a new word or phrase once does not mean that the student will remember it and be able to use it That is why students also need support in learning how to record new vocabulary and repeatedly review it If students improve their knowledge of vocabulary, they can understand their lessons more easily and will write and speak better in English That is why review of the vocabulary at home is also focused in this study In Vietnam in general, vocabulary teaching has not been paid due attention to as it deserves Vocabulary has not been a particular subject for students to learn but has been taught within lessons of reading, writing, speaking and listening For most of teachers the common way to communicate word meaning is translation through word list and many learners use rote strategies as their major way of vocabulary learning In my school, Dong Son high school, in particular the problem of vocabulary teaching and learning is more difficult The main reason is that the classes are usually big with learners of different abilities It seems difficult for the teachers to apply the suitable way to teach these learners Another reason is the course book The number of new words in the book is rather large for learners in my school and it makes the learners feel confused and difficult to remember all of them Furthermore, the learners usually learn vocabulary passively through their teachers' explanation They only write words on paper with translation into Vietnamese and try to learn them by heart During the lessons learners find many new words in the text and then ask their teachers to explain the meaning and usage As a result, the learners feel bored in vocabulary lessons and they soon forget the new words they have learnt and this affects students getting to twelfth grade with a relatively small vocabulary, which prevents them from achieving their potential in National exams Being a teacher of English in my school I want to make something significant to my students not only in English language acquisition but also in performing better in the National exam This study, therefore, attempts to examine the effectiveness of web-based activities in the mode of online classes of Gnomio website on open source Moodle on the vocabulary learning of students in Dong Son high school Aims of the study To explore the impact of using web-based activities as a classroom resource to improve learners’ English vocabulary in the context of 10th graders at Dong Son high school in Thanh Hoa Province Methods of the study 3.1 Participants The study was conducted in Dong Son high school Sixty seven learners were selected in the school Fifty students were chosen based on the general test to have similar level of English proficiency Then they were divided into two groups whose level was indicated as pre- intermediate: The treatment of experimental group of 25 students in class 10A6 from Dong Son high school The control group consists of 25 students from class 10A1 in the same school 3.2 Materials Materials in the experimental study used 10 th Grade English Textbook as the main course book However, only four units were chosen for the experiment, from unit to unit 12 The lesson plans which were used in this study were designed and selected based on the course book presented in the Gnomio website of Moodle Moodle materials were extracted and adopted from the web-sites searched in the Google search engine The Moodle materials included extra glosses such as pictorial, animation, and audio-visual materials 3.3 Method The main method is experimental research and survey questionnaires Scope of the study The study is to explore the impact of using web-based activities as a classroom resource to improve learners’ English vocabulary in the context of 10th graders at Dong Son high school in Thanh Hoa Province, The study, therefore, focused on word pronunciation and meaning which is an integral part in language learning as well as in exams Other aspect of vocabulary such as: word grammar, word formation were not taken into consideration in the research The course book which the researcher used in the experimental course was 10th Grade English Textbook, published by Viet Nam Education Publishing House The study focuses on effective ways to teach and to learn vocabulary and on presenting some advantages of the educational application in vocabulary lessons at Dong Son high school From the findings of the research, adapted tasks will be given to improve the students ‘English vocabulary Chapter II CONTENT A THEORETICAL BACKGROUND This part reviews the theory related to pedagogical methods for vocabulary acquisition and offers an overview of the short history of web based instruction and learning vocabulary The study will discuss the learning vocabulary through web-based activities, and benefits and advantages of web-based activities for vocabulary acquisition Vocabulary in language teaching and learning Learning vocabulary is an important aspect of language learning which in the past has been neglected In recent years, there has been a greater understanding of the importance of vocabulary learning to the process of language learning (Lightbown 2010) Nation (1994) identified five components of vocabulary learning: - Meeting new vocabulary for the first time - Establishing previously met vocabulary - Enriching previously met vocabulary - Developing vocabulary strategies - Developing fluency with known vocabulary Vocabulary is of great significance in expressing thoughts and ideas in interaction activities Vocabulary acquisition is the main task of second language acquisition This section will present vocabulary teaching and learning theory in connection with the study 1.1 Definition of vocabulary There have been different definitions