The project titled Using Quizzes to Improve Vocabulary of the 6th Grade Students at Hoang Ngan Secondary School, Dinh Hoa, Thai Nguyen aims to enhance the English proficiency of the 6th grade students through the use of quizzes. The students will be provided with quizzes that test their vocabulary skills and their ability to use the words in the correct context. These quizzes will be designed to be engaging and interactive, encouraging the students to participate actively in the learning process.The project will be conducted at Hoang Ngan Secondary School, Dinh Hoa, Thai Nguyen, where the students will be divided into groups. Each group will be assigned quizzes that are tailored to their level of vocabulary proficiency. The quizzes will be administered on a regular basis to ensure that the students are constantly improving their vocabulary.The use of quizzes as a learning tool has proven to be effective in improving vocabulary retention and understanding. The project aims to not only enhance the students vocabulary skills but also foster a love for learning and motivate them to continue their English language studies. Overall, the Using Quizzes to Improve Vocabulary of 6th Grade Students at Hoang Ngan Secondary School, Dinh Hoa, Thai Nguyen project is designed to equip students with the necessary vocabulary knowledge to excel in their English language studies and beyond.
INTRODUCTION
RATIONALE FOR THE STUDY
Nowadays, English is the common language used in most of the countries.
English has become a crucial subject, yet many young students fail to recognize its importance, often studying merely to pass exams There are significant challenges in both English learning methods and the way teachers deliver knowledge Traditional teaching approaches in high schools can lead to student boredom and disinterest in the language Consequently, enhancing teaching quality is a priority for many educators, although not all methods suit every student The Communicative Language Teaching (CLT) approach emphasizes the necessity of acquiring a substantial vocabulary to excel in listening, speaking, reading, and writing skills.
Vocabulary is a crucial foundation for language acquisition, as highlighted by various studies (Bai, 2018; Nie & Zhou, 2017; Nurdiansyah, Asyid, & Parmawati, 2019) Research indicates that quizzes are an effective method for enhancing students' vocabulary, with Theobald and Danforth (2021) demonstrating that quizzes facilitate rapid and effective vocabulary improvement Additionally, incorporating quizzes into the learning process boosts student interaction and participation.
Technology is essential in education, significantly enhancing interaction and stimulating learning Numerous studies, including those by Lai and Burrell (2016), confirm that technology improves educational quality and fosters classroom interactivity Furthermore, integrating technology into the learning process boosts student interest and engagement.
Technology is a crucial element in education, significantly enhancing interaction and stimulating learning Studies, such as those by Lai and Burrell (2016), confirm that technology improves educational quality and classroom interactivity Furthermore, it boosts student interest and engagement in the learning process Menon and Varughese (2020) highlight that technology provides students with access to extensive vocabulary resources, facilitating more effective vocabulary acquisition through interactive activities and online games Additionally, research by Dai and Chen (2019) indicates that online games enhance vocabulary learning and retention These insights have led me to explore the use of quizzes as a valuable educational tool.
As an English major with teaching experience, I have observed a significant limitation in students' vocabulary, particularly during my month of practice at Hoang Ngan Secondary School The environment lacks frequent English usage, leading to low engagement in daily communication and vocabulary application My four-year association with the school has highlighted that traditional teaching methods have not effectively enhanced students' English proficiency According to Ali and Rosli (2019), selecting a teaching approach that prioritizes interactive learning is crucial for maximizing educational outcomes Therefore, I aim to develop strategies that will improve students' vocabulary, foster a greater interest in learning, and enhance classroom interaction.
Inspired by various factors, I initiated research aimed at enhancing vocabulary for students at Hoang Ngan Secondary School My study, titled “Using Quizzes to Improve Vocabulary for 6th Grade Students at Hoang Ngan Secondary School, Dinh Hoa, Thai Nguyen,” seeks to provide valuable insights for teachers, particularly in assisting novice learners in the classroom.
Inspired by various factors, I initiated research aimed at enhancing vocabulary for students at Hoang Ngan Secondary School My study, titled “Using Quizzes to Improve Vocabulary for 6th Grade Students at Hoang Ngan Secondary School, Dinh Hoa, Thai Nguyen,” seeks to provide valuable insights for teachers, particularly in assisting novice learners in the classroom.
