The importance of Information Technology application in learning English vocabulary .... ABSTRACT The purpose of the study is to survey and find out the current status of information tec
INTRODUCTION
RATIONALE FOR STUDY
The advancement of Information Technology (IT) has profoundly influenced modern life, encompassing traditional technologies like radio, television, and telephone The integration of technology in various aspects of life, including education, is on the rise It has proven to be beneficial for teachers and learners, particularly in foreign language acquisition and literature studies Today, computers and internet technologies significantly impact English language learning and teaching, serving as essential tools for both educators and students Technology facilitates presentations, writing, vocabulary learning, and editing, including spelling and grammar checks It plays a crucial role in enhancing writing, speaking, reading, and listening skills in educational settings.
Technology offers unlimited resources for language learners, as noted by Bull and Ma (2001) Harmer (2007) and Genỗ lter (2015) stress the importance of teachers encouraging students to engage in appropriate computer-based activities to enhance their language learning success Clements and Sarama (2003) highlight that suitable technological materials can significantly benefit learners Additionally, Harmer (2007) points out that computer-based language activities foster cooperative learning among students.
Vocabulary knowledge is essential for second language learners, as a limited vocabulary can hinder effective communication Schmitt (2000) highlights that "lexical knowledge is central to communicative competence and to the acquisition of a second language" (p 55) Additionally, Nation (2001) describes the interplay between vocabulary knowledge and language use as mutually beneficial; understanding vocabulary enhances language use, while engaging in language use promotes vocabulary growth.
Information Technology (IT) plays a crucial role in enhancing modern life, particularly in the realm of second language acquisition (SLA) According to Alqahtani (2015), many learners perceive SLA primarily as a vocabulary learning process, often dedicating significant time to memorizing word lists and relying heavily on bilingual dictionaries for communication Vocabulary serves as the foundation for developing essential language skills, including listening, writing, reading, speaking, pronunciation, and spelling This thesis aims to explore how the application of IT can facilitate the learning of English vocabulary.
The Vietnam National University of Agriculture recognizes the significance of information technology (IT) in education, yet its application remains limited Second-year English majors at the university utilize IT to enhance their vocabulary and learning skills, particularly in acquiring new words Given the crucial role of IT in English vocabulary learning, this study conducts an exploratory survey to investigate how second-year students at the Vietnamese agricultural institute employ IT in their vocabulary acquisition.
AIMS AND OBJECTIVES OF THE STUDY
This study aims to explore the application of information technology in vocabulary learning among second-year English students at Vietnam National University of Agriculture, with the goal of enhancing their English vocabulary skills in the context of the 4.0 era.
In the light of that general aim, some specific objectives are drawn up to outline the actual directions of the study as follows:
• To discover the turrent situation of second year students's applying IT in learning vocabulary
• To suggest some strategies to enhance the IT application of second year students in learning vocabulary
1.2.3 Research questions (in form of questions)
To achieve the objectives of this study, the researcher stated the following research question:
1 What do the students know about the Information Technology application in learning vocabulary?
2 How do the students use the Information Technology application in learning vocabulary?
3 What is the attitude of students in Information Technology application of learning vocabulary?
• The study will investigate second-years English major students, course 64
• Time survey on March- June 2021
• Participants is 120 second-year students at Vietnam National University of Agriculture, English level approximately B2
This study explores the application of information technology (IT) in vocabulary learning, aiming to enhance research on this topic It serves as a valuable reference for vocabulary instructors and English language students at the Viet Nam National University of Agriculture The researcher chose this topic due to the significant role of IT in improving English vocabulary acquisition at the university.
It presents the rationale of the study, aims and objectives of the study, research questions, the scope and the significance of the study.
DEVELOPMENT
It provides theoretical background for the study including
It describes the methodology used in the research including the research methods, research setting/ context, data collection, and data analysis
It shows the reports and discusses the findings of the study
This article highlights the key issues explored in the study, identifies its limitations, discusses the pedagogical implications related to the research topic, and offers recommendations aimed at enhancing students' speaking skills.