of vocabulary Each linguist gives his own definition of vocabulary Peny Ur, in his book: “A course in language teaching” defined vocabulary roughly “as the words we teach in the foreign language However, a new item of vocabulary may be more than a single word: a compound of two or three words or multi-word idioms” (Ur, 1996, p.60) Pyles and Algeo also gave their idea about vocabulary They said “when most of us think about language we think first about words It is true that the vocabulary is the focus of language It is in words that sounds and meanings interlock to allow us to communicate with one another, and it is words that we arrange together to make sentences, conversation and discourse of all kinds” (1970, p.96) These statements indicate that vocabulary is the total number of the words of a language and it is an essential part of language, as Wilkins emphasized this with his saying: “without grammar, very little can be conveyed, without vocabulary nothing conveyed” This is all true in teaching and learning a foreign language Therefore, the teaching of vocabulary to foreign language learners has long been an area of concern to language teachers because learning vocabulary in a foreign language is much more than making form - meaning correspondences and simply filling up individual words “Knowing a word, according to Nation (2001) means knowing at least its forms, its meanings and its basic usage” 1.2 Components of vocabulary When teaching English vocabulary, the teacher should teach some aspects of vocabulary Ur (1998) states some aspects that the learner should be mastered and the teacher should be taught in order to help the learners in mastering vocabulary They include: Form (pronunciation and spelling), Grammar, Collocation, Aspect of meaning (Denotation, connotation, appropriateness and Meaning relationship), Word formation 1.3 Methods of teaching vocabulary The world in which we live is becoming increasing global Therefore, “the status of English as an international global language stresses the need for a new approach to English language teaching", (Le Van Canh, 2003) As mentioned above, foreign language teaching, especially vocabulary teaching has undergone dramatics changes during the last two decades In order to fully understand this development it is certainly worth giving a brief discussion of some major foreign language teaching approaches and their role in teaching vocabulary 1.3.1 Grammar-translation The first approach to be under issue is the Grammar - Translation method It involves the translation of literary texts followed by explanation in the students’ native language of rules of grammar Although it dates back in the 16th century, Corder states that GTM is “the most deductive approach” (Allen & Corder 197: 13), and it may be true to say that the Grammar-Translation Method is still widely practiced This method was used in order to help and encourage students to like and appreciate literature and very little teaching is done in the target language New words are learned through direct translation from the native language if Grammar Translation Method is used In fact, both teachers and students of English frequently find it convenient to opt for translation Teachers commonly attempt to explain a foreign word, phrase or sentence by giving a mother-tongue equivalent This means that translation has been used to learn the new words Students face difficulties in how the words are used and what emotions the words express This method has generated a great number of skilled students but only in grammar with a lot of difficulties in remembering new words and consequently using them in patterns and collocations Therefore there is no connection between recall of word meaning and use of words in context But not always exact translation from one language to another is possible There are numerous lexical items in one language which have no equivalents in another language 1.3.2 Direct Method The second major foreign language teaching approach is the Direct Method This method is useful for teaching vocabulary The words used are very common active and concerning everyday activities In the class - room only the target language is used to teach the students during the sessions, so it focuses on speaking and listening which enables teachers to drill students more on vocabulary Using this method teacher can introduce many concrete objects and pictures for illustration; therefore, it is particularly useful for teaching simple and specific words The Direct Method has one very basic rule No translation is allowed In fact, the Direct Method receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students’ native language The term Direct Method refers to the teaching of languages without resorting to translation and without using the native language The basic premise of the Direct Method was that second language learning should be more like first language learning The method would include lots of oral interaction, spontaneous use of language, no translation between first and second languages, and little or no analysis of grammar rules So, Direct Method is the method that is used in teaching a language by using the target language without going through the translation to the native language The teacher must use pictures, gestures, pantomimes or the target language that is familiar to the students to explain a word 1.3.3 Audio lingual method This method was developed during the World War II for military purposes There was a need for people to learn language at a satisfactory level of ability to communicate in as short time as possible It was a reason for an extreme solution The overall goal was to create communicative competence in learners in short time The way became an