AIMS AND OBJECTIVES OF THE STUDY
This research aims to evaluate the effectiveness of quizzes in enhancing the vocabulary of 6th grade students at Hoang Ngan Secondary School The study focuses on specific objectives to achieve this overall goal.
Firstly, to investigate the reality of learning vocabulary of 6th grade students at Hoang Ngan Secondary School.
Secondly, to investigate the effectiveness of using Quizzes to improve vocabulary for 6th graders at Hoang Ngan secondary school.
RESEARCH QUESTIONS
To achieve the above aim of the study, the following questions was raised:
To what extent can Quizzes affect students' vocabulary?
SCOPE OF THE STUDY
Due to constraints in time, resources, and expertise, I concentrated my survey on the 6th grade students at Hoang Ngan Secondary School The school comprises two classes, 6A and 6B, with a total of 84 students enrolled.
The study period is from February 12, 2023 to May 18, 2023 (Term 2, academic year 2022-2023).
The textbook "English 6 i-learning Smart World," edited by Vo Dai Phuc and published by Ho Chi Minh City University of Education, is one of the eight latest English 6 textbooks for the 2021-2022 academic year.
SIGNIFICANCE OF THE STUDY
Learning vocabulary is crucial for English learners as it forms the foundation for developing all language skills Rohmatullah emphasizes its importance, while Heubener (1965) notes that vocabulary acquisition relies on the formation of specific habits A strong vocabulary enables learners to use a diverse range of words flexibly in speaking, writing, and enhances their listening and reading comprehension, ultimately leading to more fluent practice.
In a developing society like Vietnam, learning English or a new foreign language is crucial for personal and professional growth As the education system promotes initiative, critical thinking, and creativity, students often struggle with speaking due to limited vocabulary and find communication in English to be exhausting This highlights the importance of expanding one's vocabulary, as a rich lexicon enables learners to express their thoughts and desires more effectively.
The author hopes that this study will help students' English learning process and innovate teaching methods of English teachers Especially in the process of improving vocabulary.
DESIGN OF THE STUDY
A survey will be conducted among 6th grade students at Hoang Ngan Secondary School to assess the effectiveness of quizzes in enhancing vocabulary skills The research will be organized into three main sections.
Part I: INTRODUCTION indicates the rationale, the aim and objectives, the scope, the significance and the design of the study.
Part II: DEVELOPMENT is divided into 3 chapters:
Chapter 1: LITERATURE REVIEW – provides theoritical background for the study including definition of vocabulary, definition of Quizzes,
Chapter 2: METHODOLOGY describes the methodology used in the research including research methodology, research setting/context, data collection and data analysis.
Chapter 3: FINDINGS AND DISCUSSIONS – reports and discusses the findings of the study.
Part III: CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, make some suggestions about the study.
DEVELOPMENT
LITERATURE REVIEW
This chapter is divided into two sections: Section 1.1 provides a summary of prior research studies conducted globally and in Vietnam, while Section 2.2 outlines the theoretical framework, including key vocabulary definitions, the concept of quizzes, the significance of vocabulary in English learning, and the connection between quizzes and vocabulary acquisition.
Pham Thi Hoai, Vo Thi Xuan Anh, and Huynh Thanh Thanh from Van Lang University in Vietnam conducted a study on the use of the Quizizz game on mobile phones among students in English classes at Van Lang School.
A study conducted in 2021 aimed to explore students' reactions to the use of the Quizzes game on mobile phones during English lessons at Van Lang University, involving 90 amateur students Utilizing interviews with 30 participants and questionnaires distributed to all 90 students, the research concluded that the integration of Quizzes in the classroom fostered a positive learning environment and encouraged a favorable attitude among students Additionally, the use of this game enhanced the creativity of teachers in their instructional methods.
Ngo Thi Bich Ngoc and Tran Thi Nam Phuong from the Faculty of Foreign Languages at Thai Nguyen University of Education conducted a study titled "Application of Quizizz Game in Memorizing Vocabulary of Non-English Major Students: A Case Study at Thai Nguyen University of Education" (2022) This research aimed to explore the impact of the Quizizz game on enhancing vocabulary memorization among non-English major students and their attitudes towards using this tool in vocabulary learning Given the limited English-speaking environment and the diverse range of disciplines at the university, the study involved 82 students in both control and experimental groups during the first semester of the 2021-2022 academic year Utilizing tests and questionnaires, the researchers implemented pre-tests and post-tests, along with a follow-up questionnaire after the study period The findings revealed a significant improvement in students' vocabulary learning, increased memorization abilities, and heightened motivation The integration of Quizizz into English vocabulary instruction not only engaged students but also reduced monotony in assignments, leading to an increased frequency of English learning among students.
