Web based activities for improving learners english vocabulary a case study of the tenth grade students at anh son 2 high school

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ LƯƠNG WEB-BASED ACTIVITIES FOR IMPROVING LEARNERS’ ENGLISH VOCABULARY A CASE STUDY OF THE TENTH GRADE STUDENTS AT ANH SON HIGH SCHOOL MASTER’S THESIS IN EDUCATION Nghệ An, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ LƯƠNG WEB-BASED ACTIVITIES FOR IMPROVING LEARNERS’ ENGLISH VOCABULARY A CASE STUDY OF THE TENTH GRADE STUDENTS AT ANH SON HIGH SCHOOL Major: Teaching English to Speakers of Other Languages (TESOL) Code: MASTER’S THESIS IN EDUCATION SUPERVISOR: Trần Bá Tiến, Ph.D Nghệ An, 2017 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Author Nguyen Thi Luong ACKNOWLEDGEMENTS This thesis would not have been possible without the support of many people First, and foremost, I would like to express my gratitude to Dr Tran Ba Tien, my supervisor, who directly instructed and helped me carry out the study His support, detailed feedback and enthusiasm encouraged me over the time of conducting the study Second, I would really thank my student Tran Manh Cuong for his friendliness, generous assistance, which contributed significantly to the designing of the web on Moodle of the study Next, I would like to show my special thankfulness to Anh Son high school students who helped me to carry out the experimental study Last but not least, I would like to devote my special thanks to my dear family for their love and encouragement during the process of the study ABSTRACT There has been exciting and serious progress in the field of computers for teaching English Identification of the most effective methods is essential to make teaching and learning more efficient The purpose of this study is to investigate the effects of using multiple content forms in web-based activities on students’ English vocabulary learning The study, therefore, deals with the fundamental learning activities for improving learners’ English vocabulary as they are practiced by students in the contexts of web-based activities The activities are interacted with students with the help of the Open Source Moodle as an educational tool to create an online class to meet the need of interesting and various learning materials for remembering and acquiring English vocabulary Moreover, Web-based activities constitute an easy-touse way for learning management and they make the internet a useful tool for education Our tenth grade students were very interested in the use of technology in some aspects of their lives Also, Anh Son high School -where the study was conducted- has placed emphasis on technology as part of its curriculum So, I decided to involve students in the implementation of an English project that focused on technology and helped them enlarge their vocabulary Through this experience I wanted to explore how the perspective of the teaching learning process in a foreign language could change our practices in the classroom, as well as get students to realize the advantages of using the internet for some educative purposes To achieve the above aims, in this study the action research method is employed with an intervention program in the form of designed lesson plan was used for the treatment of experimental group of 25 students in class 10A1 from Anh Son high school The control group consists of 25 students from class 10B in the same school that has the similar level of English In this thesis I describe the implementation of the project, the characteristics of the tenth grade participants, the main question and objectives, the implementation of the project in a real context, how the literature review was conceived and the results obtained during the process In the last section of the thesis I present the conclusions and the pedagogical implications It is hoped that this thesis will be useful for many students who want to improve their English vocabulary and teachers who like to use web-based learning to inspire their students TABLE OF CONTENTS Statement of Authorship Acknowledgements Abstract Table of contents ……………… .1 List of abbreviations List of tables Table of figures .6 CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Methods of the study 10 1.4 Scope of the study 10 1.5 Design of study .12 CHAPTER II: LITERATURE REVIEW 12 2.1 Vocabulary in language teaching and learning 12 2.1.1 Definition of vocabulary 13 2.1.2 Components involving