extensive repetition and a variety of elaboration The idea was to project linguistic patterns of the target language in a way to make responses automatic and habitual The only language used is the target language Teacher has a central and leading role They modify drills of the exercises practised All work is based on listening and responding over and over to teacher’s stimuli Students’ responses should become automatic, fixed The reaction time gets accelerated by reducing the need of thinking about the problem as students respond partly unconsciously However their answers are expected to be correct Language is presented through conversations divided into lines that are drilled and then turned into questions or negatives and drilled again Mostly teacher-student interaction is used for it is the teacher who is supplying sentences or their parts to be ‘learned’ by drill Learning (in ALM) means forming habits It is dependent on mimicry, memorization of phrases and over learning Vocabulary is strictly limited and learned in context Importance is given to pronunciation There is a great effort to produce error-free utterances as they make bad habits Typical techniques closely associated with ALM are above all dialogue memorization and drill in many variations Teacher’s work is very demanding in accuracy, activity and control The Audio - lingual method is very successful in improving students' comprehension and fluency in speaking the target language Here the vocabulary content is maintained at a useful minimum for students to concentrate on taking a firm control of structures When the dialogue has been learnt its adaptation with a more personal application to the students' own situation, provide more consolidation of learning and provide chances for more flexible use of the material 1.3.4 Task based learning Tasks are central to the learning activity They are meant to be the practical part of language use compared to exercises that focus on linguistic features The idea is that students learn more effectively when their mind is occupied with a concrete task offering besides concentration on language, its structures, functions or vocabulary also other practical experience For solving the problem students need to communicate in the target language and therefore use wide range of language items, not only particular structure, function or vocabulary group Framework for TBL suggests three main stages: Pre-task, Task cycle and Language Focus In the Pre-task stage teacher introduces the topic and task Useful words and phrases may be highlighted During the task cycle students plan solving the task and work on it When it is completed student prepare a report about their work to be presented to the whole class In language focus stage students analyse and discuss specific features of used or produced texts or utterances, which are then practised Students fulfill the tasks, produce reports and discuss them with others What is specific for TBL is the unusual order of learning process, which is reversed: students start with a task and as lately as it is completed their attention is drawn to the language used Tasks include projects for producing posters, brochures, presentations, dramatic performances, videos etc Teacher selects tasks, encourages, facilitates, regulates and monitors This method is very useful and works very well thanks to the abovementioned reasons Communicative activities improving students’ ability to communicate and solving real problems are highly motivating and offer students real reasons for learning the language: to be able to communicate - receive or produce needed information A good balance between using receptive and productive activities is applied, which is very useful Sometimes managing to keep the whole class using only the target language might be difficult, especially with low level students It is much easier when students are actually incorporated into target language community If they need to solve a problem there is no other option than to communicate with the local people Results are great Students can acquire many structures and phrases in relatively short time and such knowledge is well remembered 1.3.5 Communicative Language Teaching All of the traditional methods above were used to teach English for a long time that made learners structure competent and communicative incompetent However, the learners of English nowadays desire to be able to communicate with others in the target language The learners' needs and aims seem to have changed and method of teaching has changed too In recent years communicative language teaching (CLT) has been applied in Vietnam and it has shown its effectiveness in teaching and learning language CLT is an approach that helps learners be more active in real life situation through means of individual, pair and group work activities It encourages learners to practice the language they learn in meaningful ways as it requires them to take part in a number of activities with different tasks This helps to improve learners' communicative competence From the brief consideration of some approaches to language teaching and their relevance to vocabulary it is obvious that each of the approaches mentioned above has its strong and weak points and their teaching procedures may sometimes overlap Many teachers use a combination of approaches that reflect different methodologies Web-based Instruction 2.1 Definition of web-based instruction (WBI) According to Khan (1997) WBI is the application of a repertoire of cognitively oriented instructional strategies implemented within a constructivist and collaborative learning environment, utilizing the attributes and resources of the World Wide Web He also defined WBI as “an innovative approach to