Law Szee Huei, Melor MD Yunus, and Harwati Hashim from the Faculty of Education at the University of Kebangsaan Malaysia conducted a joint research study focused on strategies to enhance English vocabulary achievement.
The study aimed to enhance vocabulary achievement among primary school students learning English as a Second Language (ESL) in rural schools through the use of quizzes Employing mixed methods and purposeful sampling of 13 participants, the research collected data before and after the experiment using a Likert scale and design questionnaire Quantitative analysis was applied to the data, complemented by interviews for deeper insights The findings indicate that quizzes serve as an engaging learning tool, fostering a positive learning environment, and ultimately improving vocabulary achievement for ESL learners in rural settings.
Maria Dimitrij, Angie Pavita, and Deli Nirmala from the Department of Linguistics at the Faculty of Humanities, University of Diponegoro, conducted research titled "Merdeka Belajar During a Pandemic: Using Quizizz Game-Based Learning to Improve Students' Vocabulary Mastery" in 2021 The study aimed to enhance students' vocabulary mastery through quizzes and was implemented as an action research project at SMA Bruderan Purwokerto, involving 26 students from class X MIPA 1 The research was conducted in two cycles, following the steps of planning, acting, observing, and reflecting Results indicated significant improvements in cognitive abilities and emotional factors among learners, with average test scores rising from 64/100 before the study to 85/100 afterward This demonstrates that the joy of learning facilitated better memorization, suggesting that quizzes can serve as an effective medium to engage students in learning English vocabulary.
According to researcher Samet Bal in Turkey, he studied the problem of
A study conducted in 2018 explored the impact of Quizizz.com on enhancing vocabulary knowledge among pre-secondary students The research involved 60 university students in Turkey, who were divided into two groups and observed over a four-week period An achievement test was administered to both groups to assess the effectiveness of mobile apps in vocabulary learning The experimental group utilized the Quizizz app during the study.
In a four-week study, the experimental group using "Quizziz" demonstrated superior vocabulary learning outcomes compared to the control group, which relied on traditional paper-based activities.
The studies reviewed are highly accurate and have been chosen for the author's learning Quizzes serve as an effective learning tool, allowing students to practice vocabulary in various contexts However, there is a lack of research on the use of quizzes to enhance vocabulary at Hoang Ngan Secondary School in Dinh Hoa Consequently, the researcher has chosen to conduct this study.
In the 1980s, researchers proposed that effective learning strategies could be systematically taught to low-achieving students, enhancing their learning outcomes (Rubin, J 1987) This approach emphasizes training learners in the characteristics of the target language, as struggling language learners can repeatedly apply these strategies during lesson exercises (Wenden, A 1987) Consequently, integrating gamification into vocabulary learning offers a promising educational method to engage students and improve their language acquisition.
Vocabulary encompasses the totality of words, their meanings, and the rules for their combination, as defined by Hornby (1984) Mastery of vocabulary is crucial for foreign language learners, facilitating the development of essential language skills such as speaking, listening, writing, and reading comprehension Thornbury (2003) emphasizes that while communication can occur without grammar, it is impossible without vocabulary Thus, vocabulary plays a vital role in enabling individuals to convey information and express their thoughts and desires effectively.
Vocabulary, as defined by Kusrini (2012), encompasses words that learners apply and understand Alizadeth (2016) further elaborates that vocabulary consists of a list of words organized by specific alphabets along with their meanings Given the extensive nature of vocabulary, Sidek & Rahim (2015) emphasize that possessing "lexical knowledge" is essential for achieving successful reading.
1.2.1.2 The importance of vocabulary in English
Learners often feel overwhelmed and discouraged by the vastness of vocabulary, especially when traditional teaching methods create discomfort and distractions According to Berne & Blachowicz (2008), many educators lack confidence in effective vocabulary instruction and struggle to establish a strong focus on teaching words This absence of clear learning objectives can result in students feeling demotivated, fearful of learning, and reluctant to engage in communication, ultimately leading to a deficiency in their vocabulary skills.