vocabulary instruction 16 2.1.2.1 Components of vocabulary .17 2.1.2.2 Techniques to teach English vocabulary as a foreign language .19 2.1.3 Methods of teaching vocabulary .20 2.1.3.1 Grammar-translation 20 2.1.3.2 Direct Method 22 2.1.3.3 Audio lingual method .23 2.1.3.4 Communicative Language Teaching 24 2.1.4 Techniques in Remembering Vocabulary 26 2.2 Web-based Instruction 27 2.2.1 Definition of web-based instruction 27 2.2.2 Types of web-based learning activities .27 2.2.3 Web-based learning and vocabulary teaching 28 2.2.4 The Role of Multimedia in Vocabulary Learning .29 2.2.5 The Computer as a Teaching Tool .30 2.2.6 The World Wide Web as a Resource of Language Teaching Materials 32 2.3 The Moodle and Gnomio Website 37 2.3.1 Definition of Moodle 37 2.3.2 Philosophy 38 2.3.3 Advantages of moodle .38 CHAPTER III: METHODOLOGY 41 3.1 Research questions 41 3.2 Participants 41 3.3 Instrumentation 42 3.3.1 General Test 42 3.3.2 Pretest and posttest 42 3.3.3 Survey questionnaire 43 3.4 Materials .44 3.5 Procedure .50 CHAPTER IV: DATA ANALYSIS AND DISCUSSION 55 4.1 Results 55 4.1.1 Research question 55 4.1.1.1 General English test .55 4.1.1.2 Pre-treatment vocabulary test 56 4.1.1.2.1 Pronunciation 56 4.1.1.2.2 Word use 58 4.1.1.3 Post- treatment vocabulary test .58 4.1.1.3.1 Pronunciation .59 4.1.1.3.2 Word use .60 4.1.2 Research question 66 4.2 Implication 67 CHAPTER V: CONCLUSION 69 5.1 Conclusion 69 5.2 Limitations of the study 69 REFERENCES .70 APPENDICES .75 APPENDIX 75 APPENDIX 76 APPENDIX 77 APPENDIX 78 APPENDIX 79 APPENDIX 80 APPENDIX 81 APPENDIX 83 APPENDIX 85 APPENDIX 10 88 APPENDIX 11 89 LIST OF ABBREVIATIONS ALM: Audio Lingual Method EFL: English as Foreign Language ESL: English as Second Language ICT: Information and Communication technology GTM: Grammar-Translation Method NRP: National Reading Panel TBL: Task Based Learning WBLL: Web-Based Language Learning WBI: Web-Based Instruction A18 B18 A19 B19 A20 B20 A21 B21 A22 B22 A23 B23 A24 B24 A25 B25 APPENDIX THE SURVEY QUESTIONNAIRE’ SCORE Item Item Item Item Item Item Item Item Item Item 10 A1 4 4 A2 3 4 A3 5 4 A4 2 5 A5 4 4 A6 5 5 A7 5 5 5 A8 5 4 A9 4 A10 5 4 A11 2 4 4 4 A12 5 4 3 4 A13 5 2 5 A14 5 5 A15 5 4 4 5 A16 5 5 80 A17 5 4 A18 4 5 A19 4 4 A20 4 3 A21 5 4 4 A22 4 5 5 4 A23 4 5 A24 4 5 5 5 A25 2 5 APPENDIX 7: GENERAL TEST SỞ GD & ĐT NGHỆ AN TRƯỜNG THPT ANH SƠN ĐỀ CHÍNH THỨC ĐỀ THI KSCL HK1, NĂM HỌC 2016-2017 Môn thi: TIẾNG ANH – Lớp 10 Thời gian làm bài: 45 phút (không kể thời gian giao đề) Số báo danh: ………………………………… Họ, tên chữ ký GT: MÃ ĐỀ: 100 ============================================= Pick out the words underlined part is pronounced differently from that of the others A dinner B drink C child D children A son B above C convenience D wonderful A flood B good C foot D look A marvel B package C father D guitar Choose the best answer Dennis used _ a lot a year ago A to smoking B to smoke C at smoking D in smoke They _ dinner at home on Saturdays A haven’t had B didn’t had C don’t have D doesn’t have Nam - “ _ you often go to school?” Hoa - “At 6.30 every morning.” A How B With whom C Who D What time A- “What’s your favourite at school?” B - “English, of course.” 81 A topic B subject C lesson D theme They enjoy _ tennis A playing B play C to play D to playing 10 They refuse _ to their father A listen B to listening C to listen D listening 11 A: “Could you help me move this television, please?” ~ B: “ ” A No, thanks B Yes, I am C No, I’m rather busy D Yes, of course 12 Marie Curie was .a Nobel prize in Chemistry in 1911 A received B awarded C gained D obtained 13 When she ., they _ A had arrived / had already left B had arrived / already left C arrived / had already left D arrived / already left 14 Without the Braille Alphabet, it would be very difficult for A the disabled B the blind C the mute D the deaf 15 John is always late for class, makes the teacher annoyed A this B which C what D that 16 Mr Nam, _ is sitting in front of the computer, is my former teacher A whom B who C which D that 17 The new building _ for years A builds B has been built C is built D has built 18 We her since she left home in 1993 A haven't seen B didn't see C wasn't seen D haven't been seen 19 all my warnings, he tried to fix the computer himself A Although B Instead of C Because D In spite of C had left D doesn’t leave 20 He will be late if he now A have left B don't leave Rewrite the following sentences without changing the original meaning 