delivering instruction to a remote audience, using the Web as the medium” (Khan, 1997, p 5) He considered that hypermedia-based instructional program that utilizes the attributes and resources of the World Wide Web to create a meaningful environment where learning is fostered and supported (Khan, 1997, p 6) 2.2 Types of web-based learning activities The theoretical base from which are drawn to design web based activities is constructivist theory Constructivist theory has several characteristics that are easily adopted for web based activities Some of these characteristics include learner construction of meaning, social inter, action to help students learn, and student-solving in real world context There are types of web-based learning activities: -Individual Lesson Plans Majority of online educational resources are lesson plans that teachers download and integrate -Online Lesson Enhancements Most popular Teachers identify online enhancements that augment their curricular goals and extend and deepen their students’ understanding -Completely Online Courses and Curriculum Range from courses designed and developed from major online institutions to individual courses delivered in traditional schools -All-Inclusive Online Courses, Curriculum, and Online Learning Environment Provide flexibility of choosing and adapting the resources needed Web-based activities have great potential to enhance learning, but they are often time- consuming to develop and implement, difficult to design in ways that have substantial, positive impacts on student learning Web-based project learning is a “student- driven, teacher facilitated approach to learning.” Students develop an inquiry based on their natural curiosity and conduct research under the teacher’s supervision (Bell, 2010) “Web-based project learning can enhance student motivation and promote self-directed learning because the learning issues usually arise from problems that attract the interest of students”(Lam, Cheng & Ma, 2008) 2.3 Web-based learning and vocabulary teaching Web-based learning is becoming an even more powerful interactive source that increases learners' knowledge and that guarantees quantity and quality of language input and output Added to this, the changing role of the teacher is more responsive to students' self-directed learning It has also been found that the implementation of different web-based activities develops student's skills in the use of language Web-based activities may increase learner motivation so the resulting effects could be beneficial to both teaching-learning processes; additionally, they offer opportunities for teachers to explore content resources on the net in order to integrate them in classroom instruction at a low cost Teachers with few skills in Information and Communication Technology (ICT) can make use of web-based activities cognitive brainstorming, identify real world activities, examine resources, define the task available on the web or adapt existing ones to their purposes My study was based on the use of ICT as a tool to improve vocabulary I consider that vocabulary is an important element in a knowledgebased society; it involves decoding strings of letters or being able to enjoy or 10 understand a text In fact, literacy is the ability to read, write and think critically 2.4 The Computer as a Teaching Tool Similarly to tape recorders and overhead projectors, also computers can be extremely useful teaching tools They have a motivating effect that few other devices or techniques have As an information technology teacher I have often experienced students’ enthusiasm for computer programs They are highly motivated by tasks connected with computers Scrimshaw declares that computers “have the potential to redefine the scope of the language curriculum” (1993: Abstract) It is without doubt that computers promote and facilitate highly effective and motivating new learning experiences They provide the best tools to catch students’ interest, and it is easier to develop language skills when students are active If they have the opportunity to interact with the computer, their attention rarely drops The Moodle and Gnomio Website 3.1 Definition of Moodle Moodle is an open-source virtual learning environment / VLE (also known as a learning management system or LMS), which has been developed by educators, for educators Moodle provides a private and secure learning space for designing online courses with flexible content and collaborative activities for students What makes Moodle unique is the fact that it is a free software based on its community, not on investors seeking returns or by selling customer data The core development of Moodle is funded almost entirely by the network of certified Moodle Partners Therefore, Moodle provides a highly cost-effective solution to support both individual and classroom-based learning Moodle is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments Moodle is built by the Moodle project which is led and coordinated by Moodle HQ, an Australian company of 30 developers which is financially supported by a network of over 60 Moodle Partner service companies worldwide 3.2 Philosophy The design and development of Moodle is guided by a "social constructionist pedagogy" From a constructivist point of view, people actively construct new knowledge as they interact with their environments Everything we read, see, hear, feel, and touch is tested against our prior knowledge and if it is viable within our mental world, may form new knowledge we carry with us Knowledge is strengthened if we can use it successfully in our wider environment We are not just a memory bank passively absorbing 11 information, nor can knowledge be "transmitted" to us just by reading something or listening