Schmitt (2000) highlights that "lexical knowledge is central to communicative competence and to acquiring a second language," indicating that a limited vocabulary can impede effective communication The significance of vocabulary is evident both in academic settings and daily life, as individuals require a range of words to express their thoughts and concepts Krashen (as quoted in Lewis, 1993) notes that "when students travel, they don't bring grammar books, they bring dictionaries," underscoring the practical necessity of vocabulary Wilkins (1972) further asserts that without the necessary vocabulary, even grammatically correct sentences lack value, stating, "without vocabulary nothing can be conveyed." Therefore, vocabulary is crucial for language learners, as continuous vocabulary enhancement is essential for smooth communication To become proficient in English, learners must develop all four language skills—listening, speaking, reading, and writing—while prioritizing vocabulary expansion as a foundational step.
METHODOLOGY
2.1.1 Definition of the action research
Due to the nature of the topic and the scientific tasks that the topic poses, the use of Action Research is absolutely necessary.
Kurt Lewin, known as the "father" of Action Research, introduced its fundamental concepts in the 1940s and 1950s He posited that Action Research involves a simultaneous process of research and action, both crucial for effecting change and improvement Lewin highlighted the importance of fact-finding and implementing action-oriented strategies to transform existing conditions, viewing research and action as interconnected elements that continuously influence one another in the pursuit of change.
Stephen Corey and James P Burns advanced Action Research theory in education, focusing on the interplay between research and action to enhance teaching and learning quality within educational communities They highlight that Action Research serves as a valuable method for understanding and improving educational practices tailored to specific learning environments.
Paulo Freire's extensive research and observations in education and social development highlight the educational challenges faced by learners in Brazil and beyond His studies reveal the impact of existing educational methods on both individuals and society Freire advocates for emancipation education through action research, which fosters collaboration between learners and teachers to address real-world issues in their communities This approach not only enhances knowledge acquisition but also promotes positive social change.
2.1.2 The reasons for choosing action research
Jean McNiff is a prominent researcher known for her significant contributions to the action research method, particularly in education She highlights that this method is essential for enhancing professional knowledge and refining teaching skills McNiff describes action research as an interactive and evolving process that empowers teachers to investigate, test, and modify their teaching strategies through careful feedback and analysis She advocates for educators to embrace action research as a means to assess and enhance their practices.
The author identified significant challenges in vocabulary learning among students following a month-long internship Observations during the teaching process revealed dissatisfaction with the current vocabulary instruction methods, which remain ineffective and unresolved Despite the teacher's efforts to engage students, many exhibit dependency and boredom during lessons Furthermore, vocabulary acquisition is limited, with only a few students successfully mastering vocabulary usage, while the majority struggle to apply it in practice.
2.1.3 The procedures of action research
The steps to action research stem from conflicting perspectives MacIsaac
(1995) gave a brief description for the cycles of the diverse AR process, each with four steps: Schedule, Act, Observe, and Reflect.
Burns (1999) emphasized that action research aimed at enhancing the effectiveness of community case actions necessitates the coordination and collaboration between scientists and practitioners He outlined the primary goals of action research.
1) Action research is contextual, small-scale and local because it identifies and investigates problems in a particular situation.
2) It aims to bring change and improvement in practice.
3) It is participatory because it offers collaborative investigations by groups of peers, practitioners, and researchers.
4) Changes in practice based on the collection of information or data that provide the impetus for change.
Action research is utilized to identify specific situations or processes within a classroom context, particularly when facilitators seek solutions This study was conducted with teachers at a faculty-researched laboratory, supporting the feasibility of the action study framework proposed by Kemmis and McTaggart (1998).
The study employs the AR method developed by the team, structured into two cycles Each cycle comprises four key steps: ideation, action, analysis, and reporting.
Figure 2.1 The AR Model Developed by Kemmis and McTaggart (1998)
The study was conducted at Hoang Ngan Secondary School in Thai Nguyen province, where there has been a strong emphasis on the importance of foreign language education, particularly English The school employs two qualified masters in English, ensuring that students receive high-quality instruction The English teachers at Hoang Ngan Secondary School are not only experienced but also dedicated to nurturing students' English skills, earning appreciation for their commitment and passion for teaching.
In a class of 84 students from grades 6A and 6B, enthusiasm and eagerness to participate were evident The students' interest was clearly reflected in their attitudes, facial expressions, and gestures, showcasing a vibrant learning environment.
