The questionnaire addressed questions concerning frequency, locations, reasons, effects, learning outcomes and using smartphone applications to learn English vocabulary versus other meth
INTRODUCTION
RATIONALE FOR THE STUDY
Smartphones have become the preferred learning tool for college and university students in Vietnam due to their compactness, portability, and user-friendliness, surpassing traditional devices like laptops and tablets In the realm of language learning, smartphones serve various purposes and facilitate the acquisition of multiple skills, including English.
Numerous studies, including those by Abbasi & Hashemi (2013), Cain & Oakhill (2014), and Khan et al (2018b), highlight the critical role of vocabulary in language acquisition Despite this, the current state of English learning at VNUA is underwhelming Mobile technology offers significant opportunities to improve English as a Foreign Language (EFL) learning, with vocabulary acquisition being central to many Mobile-Assisted Language Learning (MALL) programs Today, smartphones, particularly those with web access, provide a wealth of online multimedia resources that facilitate vocabulary learning.
Smartphones are rapidly evolving technologies that offer a wide range of services and innovative applications for users Basic functionalities include calling and SMS, while advanced features encompass educational apps available for download from platforms like Google Play and Apple Store Additionally, smartphones enable users to edit, store, send, and share media files, access the internet, and engage in learning activities.
The use of smartphones in education is on the rise, enhancing learning experiences and offering students diverse options for language acquisition Innovative learning strategies leveraging mobile technology have emerged, making language learning more engaging and effective This trend has given rise to a new sub-field within computer-assisted language learning.
Mobile-assisted language learning (MALL) has emerged as a significant sub-field within computer-assisted language learning (CALL), emphasizing the use of mobile devices for language acquisition Research in MALL has yielded promising results, demonstrating the effective integration of mobile technology in both classroom and independent language learning contexts (Kassem, 2018; Linskens, 2015; Shahbaz & Khan, 2017; Uz Bilgin & Tokel, 2018).
Freshmen majoring in English at VNUA, like their peers at other Vietnamese universities, often associate smartphone use with watching English movies or listening to music to enhance their listening and speaking skills However, research indicates that these students are more inclined to utilize smartphone applications for vocabulary acquisition, although they may not fully recognize this trend.
Research has extensively explored the use of smartphone apps in language learning among students; however, there is a lack of studies focusing on how students utilize these apps for specific knowledge areas, such as English vocabulary, within professional contexts This study, titled "A Survey on the English Majored Freshmen's Use of Smartphone Apps in Learning English Vocabulary at Vietnam National University of Agriculture," aims to address this gap.
AIMS AND OBJECTIVES OF THE STUDY
Smartphone apps have gained popularity in education due to their increasing use, particularly among teenage intermediate graders who find them more engaging for vocabulary learning compared to traditional methods Vocabulary is crucial for language acquisition, making it a key focus of this study The research aims to explore the significance of vocabulary in language education, highlighting its central role in effective learning.
Freshmen at VNUA utilize smartphone apps to enhance their English vocabulary learning effectively This study has two main objectives: first, to examine the current usage of smartphone apps among English majors for vocabulary acquisition; and second, to identify the benefits of these apps in comparison to traditional vocabulary learning methods, highlighting the advantages of Mobile-Assisted Language Learning (MALL).
RESEARCH QUESTIONS
This research explores the various reasons and perspectives on the use of smartphone applications in education, specifically focusing on language learning It aims to address key questions regarding how English major freshmen at VNUA utilize smartphone apps to enhance their English vocabulary acquisition.
Q1: How do English majored freshmen use smartphone applications in learning English vocabulary at VNUA?
Q2: What is the effect of using smartphone applications on English majored freshmen' vocabulary learning at VNUA?
SCOPE OF THE STUDY
This study focuses on a group of 70 English major freshmen at VNUA, conducted from January to June 2021 It examines this new generation of students, who are part of the 4.0 era and represent a promising target for M-learning initiatives.
SIGNIFICANCE OF THE STUDY
This study establishes a crucial foundation for future research, enhancing the effectiveness of learning and teaching English vocabulary Its significance extends to students, teachers, educational institutions, and all English learners.
DESIGN OF THE STUDY
This descriptive survey study aimed to assess the current usage of smartphone applications for learning English vocabulary among freshmen majoring in English at VNUA The research was organized into several distinct sections.
List of abbreviations, graphs, tables, and figures
DEVELOPMENT
Chapter 1: Literature Review Chapter 2: Methodology Chapter 3: Findings and Discussion PART 3: CONCLUSION
Apart from abstracts, references & appendices, the study consists of three main parts:
PART 1 - INTRODUCTION presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW offers a theoretical foundation for the study by defining vocabulary and highlighting its crucial role in language acquisition It also defines smartphones and explores mobile learning (M-learning) and mobile-assisted language learning (MALL) Additionally, the chapter discusses various mobile applications designed for English language learning, particularly focusing on those that enhance vocabulary acquisition.
Chapter 2 – METHODOLOGY describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES
1.1.1 Review of the domestic researches
A study conducted by students at Van Hien University reveals that smartphones serve not only as communication and entertainment tools but also as effective learning aids Their findings indicate that the proper use of smartphones can enhance student learning outcomes.