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES (IN VIETNAM & ABROAD)
In the twenty-first century, we are immersed in digital technology, which has significantly transformed the landscape of education The integration of information technology in teaching and learning English has become increasingly prevalent, enhancing skills such as listening, speaking, reading, writing, and vocabulary acquisition for learners.
According to Dang Hoang Tri (2000), most students recognized the positive impact of IT on English language learning While over half acknowledged the advantages of IT for enhancing writing and speaking skills, there was skepticism regarding the actual improvement of these skills through IT usage Notably, there was no evidence of disagreement among students about the benefits of using IT.
A study by Hong Thai Pham and Huan Buu Nguyen (2018) examined teachers' perceptions of using PowerPoint as an IT tool for teaching vocabulary in Vietnam The findings revealed that 96.7% of participants believed PowerPoint effectively engaged learners' attention through its dynamic illustrations, including pictures, videos, and animations Additionally, 76.6% agreed that PowerPoint-based vocabulary instruction facilitated quicker lesson retention for students Furthermore, 73.3% of teachers noted that using PowerPoint in vocabulary lessons helped save talking time, while 70% indicated that it made note-taking easier for learners Moreover, 58.4% of respondents felt that PowerPoint allowed more time for vocabulary practice, and 31.6% believed that this visual presentation method could lead to higher test scores for students.
Research worldwide highlights the significance of integrating information technology (IT) in learning English vocabulary Bogenwell (2007) conducted an experimental study in an elementary school, revealing a notable difference in vocabulary acquisition between students taught through IT and those using conventional methods Gupta (2003) found that higher scores on phonological measures, such as non-word repetition and phoneme manipulation, correlate with better retention of foreign vocabulary in both children and adults (Speciale, Ellis, & Bywater, 2004) Additionally, McEnery, Barker, and Wilson (1995) examined the effectiveness of PC-based L2 grammar instruction, suggesting that computer-based methods can be as effective, if not more so, than traditional teaching approaches, as supported by Ambra Neri (2007).
The researcher identified that Duolingo is perceived as an effective tool for vocabulary acquisition in English learning Participants found the platform user-friendly and accessible, allowing them to learn English vocabulary anytime and anywhere This viewpoint aligns with Muddin (2018), who noted that Duolingo's accessibility facilitates its implementation in both indoor and outdoor learning environments.
Dr Hanane Saihi (2015) conducted a study to investigate the impact of social media on enhancing vocabulary knowledge among second-year EFL students at Mila University The findings indicated that utilizing social media in the learning process is effective for teaching vocabulary and integrating it into students' lives, thereby facilitating an improvement in their lexical knowledge.
Sim Monica's (2016) study investigates the influence of computers and social media, particularly Facebook, on English vocabulary acquisition among intermediate and higher-intermediate first and second-year ELT students in political economy at the University of Oradea The research highlights the diverse forms of social media technologies, including blogs, forums, and social networks, which encompass activities like blogging, photo-sharing, and music-sharing As Facebook becomes increasingly popular as a primary communication tool, it also addresses academic needs, suggesting its significant potential in enhancing foreign language learning and teaching.
Alshwairkh (2005) investigated the vocabulary learning approaches and attitudes of ESL business students through Internet reading, categorizing participants into readers and non-readers Over an 8-week period, he tracked their vocabulary knowledge, revealing significant insights into the impact of reading on vocabulary acquisition.
REVIEW OF THEORETICAL BACKGROUND
Information Technology, and is pronounced “I.T.” It refers to anything related to computing technology, such as networking, hardware, software, the
In today's information age, the significance of information technology (IT) is undeniable, as it permeates our daily lives Many companies have established IT departments to oversee their computers, networks, and technical operations IT jobs encompass a variety of roles, including computer programming, network administration, computer engineering, web development, and technical support, reflecting the growing demand for skilled professionals in this field.