The English 6 curriculum equips students with essential skills in vocabulary, pronunciation, and language structure, enhancing their listening, speaking, reading, and writing abilities It fosters comprehensive skill development and practical application in everyday life, while also alleviating learning pressure Students gain insights into Vietnamese and global cultures, and they engage in project-based learning, promoting speaking and sharing at the end of each lesson This study was conducted over 12 weeks in the second semester at Hoang Ngan Secondary School, allowing students to practice through quizzes related to their current content.
The author found the seven steps proposed by Nunan to be pertinent to her research and has chosen to implement them over a twelve-week period The first week will focus on preparation, followed by nine weeks dedicated to application, and concluding with two weeks for evaluation.
Planning Week 1 Plan an action, Pre-test, Pre-questionnaire
In Week 2, students will explore Unit 7: Movies in Lesson 1, followed by Lesson 2 in Week 3 and Lesson 3 in Week 4 Transitioning to Week 5, the focus shifts to Unit 8: The World Around Us, starting with Lesson 1 This unit continues in Week 6 with Lesson 2 and concludes in Week 7 with Lesson 3.
Week 8 Period 81: Unit 9: Houses in the future – Lesson 1 Week 9 Period 84: Unit 9: Houses in the future – Lesson 2 Week 10 Period 87: Unit 9: Houses in the future – Lesson 3
Table 2.1 Schedule of vocabulary lessons for study
After conducting a pre-test, the researcher provides various activity options for implementing Quizzes, aligning them with the teacher's annual program A detailed lesson plan is then created to guide teachers in effectively integrating Quizzes into their lessons Additionally, the researcher, in collaboration with an English teacher at Hoang Ngan Secondary School, administered a pre-questionnaire to students to identify challenges in teaching and mastering English vocabulary.
In this phase, the researcher acts as a guide, employing language games to assist students during the testing process After developing the lesson plan, teaching materials, and research techniques, the researcher will implement these preparations for the study According to this plan, the researcher will assume the role of lecturer, while the English teacher will observe and evaluate the teaching and learning process.
FINDINGS AND DISCUSSION
3.1.1 Findings from pre-test and post-test
The researcher performed a pre-test to know the students' English vocabulary ability before conducting the class action study.
Pre-test Percent Post-test Percent Điểm 1 1 1.2% 0 0.0% Điểm 2 1 1.2% 0 0.0% Điểm 3 7 8.3% 1 1.2% Điểm 4 27 32.1% 4 4.7% Điểm 5 30 35.7% 2 2.4% Điểm 6 13 15.5% 13 15.5% Điểm 7 5 6.0% 26 31.0% Điểm 8 0 0.0% 22 26.2% Điểm 9 0 0.0% 16 19% Điểm 10 0 0.0% 0 0.0%
Table 3.1 Summary of test data Điểm 1 Điểm 2 Điểm 3 Điểm 4 Điểm 5 Điểm 6 Điểm 7 Điểm 8 Điểm 9 Điểm 10
The graph shows the results of the test
Chart 3.1 Compare test score percentages
The data indicates that prior to the introduction of Quizzes, most students struggled to learn English effectively, with average test scores ranging from four to six points A significant number of students faced challenges due to ineffective approaches to vocabulary acquisition, resulting in poor performance Notably, scores of seven or higher were rare, appearing in only 6% of tests, highlighting the lack of a scientific method for vocabulary learning Consequently, many students neglected their English studies, leading to unsatisfactory results and a perception of vocabulary learning as a daunting task This suggests that the absence of effective learning strategies hindered students' ability to absorb knowledge appropriately.
Table 3.2 Descriptive Statistics of pre-test and post-test
The implementation of Quizzes in learning English vocabulary has led to significant improvements in test scores, with the average score rising from 4.7 to 7.25 This demonstrates the effectiveness of Quizzes as a scientific and engaging learning tool Many students have regained their confidence in English, no longer viewing vocabulary acquisition as a daunting task Notably, the number of students achieving scores of seven increased from 5 out of 84 to 26 out of 84, marking a 25% improvement Additionally, only 2 out of 84 students scored below five after using Quizzes, while several achieved scores of eight and even nine However, a small portion of the class still struggles with scores between three and five, indicating that some students may need further support in understanding the vocabulary learning process.