Nguyễn Thị Như Quỳnh, a student at Hanoi University of Engineering and Technology, conducted a study titled "Develop an Application for Learning English Vocabulary on Mobile" as her graduation thesis in 2015 She emphasized the practicality and necessity of learning English through smart mobile phones, highlighting the importance of creating a user-friendly English vocabulary learning application tailored to individual needs.
1.1.2 Review of the international researches
In their 2014 study, Qiaochu Liu and Xuan He highlighted the positive impact of mobile apps on English learning among college students in China, confirming their effectiveness The advancement of mobile technology allows students to easily download English learning apps, enabling them to study independently without constraints related to course material or time.
7 place MALL is a new approach for Chinese undergraduates to learn English independently
Through the study „The use of handphone application to increase student‟s ability in learning English vocabulary‟, Harlan, Aris Badara, and Kamaluddin
A study conducted in 2019 highlighted a significant difference in vocabulary acquisition between students using mobile applications and those employing traditional learning methods in Konawe, Australia The findings indicate that mobile applications serve as an effective tool for enhancing vocabulary learning among students.
REVIEW OF THEORETICAL BACKGROUND
Vocabulary refers to the complete set of words in a specific language or the specialized terms used in a particular context It encompasses all the words that exist within a language, as well as the specific terminology relevant to certain fields or occasions.
1.2.2 The important role of vocabulary in learning languages
Vocabulary is essential in English language teaching and learning, as a lack of sufficient vocabulary hinders students' ability to understand others and express their ideas According to Zhang (2015), while grammar is important, without vocabulary, communication is impossible, echoing Wilkins' (1972) assertion that vocabulary is crucial McCarthy (1990) also emphasized that vocabulary is what truly matters in language Ultimately, words serve as the building blocks of a language, and a deficiency in vocabulary can obstruct the development of language skills.
A rich vocabulary is crucial for effective communication, serving as a vital tool for conveying meaning in both speech and writing Expanding vocabulary is essential for developing language skills, particularly in the early stages of a student's English as a Foreign Language (EFL) learning journey A larger vocabulary enhances communication, understanding, fluency, and overall achievement Literature studies emphasize the need for a substantial vocabulary that is both receptive and practical (Zhang, 2015) Numerous studies, including those by Johnson (2016), Khan et al (2018b), and Sidek & Rahim (2015), further highlight the significance of vocabulary in language acquisition.
Smartphones are advanced devices that combine the functionalities of a computer and a mobile phone, featuring an operating system that allows for app installation and internet access They not only perform traditional tasks like making calls and sending texts but also enable users to take pictures, watch videos, listen to music, and engage with social networks With larger memory capacities and popular operating systems such as iOS, Android, Blackberry OS, and Windows Phone, smartphones offer enhanced capabilities compared to regular mobile phones.
Mobile learning involves the use of popular mobile and mobile devices for learning and building knowledge in different contexts (Sandberg, Maris, & de
Mobile devices and related applications facilitate flexible learning by promoting anytime, anywhere access and interaction across various contexts This approach emphasizes the continuity and spontaneity of learning experiences, extending beyond traditional physics classrooms and enhancing educational opportunities.
Mobile learning, a recent extension of e-learning, currently lacks a comprehensive theoretical framework Nevertheless, it aligns with several popular educational paradigms, such as personalized learning and constructivist approaches to education (Steel, 2012).
Moreover, by placing students accountable for their own learning, mobile devices are expected to support student-centered learning (Ganapathy et al.,
According to the constructive perspective, knowledge is collaboratively built by learners, teachers, and peers through meaningful real-life tasks and access to enriching resources (Sandberg et al., 2011) Mobile devices facilitate this process by offering anytime, anywhere access to diverse educational resources and apps, promoting a focused and interactive learning experience This aligns with the tectonic approach to teaching and learning (Cavus & Ibrahim, 2017).
Vietnam's M-Learning market shows significant potential, supported by a high mobile subscriber density of 140 per 100 people In 2014, approximately 18.57% of users were utilizing 3G services, while the majority of the population relied on high-feature phones.
M-Learning is a relatively new field for many countries, at the same time it has been recognized and focused on research in recent years Therefore, M-Learning research and development is still receiving special attention
1.2.5 Mobile-assisted language learning (MALL)
Mobile-Assisted Language Learning (MALL) refers to language learning that is enhanced through handheld mobile devices, making it a subset of both mobile learning (m-learning) and computer-assisted language learning (CALL) The rise of mobile technologies, including smartphones, MP3 and MP4 players, and PDAs, has significantly supported foreign language learning MALL enables students to access language learning resources and communicate with teachers and peers anytime and anywhere, fostering a more flexible and accessible learning environment.
MALL, which originated in the 1980s and 1990s with initiatives to utilize phones for distance learning, gained prominence in linguistic research by the 2000s The launch of the iPhone in 2009 marked a significant turning point, transforming mobile phones into compact laptops and revolutionizing their use in education.