to someone This is not to say we can't learn anything from reading a web page or watching a lecture, obviously we can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another 3.3 Advantages of moodle Moodle is a Virtual Learning Environment (VLE) which makes it easy for us to provide online support for our course Providing a central space on the web where students and staff can access a set of tools and resources anytime anywhere Staff and students of the Department have found most valuable aspects are: An easy way to communicate with students and staff where ever they are The news form automatically emails messages to all students and staff on the course Forums can also be used to answer commonly asked questions – and prevent repeats, to provide a space for informal peer to peer student discussion or even online tutorials - A quick way to share documents: Moodle provides a place where we can easily create web pages with information about our course and provide links to word documents, slides, and other resources that our students will want to access - Easy access to relevant and useful online resources: The department and the university provide a wealth of materials and resources, but catering for so many different types of students it can be hard for learners to find those that are most relevant to them We can use Moodle to provide links directly to the resources that will be most useful for our students whether e-library resources, skills courses, or information about nice pubs to visit in Oxford … - Online assignment handling: When our students and tutors are not close to online assignment handling can save time and effort for everyone involved – whether it is just used for student submission with marking done on paper or the whole process is moved online saving time, postage and paper - Save time and money – making resources available online can save time and money in photocopying - Control access to different areas – can make a space for dispersed tutors to communicate with each other as well as students - Use less paper – keep a central copy online so everyone can find the latest version of a course handbook etc provide handouts online and students only print out what they really need 12 - Designed to encourage collaborative learning – Moodle makes it easy to model the oxford tutorial system online if you want to use it with globally distributed students - Easy to experiment with new ideas and tools – a low risk way to incorporate new tools and ideas into your teaching - Manage your materials – if all your course information is on Moodle this is easy access this year after year - Other features and tools: Course calendar – use this to flag important events to everyone on the course Profiles and contact information – help students and staff get to know each other at the start of the course, also hold information about course team and students in one place Deliver content – post up slides etc Video and audio – many academics find it easy to record lectures as podcasts or even arrange for videos of lectures or special events– posting these online and making it available to students is straight forward with Moodle Group tools for students – there are many tools that students can use for collaboration with each other e.g forums, wiki and chat B TEACHING PROCESS ON GNOMIO WEBSITE FOR IMPROVING LEARNER’ ENGLISH VOCABULARY This part presents teaching process and the result of the study Participants The study was conducted in Dong Son high school 50 students were selected out of 88 students from class 10A6 and 10A1 through the general test The students were divided into two groups: experimental group and control group with 25 each These participants were not randomly selected but they belong naturally to two available class: 10A6 and 101, one of which the researcher has been in charge of since the beginning of the school year The same characteristic of these two groups is that they are both non-major English students They studied only one course book “TIẾNG ANH 10” by the education editor house The experimental group of class 10A6 studied with the support of Class Gnomio Website and Power Point Presentation while the control group of class 10A1 received paper-based materials and usual mode of vocabulary teaching Materials As for the purpose of present study, the materials in the experimental study used 10th Grade English Textbook as the main course book There are sixteen topics in this course book, all of them are to present and practice vocabulary and 13 grammar, as well as develop four language skills (listening, speaking, reading and writing) Vocabularies in the 10th Grade English Textbook are learnt by topics These are sixteen topics corresponding with the sixteen units However, only four units were chosen for the experiment, from unit to unit 12 - Unit 9: Undersea World - Unit 10: Conservation - Unit 11: National parks - Unit 12: Music There were four lessons during the experiment (one lesson per week) The lesson plans which were used in this study were designed and selected based on the course book presented in the Gnomio website of Moodle The conventional method of teaching vocabulary was taught in the class 10A3 So, class 10A1 experienced the paper based instruction Therefore, the even units were selected to be taught after a session for introduction and pre-test administration at the beginning of the class Moodle materials were extracted and adopted from the websites searched in the Google search engine The Moodle materials included extra glosses such as pictorial, animation, and audio-visual materials Procedure Two classes were chosen after administrating a general test Two groups of control and experimental Moodle were assigned to participate in the six