21 They have built this house for two months => This house _ 22 The man has come here He used to be a doctor => The man who 23 I last met him two years ago => I haven’t _ 24 “I am going to Ha Noi soon.” She said => She said that _ Read the passage carefully then choose the correct answers: Marie Curie, the Polish - born chemist, was a courageous and determined woman She was born on November 7th, 1867 She left her home for Paris to pursue her interest in science Living in poverty, she still managed to graduate at the top of the class She met Pierre Curie shortly after graduation and married him a year later Together, Pierre and Marie formed the most famous husband-and-wife partnership in science history They discovered the radioactive elements, Polonium and Radium They were 82 awarded the Nobel prize for Physics in 1903 25 How old was Marie Curie when she won the Nobel Prize? => _ 26 She was very rich when she lived in Paris A true B false 27 The word "determined" in line means most nearly A honest B resolute C found out 28 Was she a talented scientist? => _ D brave THE END APPENDIX 8: VOCABULARY PRETEST PART 1: PRONUNCIATION Choose the word whose underlined part has a different pronunciation from the others in each group: 1/ A excursion 2/ A wonder 3/ A hour 4/ A various 5/ A forest B promotion B period B height B bad B sell C occasion C company C hell C hang C very D intention D ton D head D jam D left PART 2: WORD USE I Choose the best answer A, B, C or D for each sentence: Marie Curie was … the Nobel Prize in chemistry for determining the atomic weight of radium A won B awarded C dedicated D devoted She .the dream of a scientific career A passed B built C put D harbored She took …………the position that her husband had obtained at the college A on B to C up D in The farmer leads the to the field everyday A buffalo B tiger C dog D elephant Before planting anything in their fields, farmers normally _ and harrow the land A water B dry C plough D grow 83 “ Which _ are you good at?” – “I think I’m doing well in Math and English.” A studies B topics C hobbies D subjects is it to the post office? ~ About two hundred meters A How far B How long C How often D How much Marie Curie a Nobel Prize in Chemistry in 1911 A awarded B was awarded C had awarded D had been awarded The child had walked for long distance and asked her mum for a short …………… A rest B break C interval D stop 10 The farmer leads the to the field everyday A dog B elephant C buffalo D tiger 11 She .the dream of a scientific career A harbored B built C put D passed 12 She took …………the position that her husband had obtained at the college A to B on C in D up 13 Marie Curie was … the Nobel Prize in chemistry for determining the atomic weight of radium A dedicated B devoted C won D awarded 14 In the 19th century, it was ………… for a woman to become a doctor A incapable B impossible C couldn’t D can’t 15 , we’ll arrive before dark A Hope B Hopeful C Hopefully D Hopefulness II Read the passage below carefully, and then select the correct option A, B, C or D: The World Wide Web was developed by British physicist and computer scientist Timothy Berners-Lee as a project within the European Organization for Nuclear Research (CERN) in Geneva, Switzerland Berners-Lee combined several existing ideas into a single system to make it easier for physicists to use data on the Internet Most important, he added multimedia—the ability to include graphics—to the hyperlink concept found in a previous Internet service known as gopher Berners-Lee had begun working with hypertext in the early 1980s An early prototype implementation of the Web became operational at CERN in 1989, and the idea quickly spread to universities in the rest of the world Groups at the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign researched and extended Web technology They developed the first browser that was used at many sites, named Mosaic, in 1993 To allow the Web to be accessed from a wide variety of computer systems, researchers built multiple versions of Mosaic Each version was designed to be used with a specific operating system, the software that controls the computer Within a year, computer programmer Marc Andreessen had formed a commercial company, Netscape Communications Corporation, to build and sell Web technologies 1/ The World Wide Web was developed by A an American B a British C a Canadian D a French 2/ The scientist who developed the World Wide Web was majoring