Networking of computers gave birth to Information Technology (IT)
UNESCO defines Information Technology as the integration of scientific, technological, and engineering disciplines along with management techniques for effective information handling and processing Smith & Cambell (1982) describe it as a mosaic of technologies, products, and techniques that together create new electronic dimensions in information management, collectively referred to as Information Technology.
OECD (1987) treats Information Technology as “a term – used to cover technologies used in the collection, processing and transmission of information
Information Technology (IT) encompasses micro-electronic and info-electronic technologies that are integral to various products and production processes, significantly impacting the service sector It includes computers, electronic office equipment, telecommunications, industrial robots, computer-controlled machines, electronic components, and software products According to Darnton and Giacoletto (1992), IT is the systematic study of artifacts that facilitate the organization, processing, communication, and application of information to support decision-making Sansanwal (2000) further defines IT as the utilization of hardware and software for effective information management, including storage, retrieval, processing, communication, diffusion, and sharing, aimed at social, economic, and cultural advancement The rise of IT has led to the development of websites, enabling governments, corporations, and educational institutions to share information online This advancement provides facilities for chat, email, and web surfing, significantly expanding access to information beyond the limitations of traditional print materials.
According to Danesi (2009), “media is the various forms, devices, and systems that make up mass communications considered as a whole, including newspapers, magazines, radio stations, television channels, and website”
Mobile learning, or m-learning, has been integrated into education since the late 1970s, evolving through two distinct periods: before and after the advent of smartphones Prior to smartphones, mobile learning was limited, unaffordable, and inflexible due to the constraints of mobile phone technology However, the introduction of smartphones in 2007 transformed mobile phones into versatile educational tools, significantly enhancing the scope and accessibility of mobile learning This shift led to a surge in academic interest, with Google Scholar recording 3,960 results for "mobile learning" prior to 2006, highlighting the growing momentum of this educational approach post-smartphone era.
In 2017, Google Scholar reported 22,500 results for mobile learning, highlighting its growing significance due to the rise of smartphones Sharples, Taylor, and Vavoula (2010) provided a comprehensive definition of mobile learning, emphasizing its distinction from traditional classroom theories, its focus on learner mobility, and its incorporation of both formal and informal learning as a constructive and social process mediated by technology Traxler (2007) identified ten key characteristics of mobile learning: personal, spontaneous, opportunistic, informal, pervasive, situated, private, context-aware, bite-sized, and portable, all of which are essential for effective mobile learning Given its reliance on technology, mobile learning necessitates careful consideration of both educational principles and technical details.
In 2006, key factors for the success of mobile learning projects were identified, including access to technology, ownership, connectivity, integration, and institutional support A prime example of a multidisciplinary approach in mobile learning is its connection to education, technology, and various environmental partners.
Searching online reveals numerous websites dedicated to language learning, offering resources that help learners progress from one level to the next These platforms provide free materials such as dictionaries, audio files, e-books, articles, online courses, and language practice games Most content available online is written, with a significant portion in English, which can enhance learners' skills as they encounter new vocabulary Vocabulary is a fundamental component of language proficiency, and many websites allow learners to practice daily by sending email reminders for new vocabulary exercises.
There are many different definitions of vocabulary Corresponding to its important role in learning foreign languages
Vocabulary refers to the collection of words in a language, encompassing various definitions Jackson and Amvela (2007) describe vocabulary as the total word stock in a language, while Barcroft, Sunderman, and Schmitt (2011) equate "lexis" with the entire vocabulary of a language The Oxford Learner's Dictionary (2016) provides three definitions of vocabulary: the words known or used by an individual, the words in a specific language, and the terminology related to a particular subject This leads to the distinction between subject vocabulary, language vocabulary, and personal vocabulary, with the latter being the most comprehensive as it includes both native and target languages Importantly, vocabulary and lexis do not always share the same meaning; for example, "lexis" and "a language's vocabulary" are synonymous, as noted by Barcroft, Sunderman, and Schmitt.