3.1.2 Findings from pre-questionnaires and post questionnaires
As mentioned above, 84 copies of the pre-questionnaire and 84 copies of the questionnaire were distributed to 84 students in grades 6A and 6B at Hoang Ngan Secondary School who agreed to answer.
Collected data is summarized For details, please see APPENDIX 4 and APPENDIX 5.
3.1.2.1 Vocabulary learning status of 6th grade students at Hoang Ngan Secondary School
Question 1: I don’t have a rich vocabulary
Table 3.3 Data results of pre-questionnaire and post-questionnaire of question 1
Chart 3.2 Display chart of table 3.3
A recent survey conducted by the researcher assessed students' vocabulary knowledge at the beginning and end of the semester Initially, 25 students (29.8%) felt their vocabulary was lacking, while 29 students (34.5%) strongly agreed with this sentiment By the semester's end, those agreeing dropped to 11 (13.1%), and strong agreement decreased to 6 (7.1%), indicating a significant improvement in vocabulary skills Conversely, the number of students who initially claimed to have a rich vocabulary was 11 (13.1%), which increased by 21.4% to 29 students (34.5%) by the end of the term This data highlights a notable enhancement in the students' English vocabulary proficiency.
Question 2: I am not confident when communicating in English with teachers or foreigners.
Table 3.4 Data results of pre-questionnaire and post-questionnaire of question 2
Chart 3.3 Display chart of table 3.4
The study revealed a shift in students' confidence in communicating in English with teachers and foreigners before and after participating in quizzes Initially, 10.7% of students expressed a lack of confidence, with 9 students completely disagreeing with their ability to communicate effectively After the quizzes, this percentage rose to 27.4%, indicating that 23 students felt more confident in their English communication skills Despite this improvement, the overall level of confidence remains relatively low.
Question 3: I don't focus on words that my teacher doesn't explain in class.
Table 3.5 Data results of pre-questionnaire and post-questionnaire of question 3
Chart 3.4 Display chart of table 3.5
A significant number of students remain disengaged from English vocabulary that teachers do not clarify in class Initially, 9.5% of students (8 individuals) strongly disagreed with paying attention to English vocabulary, indicating a concerning trend in their learning approach However, after implementing Quizzes, there was a noticeable increase in student engagement, with 28.6% (24 students) recognizing the importance of learning English words Despite this improvement, the overall percentage of attentive students remains relatively low.
Question 4: My vocabulary is limited, so I am afraid to communicate in
Table 3.6 Data results of pre-questionnaire and post-questionnaire of question 4
Chart 3.5 Display chart of table 3.6
Students' vocabulary is limited, so they are afraid to communicate with English, this is clearly shown on the map before using Quizzes There are 13.1%
A significant number of students, specifically 11, strongly disagree that they feel confident communicating in English due to a serious lack of vocabulary However, this situation shows improvement as students engage with quizzes, with 21 students strongly agreeing that their vocabulary has enhanced, marking a 25% increase Despite this progress, the overall percentage remains low, with only about 25% of the entire student body experiencing improvement, indicating that less than 50% of students have developed their vocabulary to a satisfactory level.
Question 5: I can identify synonyms or antonyms in context.
Table 3.7 Data results of pre-questionnaire and post-questionnaire of question 5
Chart 3.6 Display chart of table 3.7
A majority of students can identify synonyms and antonyms in context, with only 9.5% expressing strong disagreement, particularly among those who have not utilized quizzes Many students find recognizing these linguistic elements challenging; however, after engaging with quizzes, the percentage of students who strongly agree with their ability has risen to 29.8% This indicates a growing trend in quiz usage, which, while not yet widespread, is facilitating easier access to English language skills for students.
Question 6: I am afraid to communicate in English because I don't know how to apply vocabulary in real situations.
Table 3.8 Data results of pre-questionnaire and post-questionnaire of question 6
Chart 3.7 Display chart of table 3.8
Many students hesitate to communicate in English due to their limited vocabulary and uncertainty about applying words in real-life situations A survey revealed that 10.7% of students strongly disagreed with this fear before using Quizzes, while after engaging with Quizzes, 27.4% strongly agreed that their vocabulary improved This significant increase demonstrates the effectiveness of Quizzes in enhancing students' English vocabulary and boosting their confidence in communication.
Question 7: When I encounter a new word, I often look up the dictionary to understand the meaning and usage of that word.
