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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN YEN KHUE THE EFFECTS OF QUIZLET ON PUPILS'''' VOCABULARY LEARNING IN GRADE 2 OF PHUOC NGHIA PRIMARY SCHOOL Field: Theory
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN YEN KHUE THE EFFECTS OF QUIZLET ON PUPILS' VOCABULARY LEARNING IN GRADE 2 OF PHUOC NGHIA PRIMARY SCHOOL Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Dr Nguyen Tien Phung BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN TRẦN YÊN KHUÊ TÁC DỤNG CỦA QUIZLET ĐẾN VIỆC HỌC TỪ VỰNG CỦA HỌC SINH LỚP 2 TRƢỜNG TIỂU HỌC PHƢỚC NGHĨA Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh Code: 8140111 Ngƣời hƣớng dẫn: TS Nguyễn Tiến Phùng i STATEMENT OF AUTHORSHIP I hereby certify that the thesis titled “The effects of Quizlet on pupils‟ vocabulary learning in Grade 2 of Phuoc Nghia Primary school”, is entirely my own original work except where otherwise indicated I have not used any sources other than those listed and identified as references I further declare that I have not submitted this thesis at any other institution in order to obtain a degree Quy Nhon, December , 2023 Student Tran Yen Khue ii ACKNOWLEDGEMENT First of all, I express my deep gratitude to my supervisor, Dr Nguyen Tien Phung, who was always available to support me not only academically but also spiritually, for his words of encouragement and constructive suggestions, great support, patience, and time in guiding and supporting me throughout the process I would like to thank lecturers from the Pedagogy Department and the Foreign Language Department at Quy Nhon University for their enthusiastic support and guidance during my studying process I am also indebted to the pupils in Phuoc Nghia Primary School who participated in this study Without their participation, this study would not have been accomplished The writing of this thesis owes a great deal to the support of others I would like thank to my family and my colleagues for their emotional support and companionship iii ABSTRACT This study was conducted at a primary school in Phuoc Nghia commune, Tuy Phuoc district with young pupils in Grade 2 to investigate the impact of using Quizlet in supporting pupils to learn English vocabulary and pupils' attitudes of using Quizlet to learn vocabulary The research was carried out using to an experimental research with the participation of 80 pupils Grade 2 from three different classes at Phuoc Nghia primary school The study was conducted over 2 months and divided into two phases During the first phase of one month, the pupils did not receive any instructions and learned vocabulary in their own way In the second phase, the researcher introduced Quizlet to pupils as a tool to support vocabulary learning and improve their study Data were collected through three main tools including tests, questionnaires and interviews The pre- and post-tests were designed to test the results of pupils' vocabulary learning under normal learning conditions and after studying Quizlet Then questionnaires and interviews were conducted to collect information about changes in the pupils' learning, as well as their attitudes and perspectives about using this tool in learning Data analysis shows that Quizlet adoption has a positive impact on pupils It makes learning vocabulary more effective, increases vocabulary retention, and makes learning more fun In addition, this is also a useful method to improve pupils' study habits This research is hoped to provide necessary information for those considering using Quizlet in English classes, as well as provide assistance to researchers working on the same topic However, this study still has some limitations in terms of sample size, time and research conditions Future studies on the same topic can examine Quizlet in various learning environments, as well as increase the number of test participants or expand the participant pool to increase the reliability and coverage of the study iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1 INTRODUCTION 1 1.1 Rationale 1 1.2 Research aims and objectives .2 1.2.1 Research aim .2 1.2.2 Research objectives 2 1.3 Research questions .2 1.4 Scope of the study 2 1.5 Significance of the study 2 1.6 Organization of the study .3 CHAPTER 2 LITERATURE REVIEW 4 2 1 Vocabulary learning 4 2.1.1 Vocabulary 4 2.1.2 Vocabulary learning 5 2.1.3 The importance of learning vocabulary for language pupils 5 2.1.4 Factors affecting pupils' vocabulary learning 6 2.1.5 Learners‟ autonomy 8 2.2 Quizlet as a web - based technology in EFL classroom 9 2.2.1 Quizlet introduction 9 2.2.2 Quizlet learning tool 12 2 2.3 Quizlet in the EFL classroom 13 2.2.4 Quizlet reviews and effects .14 2.3 Previous studies 15 v CHAPTER 3 METHODOLOGY 18 3.1 Research design 18 3.2 Participants 18 3.2.1 The setting .18 3.2.2 The researcher 19 3.2.3 Pupils .19 3.3 Data collection and data analysis .20 3.3.1 Data collection 20 3.3.2 Data analysis 24 3.4 Summary 24 CHAPTER 4 FINDINGS .25 4.1 Effectiveness of using Quizlet 25 4.1.1 Tests 25 4.1.2 Questionnaires .29 4.1.3 Interviews 35 4.2 The pupils‟ attitudes and perspectives about using Quizlet on English vocabulary learning 36 4.2.1 Questionnaires .36 4.2.2 Interviews 40 4.3 Summary of the chapter .41 CHAPTER 5 DISCUSSIONS AND COΝCLUSIOΝS .43 5.1 Discussions of major findings 43 5.1.1 Major findings .43 5.1.2 Discussions 45 5.2 Limitations of the study .47 5.3 Implications 48 5.4 Suggestions for further research .49 REFERENCES 51 APPENDICES vi LIST OF ABBREVIATIONS CEF : Common European Framework EFL : English as a Foreign Language L2 : The second language TAM : Technology Acceptance Model vii LIST OF TABLES Table 2.1 Features of Quizlet website and mobile app (Dizon, 2016, p 44) 13 Table 3.1: Components participating in the experiment 19 Table 4.1 Pre-experimental test results 25 Table 4.2 Post-experimental test results 26 Table 4.3 Average results between the pre-test and post-test results 27 Table 4.4 Difficulties facing pupils in learning vocabulary 29 Table 4.5 Pupils‟ attention to learning vocabulary 30 Table 4.6 Pupils' change of self- studying frequency 31 Table 4.7 Pupils‟ frequency of doing vocabulary learning activities before using Quizlet 32 Table 4.8 Pupils‟ frequency of doing vocabulary learning activities after using Quizlet 33 Table 4.9 Results of pupils‟ feedback about Quizlet‟s effective after the experiment .37 Table 4.10 Evaluation of pupils about the Quizlet tools after the experiment 38 Table 4.11 Pupils‟ attitudes toward Quizlet and other vocabulary learning software 39 Table 4.12 Pupils' preferences of Quizlet task types .40 viii LIST OF FIGURES Figure 2.1 Quizlet main interface on the phone .11 Figure 2.2 The arrangement of units in Quizlet on the phone 12 Figure 4.1 Pupils' changes of vocabulary learning habits 34