periods instead of six optional period( one optional period for one week) to focus on vocabulary, four periods for teaching, one period assigned for pre-test, and one period assigned for post-test Control group dealt with the conventional course book and did not use any software, while other groups reviewed each type of gloss, textual, pictorial, or textual pictorial, animation, and audio-visual materials, as the definition for the words presented on moodle class website During four periods of instruction under supervision of the instructor, 45 minutes each, and then the post-test was administered There are plenty of authentic materials which some are designed to use online and some are offline However, materials to teach English, particularly English vocabulary are not very easy for teachers to search and find activities both useful and creative To this end, the author – the designer of the class website has carefully selected creative activities authentic materials and upload on the class website where are much easier for both teachers and students to access in classroom, no need to jump from this website to another in the class time All the materials are divided and arranged based on the topics of the lessons However, teaching a word is not only inside class but also outside class, the study, therefore, mentioned learners to use online not only inside the class but also ‘Self 14 study’ and ‘Assignment’ are for outside class, learning and practicing at home or any places and any time with the internet The pages provides students with plenty of useful information about related topic of the lesson, they can use the vocabulary they have learnt to get the best understanding, by this way, they can use the vocabulary in context correctly In this course, teacher was supposed to be the designer, the instructor and the advisor As the designer, she firstly had to think about how the website would be, what the contents would be used, and the teacher herself who finishes the website from its pregnancy up to the now with the help of some friends As the instructor, the teacher instructs students to learn Each learner has an account to sign in the web Each team appointed the team leader who gets the administrator account to post the final team work to the website This instructor then assigned tasks for teams to complete in given time The teacher also asked the team leader to take responsibility for the completion of the assignments As an advisor, the teacher is online at fore set time to help particular work and team work 4.1 DESIGN OF THE GNOMIO CLASS WEBSITE ON MOODLE FOR THE VOCABULARY CLASS Before having had learners to participate in the lesson, the teacher set up a Gnomio class website on Open-Source Moodle, which is free for all users then instruct learners to set up accounts in the web for learning The teacher also can help learners by adding their new accounts To know how to set up a web on Gnomio, we can watch this video Setting up a website on gnomio To http://www.youtube.com/watch?v=rxZ9NqcLm50 For designing and how to use the web, watch this video 15 https://www.youtube.com/watch?v=FaJXNNeAceE 4.2 Lesson plan of period Vocabulary of Unit 9: Undersea World (as an optional period): Teacher’s activities I Stabilization - asks learner to turn on the computer Then access to the web khuongnga.gnomio.com - checks learners’ attendance presented on the web by their accounts Students’ activities - Turn computer on and sign in the web -access to the course - have the earphone wore II New lesson Activity 1: Warm-up -Asks learners to click the file: THE - enjoy the video BEAUTY OF THE UNDERSEA WORLD and watch it to get to know about the undersea world Activity 2: Presenting vocabulary - Asks learners to click file presenting - look and read the words loud vocabulary to learn and remember the word - write the words in the notebook  gulf (n) / gʌlf / : vịnh biển  gulf (n) / gʌlf / : vịnh biển  sample (n) ['sɑ:mpl] : mẫu vật  sample (n) ['sɑ:mpl] : mẫu vật  oversized (a) ['ouvəsaiz] :to khổ  oversized (a) ['ouvəsaiz] :to  tiny (a) ['taini] : nhỏ xíu khổ  investigate (v) [in'vestigeit]: điều tra ,  tiny (a) ['taini] : nhỏ xíu nghiên cứu  investigate(v)[in'vestigeit]:  challenge (n/v): ['t∫ælindʒ] thử thách điều tra , nghiên cứu  biodiversity (n) : đa dạng sinh học  challenge(n/v):['t∫ælindʒ] thử thách  submarine (n) [,sʌbmə'ri:n] tàu ngầm  biodiversity (n) : đa dạng sinh  water current(n) : dòng nước học at stake = at risk : bị đe dọa  submarine (n) [,sʌbmə'ri:n] : tàu ngầm  water current(n) : dòng nước at stake = at risk : bị đe dọa 16 Activity 3: enlarge vocabulary -Asks learners to listen to the SONG and -Enjoy the song, guess the meaning focus on these words of the words -Blue whale -Mammal -Ocean -Krill -Animal Activity 4: Practice - Teacher asks learners to the task in the - Do the task file word posted on the web - The answer must be handed in within - hand in the answer in the time minutes in the forum from users required Activity 5: Practising to pronoun the words -Asks learner to practise to pronoun the -Practise on the class words -Pracrise at home 17 Activity 6: Homework - Asks learner to homework in group Do homework in group at home appointed - reminds group to check time for Hand in the work on the accepted homework time In the last period, an immediate post-test was administered to the two groups by the researcher based on the materials taught in the classroom to assess the effect of the teaching vocabulary in two groups Chapter IV CONCLUSION 4.1 Conclusion In the present study, the author has conducted as an experimental research which apply web-based activities on a class website to enhance the effectiveness of English vocabulary teaching at Dong Son high school The study