(2011) defined, means all the words in a language On the other hand, the word
The term "lexis" differs from "a person's vocabulary," as the latter is confined to what an individual knows Lessard-Clouston (2013) further emphasizes this distinction in his book, addressing common misconceptions about the definition of vocabulary.
He questioned the inclusion of chunks and phrases such as “good morning” and
The phrase "nice to meet you" exemplifies the concept of vocabulary, which encompasses words, phrases, and lexical chunks in a language Supporting this definition, Alali and Schmitt (2012) conducted a study on formulaic sequences, previously referred to as automatic speech or embolalia, broadening the understanding of vocabulary.
The definition of vocabulary has gone into a shift and it seems that it has not completed its evolution Once the popular meaning of the word “vocabulary” as
“a list of words with explanations of their meanings, especially in a book for learning a foreign language” is labeled as old-fashioned in Dictionary of
Contemporary English (2016) New studies on vocabulary would help it to develop a well-defined definition
Vocabulary can be defined as “words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening
(receptive vocabulary)” (Neuman&Dwyer, 2009, p 385) Hornby (1995) defines vocabulary as “the total number of words in a language; vocabulary is a list of words with their meanings”
While Ur Penny (1998), define vocabulary as words we teach in a foreign language However, a lexical unit that can have a single word can also have more than one single word
Alqahtani (2015) claimed that vocabulary means words that we use to communicate effectively in speaking (expressive vocabulary) and in listening
According to Hornby (2005:1707), gives definition that vocabulary is as a collection or list of words with brief explanations of their meanings
According to Keraf in Wisma (2008:9) defines that vocabulary is a list of words which is means for distributing communication with other people
Vocabulary is essential to language and plays a crucial role in language learning, as noted by Zimmerman (Coady & Huckin, 1998) Additionally, Diamond and Gutlohn (2006) emphasize that vocabulary encompasses the understanding of words and their meanings.
Vocabulary encompasses the total number of words essential for conveying ideas and expressing meaning This highlights the significance of learning vocabulary for effective communication.
The significance of vocabulary in language learning is crucial, as it forms the foundation of knowledge and enhances communication (Coady & Huckin, 1997) Unlike first language acquisition, second language (L2) vocabulary learning demands greater effort and time, especially for beginners who must achieve a threshold level of frequently used words to develop their language skills (Nation, 2001) Moreover, both the size of vocabulary and the frequency of encounters play a vital role in vocabulary acquisition (Laufer & Hill, 2000) While there is no consensus on the minimum number of encounters necessary for effective learning, it is clear that multiple contextual exposures are essential for word acquisition (Nakata, 2006) Repeated exposure significantly boosts both the increase and retention of vocabulary.
In vocabulary learning, two key types of knowledge are involved: receptive and productive vocabulary Receptive vocabulary pertains to words understood during reading and listening, while productive vocabulary relates to words used in speaking and writing The relationship between these two sets of knowledge is dynamic and can vary Receptive vocabulary involves the ability to comprehend a word's meaning in context, whereas productive vocabulary entails the ability to use a word in communication Given that acquiring receptive and productive vocabulary presents different challenges, instructional approaches should differentiate between the two Typically, receptive knowledge develops before and surpasses productive knowledge, indicating that production requires more effort.
Effective vocabulary learning progresses from reception to production, emphasizing the importance of both the quantity and quality of vocabulary acquisition When focusing on comprehension, the goal should be to increase the number of words learned, while production should prioritize a smaller, high-quality vocabulary set The success of vocabulary learning can be measured by the ability to retrieve both receptive and productive knowledge of words To enhance long-term retention, deep processing is recommended over shallow processing, as it creates more durable memory traces Shallow processing focuses on phonemic and orthographic aspects, leading to fragile memories, whereas deep processing connects words to their meanings in context, resulting in better retention through more elaborate mental representations.
SUMMARY
The research indicates that IT applications for learning English vocabulary are highly favored among students today Studies have demonstrated that utilizing IT for vocabulary acquisition is an effective method, offering numerous benefits to learners IT serves as a valuable solution for students facing challenges due to linguistic limitations The subsequent section will explore the advantages, disadvantages, and significance of IT in vocabulary learning.
