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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN THỊ NHƯ TRIỂM AN INVESTIGATION INTO THE EFFECTS OF USING THE DIGITAL HOMEWORK ACTIVITIES DHA APP ON CHIDREN’S LEARNI
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN THỊ NHƯ TRIỂM AN INVESTIGATION INTO THE EFFECTS OF USING THE DIGITAL HOMEWORK ACTIVITIES (DHA) APP ON CHIDREN’S LEARNING OF ENGLISH VOCABULARY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Dr NGUYỄN TIẾN PHÙNG BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ NHƯ TRIỂM KHẢO SÁT HIỆU QUẢ CỦA VIỆC SỬ DỤNG ỨNG DỤNG LÀM BÀI TẬP VỀ NHÀ TRÊN THIẾT BỊ DI ĐỘNG (DHA) ĐỐI VỚI VIỆC HỌC TỪ VỰNG TIẾNG ANH CỦA TRẺ EM Ngành: Lí luận và phương pháp dạy học Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS NGUYỄN TIẾN PHÙNG i STATEMENT OF AUTHORSHIP The thesis entitled “An investigation into the effects of using the Digital Homework Activities (DHA) app on children’s learning of English vocabulary” is conducted under the supervision Dr Nguyen Tien Phung, a lecturer working at Quy Nhon University I hereby declare that the thesis is entirely my own original work In addition, I emphasize that the thesis has not been accepted for any degree and is not simultaneously submitted to any candidates for any degree or diploma Any works of other authors consulted in this thesis are listed in the reference Author’s signature NGUYEN THI NHU TRIEM ii ACKNOWLEDGEMENTS The completion of this graduation thesis is the result of not only my own efforts but also the assistance of my teachers, colleagues, friends and family to whom I would like to convey my deep gratitude First and foremost, I am profoundly thankful to my supervisor, Dr Nguyen Tien Phung, for the thoughtful guidance, critical comments, and precious advice that he broadened my horizon in this field Without his great patience and constant encouragement during the process of conducting this study, the work would never have been completed I feel fortunate to have had his support for my work Secondly, I would like to express my sincere gratitude to all of the professors and doctors, not only at Quy Nhon University but also at other universities, for imparting knowledge to me regarding both general and specialized subjects which enabled me to have a strong theoretical foundation and created the ideal environment for my study This study was made achievable by the presence of the enthusiastic children and their parents at two kindergartens in Quy Nhon city, who devoted their time taking part in this research I was also thankful to all the teachers at the kindergartens for their fascinating assistance, support, and management during the process I am very lucky to know all of them Last but not least, I would like to express my sincerity to my beloved family and friends They have always supported me and given me the strength to go through all the difficulties I encountered when I carried out this research Quy Nhon, October 2023 iii ABSTRACT This study aimed to examine the impact of the Digital Homework Activities (DHA) on vocabulary learning of children In addition, it sought to find out how pupils and their parents felt about learning English vocabulary through the DHA app To achieve the goal, the study was carried out with the participation of 120 five-year-old children in two kindergartens in Quy Nhon City These participants were divided into two groups, namely control group and experimental group Three research instruments were employed including a vocabulary test, a questionnaire, and an interview The data were collected using mixed method: the quantitative data were obtained from a pre-test and post-test on vocabulary whereas the qualitative ones were from a questionnaire and an interview The collected data were analyzed in terms of descriptive statistics with the use of SPSS The findings suggested that both vocabulary learning and vocabulary retention among the control group and the experimental one improved after eight weeks However, the post-test of the experimental group increased significantly compared to the control group Additionally, most participants held positive attitudes toward learning and improving their vocabulary retention via the DHA app Based on such findings, the researcher proposed several implications focusing on the teaching and learning of English vocabulary for children iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATONS vii LIST OF TABLES .viii LIST OF FIRGURES ix CHAPTER 1: INTRODUCTION 1 1.1 Rationale 1 1.2 Research aim and objectives 2 1.2.1 Research aim 2 1.2.2 Research objectives 2 1.3 Research questions 3 1.4 Scope of the study 3 1.5 Significance of the study 3 1.6 Organization of the study 4 CHAPTER 2: LITERATURE REVIEW 6 2.1 Vocabulary 6 2.1.1 Definition of vocabulary and the importance of vocabulary 6 2.1.2 Vocabulary teaching and learning 7 2.1.3 Teaching young learner vocabulary 9 2.2 Use of mobile-assisted language learning (MALL) 10 2.2.1 MALL in vocabulary teaching and learning 12 2.2.2 Application of Digital Homework Activities in vocabulary teaching and learning 13 2.3 Related studies on using MALL in teaching and learning vocabulary 17 2.4 Summary 19 CHAPTER 3: METHODOLOGY 21 3.1 Research methods 21 3.2 Participants 21 3.3 Research setting 22 v 3.4 Data collection 22 3.4.1 Vocabulary tests 22 3.4.2 Questionnaire 23 3.4.3 Interview 24 3.5 Data analysis 25 3.5.1 Vocabulary tests 25 3.5.2 Questionnaire 25 3.5.3 Semi- structured interview 26 3.6 Research procedures 26 3.7 Summary 27 CHAPTER 4: FINDINGS AND DISCUSSIONS 29 4.1 The effective of using DHA app in learning vocabulary 29 4.1.1 Through vocabulary tests 29 4.1.2.1 Students’ vocabulary retention between the two groups before the intervention 32 4.1.2.2 Students’ vocabulary retention between the two groups after the intervention 32 4.2 Students’ time of using DHA app at home 33 4.3 Students’ and parents’ attitude towards using DHA app on learning vocabulary at home 35 4.3.1 The usefulness 37 4.3.2 The enjoyment 38 4.3.3 The easiness to use 39 4.3.4 The convenience 41 4.4 Parents’ perception on the improvement of children when they use DHA app in learning vocabulary 42 4.5 Discussion 43 4.6 Summary 44 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 46 5.1 Summary of major findings 46 5.2 Implications 47 5.3 Limitations of the study 48 5.4 Recommendations for Future Research 49 REFERENCES 50 APPENDIX 1: VOCABULARY-TEST ( Pre-test) 1 APPENDIX 2: PHIẾU KHẢO SÁT 7 vi APPENDIX 3 THE VIETNAMESE VERSION OF THE INTERVIEW QUESTIONS 13 APPENDIX 4: TRANSCRIPTION OF THE SEMI-STRUCTURED INTERVIEW 15 MALL vii DHA LIST OF ABBREVIATONS EFL ESL Mobile-Assisted Language Learning L2 Digital Homework Activities English as a foreign language English as a second language second language viii LIST OF TABLES Table 4 1: Student’s vocabulary retention within control group 30 Table 4 2: Students’ vocabulary retention within experimental group 30 Table 4 3: Students’ vocabulary retention before and after intervention 32 Table 4.4 Time students spend studying English vocabulary through DHA app at home 34 Table 4 5 Students’ and parents’ Perceptions of DHA app Based English Vocabulary Learning (N=60) 36 Table 4.6 Children’s attitude of using DHA app in term of usefulness 37 Table 4.7 Children’s attitude of using DHA app in term of enjoyment 38 Table 4.8 Children’s attitude of using DHA app in term of easy to use 39 Table 4.9 Children’s attitude of using DHA app in term of convenience 41