was carried on 10th grade students The findings show that the students who participated in the web-based program made more significant improvement in their vocabulary acquisition compared to those who took part in traditional paper-based group However, the significant difference could not be enough to come to conclusion that the web-based program is much more effective than traditional paper-based program, because it is this research’s limitation in terms of sample size and other uncontrollable variables But the significance of the findings lies in the fact that students had favorable attitudes towards the web-based programs which motivated them during the study Moreover, the study also provides information related to problem faced by the students during the experiment of the web-based program Consequently, these problems will be considered in the future researches in the field The results of the study lay foundation for further research in a wider range of population and varying English proficiency levels The study is hoped to increase the interest of the use of new Information Technology tools in English Language Teachers for better quality of education in Vietnam 4.2 Implication The findings of the study imply that the class website can serve as an 18 effective tool to help English vocabulary teaching and learning However, technology is merely a tool, not a method, so it should be used to serve the purpose of teaching and learning As web-based activities has proved in this study to be effective in improving students’ vocabulary acquisition, it is advisable for it to be introduced widely at difference language proficiency levels However, the teacher is advised to be considerate and flexible in designing adopting web-based activities for his/her students Whatever the design may come out, the following factors should be observed to make sure that such a method comes into effect: First, it is necessary to analyze students in terms of their English proficiency levels, and needs Students also need to have certain knowledge of Information Technology, as in the present study, the subjects are surely have basic computer skills and Internet skills as well Secondly, the class website needs to be well-designed in terms of its aims and objectives which should be clear to the students at the beginning of the course Lastly, the most important things are the creative and plentiful web-based activities that motivate students to learn 4.3 Limitations of the study Despite the significant findings of the study in terms of students’ improvement in vocabulary acquisition and their favorable attitudes towards the use of the class website, it should be admitted that the study has following limitations The first limitation is the size of the experiment; the study involved two groups of 50 participants Therefore, only 25 students received the experimental treatment The second limitation lies in the fact that the web-based program was conducted for a period as short as six weeks with classes held once a week for vocabulary This time limit made a hedge for the researcher to study the participants’ background such as their personality, motivations and so on The results gained may due to the fact that students learn their lessons in out-of -class time 19 References Abbey, B (2014) Instructional and cognitive impacts of Web-based education Texas A_m University-Commerce Hershey, USA Allen, J.P.B., and Corder, S.P (1975) Papers in Applied Linguistics II London Oxford University Press Bell, S (2010) Project-Based Learning for the 21st Century: Skills for the Berne, J I., & Blachowich, C L Z (2008) What reading teachers say about vocabulary instruction Voices from the classroom The Reading Teacher, 62(4), 314–323 Busch, H J (2003) Computer Based Readers for Intermediate ForeignLanguage Students Educational Media International, 40 (3-4), 277185 Hiep, P H (2007) Communicative language teaching: Unity within diversity ELT Journal, 61 (3) Huckin, Second Language Vocabulary Acquisition Cambridge University Press Hunt, A., and Beglar, D (1998) Current research and practice in teaching vocabulary.Retrieved from: http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/jan/hunt.html [Ac ces sed April 2017] in Project-Based Learning Instructional Science 37(6) 565-578 Retrieved from Springer Link Accessed May Khan, B (1997) Web-based instruction Educational Technology Publication Englewood Cliffs, Newyork, USA 10.Laufer.B., and Hulstijn L (2001), “Incidental Vocabulary Acquisition in a Second Language”, The construct of Task-Induced Involvement Applied Linguistics, (22-26) 11 Nation, I.S.P (2001) Learning Vocabulary in Another Language Cambridge University Press Robert A Cole.(20 ) Issues in Web-Based Pedagogy A critical Primer 12.Son, J B (2008) Using Web-based language learning activities Computer assisted language learning, 4(4), 34-43 13.Son, J.-B (2008) Using Web-based language learning activities International Journal of Pedagogies and Learning, 4(4), 34-43 14.Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press 15.Wilkins (1972) Vocabulary Learning and Teaching: Pedagogy, Research, and Resources 20 ... learning vocabulary also helps students master English for their purposes The study, therefore, combines the using web based activities and teaching English vocabulary to make learners’ vocabulary. .. try to learn them by heart During the lessons learners find many new words in the text and then ask their teachers to explain the meaning and usage As a result, the learners feel bored in vocabulary. .. addition, the study has many implications in the field of Education Due to the dominance of lecture based traditional instruction in teaching, many students are loosing their interest in studies The