METHODOLOGY
RESEARCH GOVERNING PRINCIPLES
1 What do the students know about the Information Technology application in learning vocabulary?
2 How do the students use the Information Technology application in learning vocabulary?
3 What is the students‟ attitude of students in IT application of learning English vocabulary?
K64 students demonstrate a strong awareness of the role of information technology (IT) in vocabulary learning They recognize its significance and actively engage with IT to enhance their vocabulary skills Additionally, they are knowledgeable about the advantages and disadvantages of using IT in the process of learning English vocabulary.
The quantitative research approach encompasses various methods, with questionnaires being a particularly effective tool for gathering information from respondents The primary aim of a questionnaire is to collect data that addresses specific research questions (Wikipedia, 2018) This study opted for a questionnaire due to its efficiency in reaching a large audience simultaneously, as noted by Cohen et al (2007) The questionnaire will incorporate elements from previous studies while introducing new questions to enhance accuracy and objectivity To ensure comprehension, each question will be presented in both English and Vietnamese, and they will be categorized based on relevant factors identified by prior researchers.
To address three research questions, the researcher will develop a questionnaire informed by relevant theories This survey consists of 55 detailed questions and 8 major sections, with each part contributing to the overall understanding of the research questions.
Due to the Covid-19 pandemic, I transitioned my survey process to an online format, utilizing Google Forms to create the questionnaire The data collected from participants will be analyzed using SPSS.
I use descriptive statistic as a major method and cronbach alpha as a secondary method
Inductive & deductive combined: The results of the survey will be analyzed and commented Finally, the researcher aggregates the appropriate inference results to arrive at the final results
2.1.5 Principles/ criteria for data collection and data analysis
The study utilized qualitative data collected from 100 students at Vietnam National University of Agriculture, ensuring high reliability with a 100% response rate on the questionnaire The data will be analyzed using SPSS software, which facilitates the selection and detection of patterns This approach allows for the survey of a large population, capturing a wide range of opinions and enhancing the diversity of responses Additionally, SPSS simplifies the representation and analysis of the collected factors.
The analyzing of the data divided into 3 stages:
Stage 1: establishes an initial questionnaire
Stage 2: Survey 100 second-year students and collect the data
Stage 3: Analyze the received data and discuss them in the form of tables, figures for better exemplification.
RESEARCH METHODS
Tool: SPSS Soft ware (Statistical Package for the Social Sciences)
SPSS is a widely utilized statistical software for sociological and econometric research, known for its user-friendly interface that primarily relies on mouse clicks rather than extensive commands Researchers can easily input data and utilize SPSS to create charts, perform descriptive statistics, and assess the reliability of scales using Cronbach's Alpha.
In the analyzing process, the data will compare and select according to each of the following criteria:
Descriptive statistic: The "Mean" value after output will be compared in the table:
Table 2.2.1.1: Criteria for judging the degree of problems
Cronbach Alpha: The scale is eligible if the index is >= 0.6 and If Corrected Item – Total Correlation is 0.3 so the variable is satisfactory
Microsoft Excel is a widely recognized tool among researchers due to its user-friendly interface and straightforward functionality However, it has limitations when it comes to multivariate analysis As a result, Excel is often utilized to present data analysis from SPSS in a tabular format, enhancing the clarity and comprehension of the information.
SUMMARY
This study investigates three key aspects: second-year students' awareness of Information Technology (IT) in vocabulary learning, the application of IT in learning English vocabulary, and students' attitudes towards using IT for vocabulary acquisition The aim is to propose effective solutions for integrating IT into vocabulary learning for second-year students at Vietnam National University of Agriculture in the context of the 4.0 era Employing quantitative methods, the research utilizes a questionnaire to gather data across a broad area, combining inductive and deductive approaches for analysis The primary research method involves the use of a questionnaire, with data analyzed using the Statistical Package for the Social Sciences (SPSS) for descriptive statistics, reliability testing, exploratory factor analysis, and variance analysis Additionally, Microsoft Excel is utilized to present the analyzed data in tabular format.