Table 3.9 Data results of pre-questionnaire and post-questionnaire of question 7
Chart 3.8 Display chart of table 3.9
Many students rely on dictionaries to understand new words, viewing this practice as a crucial part of learning English However, a recent survey indicates that 29.8% of students strongly disagree with the notion that they can break this habit, while only 9.5% strongly agree after using quizzes While dictionaries are valuable tools, excessive dependence on them can hinder language acquisition.
Question 8: I use vocabulary learning tools and apps like Anki, Quizlet,
Memrise, or Quizizz to enhance vocabulary learning.
Table 3.10 Data results of pre-questionnaire and post-questionnaire of question 8
Chart 3.9 Display chart of table 3.10
Many students utilize vocabulary learning tools and apps, including Anki, Quizlet, Memrise, and Quizizz, to improve their vocabulary skills Initially, 29.8% of students strongly disagreed with the effectiveness of these tools, while only 11.9% strongly agreed after using them This shift in perspective indicates that the use of vocabulary learning apps significantly enhances vocabulary acquisition among students.
Question 9: I am curious about new vocabulary and am always ready to learn it.
Table 3.11 Data results of pre-questionnaire and post-questionnaire of question 9
Chart 3.10 Display chart of table 3.11
At the beginning of the term, 27 students (32.1%) expressed a lack of interest in new vocabulary, but this number decreased to 15 students (17.9%) by the end of the term Initially, only 4 students (4.8%) agreed they were curious about new vocabulary, while 13 students (15.5%) strongly agreed By the end of the term, the number of students who agreed increased to 25, and those who strongly agreed rose to 14, indicating that more than half of the participating students developed an interest and curiosity in vocabulary by the term's conclusion.
Question 10: I participate in activities such as writing, discussing or presenting to use the vocabulary in the exercise.
Table 3.12 Data results of pre-questionnaire and post-questionnaire of question 10
Chart 3.11 Display chart of table 3.12
Before implementing Quizzes, 34.5% of students strongly disagreed with participating in activities like writing, discussing, or presenting to use vocabulary, with 29 students expressing this sentiment However, after using Quizzes, the percentage of students who strongly disagreed dropped significantly to just 4.8%, with only 4 students remaining in that category This shift indicates that the use of Quizzes has effectively boosted students' confidence in engaging in vocabulary-related activities.
Question 11: I aim to learn 5 to 10 themed vocabulary words every day.
Table 3.13 Data results of pre-questionnaire and post-questionnaire of question 11
Chart 3.12 Display chart of table 3.13
Students typically aim to learn 5 to 10 themed vocabulary words daily, as vocabulary acquisition is crucial for achieving fluency in English However, many students initially resist this approach; a survey revealed that 32.1% of students strongly disagreed with the idea of learning 5-10 words each day After implementing Qiuzzes, this resistance decreased significantly, with only 13.1% of students expressing strong disagreement These results indicate that quizzes have effectively enhanced students' English vocabulary learning.
Question 12: I regularly review and repeat the vocabulary learned during the study.
Table 3.14 Data results of pre-questionnaire and post-questionnaire of question 12
Chart 3.13 Display chart of table 3.14
Regularly reviewing and repeating vocabulary is crucial for effective English learning, as it helps prevent the forgetting of important words A survey revealed that 28.6% of students initially disagreed with this idea However, after incorporating quizzes into their study routine, this number significantly decreased, with only 11.9% of students still expressing strong disagreement Quizzes facilitate frequent review and repetition, reinforcing students' retention of previously learned vocabulary.
Question 13: I seek to apply the vocabulary I have learned to writings, paragraphs or short stories.
Table 3.15 Data results of pre-questionnaire and post-questionnaire of question 13
Chart 3.14 Display chart of table 3.15
Many students struggle to apply their vocabulary in writing articles, paragraphs, or short stories, with 32.1% (27 students) strongly disagreeing with this ability before using Quizzes However, after incorporating Quizzes into their learning, the percentage of students who strongly agree with their vocabulary application has significantly decreased to just 15.5% Quizzes offers an engaging feature that enhances vocabulary learning through reading, making the process more exciting, particularly for students learning English.
Question 14: I use methods like flashcards, mobile apps or notes to review vocabulary.
Table 3.16 Data results of pre-questionnaire and post-questionnaire of question 14
Chart 3.15 Display chart of table 3.16