in 84 A math and physics B math and computer C computer and physics D math, physics and computer 3/ Which word means “a connection that allows you to move easily between two computer documents or two pages on the Internet”? A graphic B datum C project D hyperlink 4/ “multiple” in the reading means A plural B single C only D numerous 5/ Which word in the reading means “the instructions which control what a computer does; computer programs”? A version B software C technology D concept APPENDIX 9: VOCABULARY POSTTEST PART 1: PRONUNCIATION Choose the word whose underlined part has a different pronunciation from the others in each group: A historical A champion A motion A found A must B arrival B school B position B south B natural C brilliant C chemistry C production C mountain C hunt D still D headache D decision D wound D fun PART 2: WORD USE I Choose the best answer A, B, C or D for each sentence: Up to now, we have hardly estimated the _that our country suffered during the war A destroy B destroyable C destructive D destruction Cuc Phuong national park is _160 km south west of Ha Noi A located B established C abandoned D lied Music is a wonderful kind of , which is the passion of many people, young and old alike A entertain B entertainer C entertainment D entertaining Our achievements are something to be proud A for B at C of D in These films cannot be You had better have the photographer retake them 85 A develop B development C developer D developed There’s an film on at the local cinema A interest B interesting C interested D interestingly heavy rain, we went on a picnic A Although B Despite C Though D Because of There are many cultural in Hanoi A sites B spaces C marks D points Some giant companies tend to buy small firms to expand their business A very big B broke C very tiny D endless 10 Without plants, most water would run off as soon as it falls, taking away valuable soil A supplying B recovering C removing D holding 11 When the wastes are poured onto the atmosphere, the air becomes contaminated and unpleasant A dense B dirty C pure D spoiled 12 Success is dependent _ how hard you have worked A upon B into C onto D out of 13 She is a popular singer but her records have never got into the top ten A delightful B famous C proud D ideal 14 The World Cup is considered the most popular sporting event in the world A organized B competed C witnessed D regarded 15 How many countries took part in the first World Cup? A interested B participated C competed D cooperated II Read the passage, and then choose the correct answer The FIFA World Cup, sometimes called the Football World Cup or that Soccer World Cup, but usually referred to simply as the World Cup, is an international football competition contested by the men’s national football teams of member nations of the Federation Internationale de Football Association (FIFA) The championship has been awarded every four years since the first tournament in 1930, except in 1942 and 1946, due to World War II However, the event is often on going, as the qualifying rounds of the competition take place over the three years preceding the final rounds Since 1991, FIFA has also held the Women’s World Cup on the similar four-year schedule The tournament’s final phase, which is often called the World Cup Finals, involves thirty-two national teams competing at several venues within the host nation or nations over a period of about a month It is the most widely-viewed sporting event in the world, with 1 billion people watching the 2002 tournament final In the eighteen tournaments held, only seven nations have won Brazil is the most successful World Cup team, having won the tournament five times The current Cup holder, Italy, 86 follows with four tittles, while Germany holds three The other former champions are Uruguay and Argentina with two titles each, and England and French with one title each Only two teams from outside these two continents, Europe and South America, have ever reached the semi-finals of the competition: the USA in 1930 and South Korea in 2002 The most recent football World Cup Finals were held between June and July 9, 2006 in Germany, where Italy was crowned champions after beating France 5-3 in a penalty shootout According to the text A any football teams can take part in the World Cup tournaments B only football teams which are the members of FIFA can take part in the World Cup tournaments C teams of any football clubs can also take part