RESULT
This section outlines the results from the questionnaire response collection process, where student responses are gathered and analyzed The findings are presented through tables and charts, followed by a discussion Additionally, the questionnaire addresses the specified research question.
1 What do the students know about the IT application in learning vocabulary?
2 How do the students use the IT application in learning vocabulary?
3 What is the students‟s attitude of students in IT application of learning English vocabulary?
The purpose of general information is to provide detailed information from the participants of this questionnaire, thereby giving us information about the subjects to be studied
The pie chart reveals a significant gender disparity among survey participants, with females comprising 86% (86 individuals) and males only 14% (14 individuals) This indicates that the male representation in the faculty is considerably lower than that of females.
The survey results indicate that the voting percentages among the classes are quite similar, with K64 ENGA at 24%, K64ENGB at 25%, K64ENGC at 16%, K64ENGD at 14%, and K64ENGE at 21% Overall, student participation in the survey was high, with no questions left unanswered Consequently, the distribution of votes is unlikely to impact the overall survey results due to the sufficient number of participants.
3.1.2.3 Be aware the application of IT in learning English vocabulary
Table 3.1.2.2: Be aware the application of IT in learning English vocabulary
Item Number Mean Std.Deviation Meaning
You know how to use IT in learning vocabulary through friends, teachers‟ introduction
English vocabulary learning is an activity to improve the efficiency of learning
Use IT to learn vocabulary on all english learning apps and on other entertainment software
Use IT to learn vocabulary through chat groups
The survey results indicate that a significant number of respondents favor using information technology to enhance their English vocabulary learning Participants recognized the advantages of this approach, citing its high interactivity and the diverse range of available learning resources.
The data indicates that the use of IT for vocabulary learning is the most popular method among students, with a high mean score of 4.35 This suggests that students are well-informed about various IT applications in their learning process, highlighting their ability to effectively adapt and utilize technology for vocabulary acquisition.
The findings presented in Table 3.2.2.2 indicate a total mean score of 4.3067 (SD = 0.45795) for all factors examined in this study, surpassing the average This suggests that the majority of participants recognize the significance of the factors related to the application of information technology in learning English vocabulary Furthermore, the standard deviations, ranging from 0.803 to 0.973, reflect a low level of data dispersion.
The average mean value of the four factors is notably high at 4.3067, indicating the significant advancement of information technology today Participants are aware of this development and utilize IT daily for various purposes, with learning vocabulary being a prime example Information technology facilitates vocabulary acquisition through chat groups, websites, and software applications.
3.1.2.4 The importance of IT application in learning English vocabulary
Table 3.1.2.3: The importance of IT application in learning English vocabulary
Item Number Mean Std.Deviation
IT applications in vocabulary learning are very popular, making it possible to learn anytime, anywhere
Keep learners' focus on exercise 100 3,58 0,890 0,062
Provide full exercises for learners to practice
Create an effective learning environment 100 4,28 0,712 0,662
Using IT to learn vocabulary helps you increase your vocabulary, so you communicate in English: listening, speaking, reading, writting better
When using IT, you have more time to practice vocabulary 100 4,32 0,750 0,605
You score higher on vocabulary tests from using English learning apps
The memory also increases greatly because the vocabulary learning software always tests your knowledge regularly
The data indicates that the average values are predominantly high, with the exception of the second factor, "Keep learners' focus on exercise," which has a mean of 3.58, reflecting a neutral stance among respondents Overall, the high values suggest a strong recognition of the critical role that information technology plays in vocabulary learning, highlighting its essential and widespread significance among participants.
The highest mean value of 4.40 was recorded for the statement, "Using IT to learn vocabulary helps learners increase vocabulary, enabling better communication in English across listening, speaking, reading, and writing." This indicates that respondents strongly believe that the integration of IT in vocabulary learning significantly enhances learners' vocabulary acquisition.