in the World Cup tournaments D the World Cup is a competition for amateur players Which sentence is true? A The Second World War had not influenced the World Cup tournaments B Since the first World Cup, there has been no interruption of the tournaments C Because of the Second World War, the World Cup tournaments in 1942 and 1946 were cancelled D Although the Second World War happened the World Cup tournaments in 1942 and 1946 were still held How long the qualifying rounds of the World Cup take? A one year B two years C three years D four years How many World Cup tournaments were held? A 18 B C D 32 From the text we learn that _ A The USA won the World Cup trophy once B More than half of the world population enjoyed the 2002 tournament final C Germany is the most successful team D France was the runner-up in the 2006 tournament final - THE END - 87 APPENDIX 10: SURVEY QUESTIONNAIRE Learners’ Perceptions toward the Web-based Activities for promoting English vocabulary Using the scale below, please indicate your response to each of the items that follow by circling the number that best describes your feeling SCALE: = Strongly Agree, = Agree, = Neither Agree nor Disagree, = Disagree, = Strongly Disagree I learned a lot from the Web-based activities 2 Web-based activities made me feel more involved with the class I like the online activities in the class web site 4 The experience in web-based language learning 4 made the course more interesting I would like to use more wed-based activities during class time I would like to access wed-based activities myself outside class time 88 Wed-based activities made me easier to remember 4 4 vocabulary Wed-based activities gave me chance to review and practise at home The class website motivated me to learn English more 10 The class website was well-designed with good link and plentiful content APPENDIX 11: SUGGESTED WEB PAGES TO PROMOTE VOCABULARY Vocabulary Notebooks Students often have vocabulary learning notebooks that are merely random lists of words with their translations However, vocabulary learning notebooks can be used in more effective ways Various web pages have suggestions for how to this - A template for a vocabulary notebook page (http://www.eslflow com/Notebook.pdf) This template can be printed out and used as pages for a vocabulary notebook - Creating Vocabulary Notebooks (http://heartofwisdom.com/Guide/ Vocabulary.pdf) This site has suggestions for making a vocabulary learning notebook - Word Surfing Notebook (http://wordsurfing.co.uk/resources/ WORDSURFING-VOCABULARY-NOTEBOOK.pdf) This is a“notebook” that can be printed out and bound together with a explanation of how to “word surfing” (a strategy using a notebook to learn vocabulary by recycling it, using it in context etc.) and pages for the student to record words to learn Word Lists and Word Frequency Resources When making or using materials, it is useful for teachers to have guidelines as to what works are likely to be difficult for students and therefore what words students may have to be taught Word lists of 89 various types are useful for this purpose It is also useful for teachers to have lists of words that are useful in academia in general and in various fields, lists of irregular verbs, etc Such lists are available online - Common Irregular Verbs (http://www.rong-chang.com/ irregularverbs.htm) This is a list of common irregular verbs in alphabetical order with their simple past and participle forms and links to their dictionary definitions - Countable Nouns-Irregular Plurals (http://www.rong-chang.com/ irregular_plurals.htm) This is a list of irregular plurals - English Vocabulary Word Lists (http://www.manythings.org/ vocabulary/lists/b/) This site provides sets of word lists, including beginning word lists (colors, days of the week, months, etc.), basic vocabulary (adjectives for people, cooking, family members, geography, transportation), business vocabulary, and large or comprehensive vocabulary lists (3000 most frequent words in American English, a core vocabulary of more than 20,000 words, etc.) In some cases, there are choices of “Things you can with these words,” which includes Hangman, Guess the word, and Concentration that make use of the words on the list Some of these can be played competitively with other students The games themselves can be found at http://www.manythings.org/ vocabulary/ JACET 8000 Word List The JACET 8000 word list is a very important and useful tool for English language teachers It was developed based on the British National Corpus (a 100 million- word corpus that includes different type of spoken and written language) and adjusted to reflect Japanese students’ English vocabulary It is divided into eight levels of 1000 words each Depending on the level of vocabulary of your students, you can find out what words in a particular text might give students problems There are two websites where teachers can use the JACET 8000word list - JACET 8000 Level Marker (http://www.tcp-ip.or.jp/~shim/ J8LevelMarker/j8lm.cgi) On this website, you can enter a passage and get a result showing the passage with the levels of the words 90 in a text color-coded and with their level identified with a number This result can be used as a guideline as to which words in a text students may need to be taught - V8an-Revised web edition (http://www.tcp-ip.or.jp/~shim/j8web/ j8web.cgi) On this website, you enter a text and submit it for analysis The results include a chart of types and tokens at each of the levels, plus words not on the list, contractions, non-words, and proper nouns, along with the type/token ratio This can be used to give you an idea of whether a text may have too many unknown words for your students It also has a list of words and their frequency at each of the eight levels, plus the other words, which will help you interpret the chart and which can be used to decide which words might need to be taught - Academic Vocabulary (http://www.nottingham.ac.uk/~alzsh3/ acvocab/) The Academic Word List is a list developed to help students of English learn useful academic words It is divided into ten sublists based on frequency The word list is based on a corpus of 3.5 million words made up of academic texts from arts, commerce, law, and science Detailed information about the list and how it was developed can be found at http://www.victoria ac.nz/lals/resources/academicwordlist/information.aspx) The Academic Vocabulary website has the ten sublists, a highlighter and gapmaker, and exercises based on the word list Using the highlighter, teachers can enter a text and the words on the Academic Word List will be highlighted The gapmaker can be used to turn a text into a cloze exercise with gaps for words from the list Flashcards There are also websites with printable flashcards, with pictures, which students can use in class as part of their classroom activities or on their own to learn words and test arranged themselves on what they have learned Some of these are by some principle such as subject, and others help with a particular type of word, such as irregular verbs - Free ESL Flashcards (http://www.eslflashcards.com/) This site has printable flashcards on a variety of subjects - Irregular Verbs Flashcards 91 (http://www.englishpage.com/ rregularverbs/irregular_verb_flashcards.html) This site has online flash cards for 100 irregular verbs - Free Printables for Teachers Flashcards (http://www.mes-english com/flashcards.php) This website provides a huge collection of printable flashcards, categorized by topic (chores, body parts, daily routines/activities, rooms in the house, etc.) and parts of speech (adjectives, plural nouns, passive verbs, prepositions, questions words, etc.) The page also has suggestions for how the teacher can use the flash cards to teach different grammar points along with vocabulary and other suggestions for how to use flashcards Teaching Collocations Collocations are words that tend to occur together For example, the word strong is often used to modify the word coffee, but the word heavy is not, and you would say, “I did my homework,” but not “I made my homework.” In order to be able to use words that they have learned, students need to know the collocations in which they commonly occur There are webpages which help teachers introduce collocations and help students learn to be aware of - “Helping ESL Learners to Minimize Collocational iteslj.org/Techniques/Taiwo-Collocation.html) This paper them Errors” (http:// explains what collocations are, why they are important, and gives suggestions for making students more aware of collocations and how to use them - Collocations Used with Miss, Get, Do, and Make (http://esl.about com/library/vocabulary/blcollocation_5.htm) This is a quiz for collocations with miss, get, do, and make, with a link to quizzes for collocations for other very common words “TeachingESLVocabulary”(www.uniroma2.it/didattica/englishSSIS/deposito/Les son_2.ppt) This site has the PowerPoin slides for a presentation on collocations, including what collocations are, what types there are, and how to teach them - Matching and Collocation Worksheets (http://www.esl-galaxy.com/ collocation.html) This site has beginning and intermediate worksheets on 92 collocations - Collocations (http://www.englishcorner.vacau.com/vocabulary/ vocabulary.html#colls) This site includes exercises related to adjective-noun collocations, academic collocations, and common collocations In addition to the sites listed above, there are sites that students can use independently Interactive Activities Many sites have interactive activities for students, such as quizzes and puzzles, which they can online - LanguageGuide.org English (http://www.languageguide.org/english/) This is a webpage with pictures in a variety of categories (for example, the body, family, clothing, food, animals, art) Learners can move the mouse over pictures, hear the English word spoken, and see it displayed on the screen - Irregular verbs (http://www.rong-chang.com/irregular_verbs_ex.htm) These are interactive practice exercises for irregular verbs, presenting sentences with blanks and hints if requested - Paint by Idioms (http://www.funbrain.com/idioms/) This is a game for learning idioms - Eye on Idioms (http://www.readwritethink.org/files/resources/ interactives/idioms/) These exercises are sentences which students complete from a list of idioms - Vocabulary is Fun (http://www.vocabulary.co.il/) This is a large and useful site with crossword and word search puzzles, vocabulary quizzes on 16 topics (business and money, movies, opposites and synonyms, etc.), a matching game, and so on - Vocabulary Games (http://eslbears.homestead.com/Contact_Info html) This website contains large collection of games and links to games related to vocabulary The games include Hangman, crosswords, and geography games - Vocabulary Practice with Pictures (http://eslbears.homestead.com/ Card.html) This site provides links to vocabulary practice exercises and activities, some of 93 which make use of pictures, on various topics including colors, opposites, and numbers - English Vocabulary Games with Pictures (http://www.manythings org/lulu/) This is a collection of games on various topics, including animals, sports, and houses and parts of speech - Academic Vocabulary Quizzes (http://www.eslgold.com/vocabulary/academic_quiz.html) This site has vocabulary quizzes ― matching and odd one out - Vocabulary Quizzes (http://www.eslgold.com/vocabulary/quizzes html) This is a very large collection of vocabulary quizzes arranged by level of difficulty, including low beginning (family, group nouns, colors, adverbs that are often confused, and so on), high beginning (jobs, nationalities, opposites, school subjects, and so on), low intermediate (food, transportation, opposites, problem words, and so on), high intermediate (opposites, plants and animals, baby animals, What is it used for?, and so on), and advanced (basic 2000 words and similar or opposite words) Online dictionaries The following are dictionaries that students can consult online There are a wide variety of dictionary sites online, and I am including only a few that I have found useful -Dictionary.com (http://www.dictionary.com) This site combines a variety of dictionaries with a thesaurus, an encyclopedia, and a translator - Cambridge Dictionaries Online (http://dictionary.cambridge.org/) On this site, students can search the Cambridge Advanced Learner’s Dictionary, as well as dictionaries of phrasal verbs, idioms, and American English - Online Etymological Dictionary (http://www.etymonline.com/) searchable or browsable dictionary lists words with an explanation came from and when they were first used 94 This of where they ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN THỊ LƯƠNG WEB- BASED ACTIVITIES FOR IMPROVING LEARNERS? ?? ENGLISH VOCABULARY A CASE STUDY OF THE TENTH GRADE STUDENTS AT ANH SON HIGH SCHOOL Major:... introduce the vocabulary in a passage, or as a review of vocabulary already covered A great many websites have games and puzzles for language teaching Some are pre-made and can be used as they are; others... effectiveness of web- based activities in the mode of online annotation Moodle on the vocabulary learning of students in Anh Son high school The study has many implications in the field of Education Due