The second factor, "Keep learners' focus on exercise," shows a Corrected Item-Total correlation in Cronbach's Alpha of 0.062, which is below the satisfactory threshold of 0.3, indicating that reliability is not guaranteed Therefore, it is necessary to re-run Cronbach's Alpha until acceptable results are achieved.
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
(QT): The importance of IT application in learning English vocabulary
Table 3.1.2.5: Total value Mean and Std Deviation
N Minimum Maximum Mean Std Deviation
Total value (Mean=4,3186) is very high, Std Deviation= 0.51762, from the above data, we can clearly see the importance of IT in learning English vocabulary All those surveyed acknowledged this
3.1.2.5 Time to apply IT in learning English vocabulary
Figure 3.1.2.3: Time to apply IT in learning English vocabulary
The data indicates that a significant 43% of users spend 3-5 hours daily using IT to learn vocabulary, with a mean score of 4.03, suggesting this duration is optimal for acquiring useful word knowledge without excessive reliance on technology Additionally, the mean score of 3.54 for those using 4-6 hours for vocabulary learning reflects a relatively high engagement level Furthermore, a mean score of 3.82 for the same time range indicates that many learners typically dedicate between 2 to 5 hours to IT-based vocabulary study This trend may have been influenced by the COVID-19 pandemic, which led to an increased reliance on the internet for educational purposes, resulting in a notable number of individuals spending 4 to 6 hours daily on vocabulary learning.
The survey results indicate a neutral stance on using technology for vocabulary learning, with a mean score of 3.31 in column 5, while column 6 shows a higher mean of 3.71 for using technology for entertainment, such as gaming and social media, for 2-4 hours daily This suggests that users are often distracted by entertainment content, which may hinder their productivity and learning efficiency In terms of preferred study times, column 4 reports a mean of 3.51 for using technology to learn vocabulary between 9 PM and 11 PM, compared to a lower mean of 3.05 for the early morning hours of 4 AM to 8 AM in column 7 Notably, 81% of participants expressed no opinion about studying during the early morning, with only 9% favoring this time frame, likely due to the difficulty of waking up early for study.
Most individuals dedicate between 2 to 5 hours to study, primarily between 9 PM and 11 PM, which appears to be the most comfortable time for learning The surveyed participants demonstrate a positive attitude towards acquiring vocabulary through this method.
IT because they spend a lot of time
In this table, no factors are excluded because the Corrected Item-Total
Correlation index in Crombach‟s Alpha: 0,839 (Satisfactory > 0.3) Therefore, no variable is eliminated
3.1.2.6 Advantages of using IT in vocabulary learning
Table 3.1.2.6: Advantages of using IT in vocabulary learning
Item Number Mean Std.Deviation Meaning
Save and proactively study time 100 4,24 0,605
Very High Learn anytime, anywhere 100 4,38 0,632 Very High
Variety and variety of levels to learn 100 4,35 0,520 Very High
Scientifically arranged levels 100 4,27 0,566 Very High
Increase word memory 100 4,25 0,612 Very High
Have system-based exercises 100 4,26 0,579 Very High
Be regularly assessed to help students progress 100 4,24 0,668 Very High
Many images, lively illustrations for students 100 4,29 0,591 Very High
The benefits of using IT for vocabulary learning are numerous, as highlighted in the table, which presents several key factors at a high level Notably, the highest-rated factor is Factor 2, with a mean score of 4.38 A significant advantage is the flexibility to learn anytime and anywhere, as many learning applications, such as Tflat, ELSA, and Vocabulary, do not require an internet connection Learners can simply download these apps to their devices, allowing them to study on the go and maintain complete control over their study time.
The second most significant factor, with a mean score of 4.35, is the "Variety and levels of learning." Utilizing IT for vocabulary acquisition through software and video games offers a range of difficulty levels, from easy to challenging, which encourages learners to engage more actively in their studies.
The remaining factors have the average value Mean=4.24 respectively