Mobile learning is innovative and promising in the field of language teaching and learning (Basal, Yilmaz, Tanriverdi & Sari, 2016; Linskens, 2015, p 40; Shahbaz & Khan, 2017; Wu, 2015)
Numerous studies highlight the effectiveness of cell phones in foreign language classrooms, as their use in language learning is rapidly growing due to the numerous advantages they offer Mobile devices facilitate language acquisition through five key factors: mobility, social interaction, context sensitivity, connectivity, and personalization The primary benefit of cell phones lies in their ability to boost student motivation and participation, while also fostering collaboration and communication However, successful mobile-assisted learning must be grounded in well-established practices.
11 pedagogical principles It must be done based on learners, content, context, and delivery mechanisms (Ebadi & Bashiri, 2018; Wu & Huang, 2017)
Mobile-Assisted Language Learning (MALL) shows great potential, yet it faces several challenges that can hinder its effectiveness, such as time constraints, insufficient technical knowledge, and accessibility issues (Wu, 2015) Furthermore, Yang (2013) highlights that effectively communicating the current trends in MALL can be difficult The successful implementation of MALL relies heavily on achieving a shared understanding among language teachers and learners, as well as establishing a robust pedagogical framework.
1.2.6 Mobile applications for English language learning
Applications such as dictionaries, translators, whiteboards, interactive quizzes, memory cards, and books significantly enhance vocabulary learning for EFL students These tools are essential for language acquisition, providing constant access to resources that facilitate understanding of both the language and its culture Essentially, they serve as a personal library and tutor, supporting learners in their educational journey.
1.2.7 Examples of mobile applications for English vocabulary learning
Here’s a summary of effective foreign language learning apps that enhance vocabulary acquisition, available for both Android and iOS platforms These apps can be easily downloaded from major online stores like the Apple Store, Google Play, and Samsung Store (Cruz, 2012; Kassem, 2018; Nisbet & Austin, 2013, p 3; Yang, 2013).
METHODOLOGY
RESEARCH METHODOLOGY
To address the research questions, a mixed-methods approach was employed, utilizing both qualitative and quantitative strategies to explore the impact of smartphone apps on students' attitudes and their self-directed learning of English vocabulary The study aimed to identify the most effective and beneficial apps for vocabulary acquisition Two research instruments were utilized: a questionnaire and interviews Additionally, the research advocates for the integration of various research methodologies to enhance data analysis, achieved through the combination of inductive and deductive techniques.
A questionnaire was conducted to gather quantitative data from 70 first-year English major students at VNUA The research questions were categorized into five groups, each containing five statements designed to elicit fixed responses These statements aimed to identify the smartphone apps used by freshmen for learning English vocabulary, the contexts in which they are utilized, the frequency of use, the motivations behind their usage, and the impact of these apps on students' learning outcomes in English subjects Overall, the questionnaire included various items to assess the relevance of the statements.
The interview included 5 open-ended questions that was used to ask 5 first-year English majored students of 5 different K65 English classes to collect direct
17 qualitative data as well as to increase reliability for the study Its questions have the same purpose as the items in the questionnaire
The quantitative data gathered from the questionnaire, along with the qualitative insights from the interviews, were thoroughly synthesized, processed, and analyzed to extract meaningful qualitative information relevant to the study.
RESEARCH SETTING/CONTEXT
This study was conducted at VNUA in Trau Quy town, Gia Lam district, Hanoi, during the 2021 academic year The prevalence of mobile phone usage has surged across all demographics, particularly among youth and students The new generation is increasingly adept with various mobile devices, especially smartphones like Apple's iPhone and iPad, as well as Samsung's Galaxy series These devices are now commonly used by a wide range of individuals, including older adults and those with less formal education Consequently, English as a Foreign Language (EFL) students, particularly freshmen majoring in English at VNUA, are well-prepared to utilize smartphone applications for educational purposes, especially in enhancing their English vocabulary.
DATA COLLECTION
A closed-answer questionnaire and interviews were utilized as effective data collection tools for students, following the design principles of Blasco (2016), Brooke (1996), Ebadi & Bashiri (2018), El Boukhari (2015), Lund (2001), and Perez-Paredes et al (2018) In response to the COVID-19 pandemic, both the questionnaire and interviews were conducted online.
The questionnaire was designed in Vietnamese then it was translated to English after finishing collecting data to analyze and synthesize It was divided into six
The study categorized items into 18 groups, with half assessing frequency levels and the other half featuring agree/disagree statements Each category included statements to evaluate how English major freshmen utilize smartphone apps for vocabulary learning, focusing on usability, vocabulary acquisition, and Mobile Assisted Language Learning (MALL) compared to traditional methods Additionally, the research examined students' scores in core subjects during their first semester to assess the impact of smartphone apps on English vocabulary learning The remaining questions offered agree or disagree options to gauge opinions on the effectiveness of smartphone apps for vocabulary learning, the reasons behind their use, and comparative perspectives.
The interview included Vietnamese questions designed to directly address the two research questions The responses were analyzed and assessed to validate the questionnaire results and gather practical recommendations from students.
For statistical analysis, the data was encrypted, with frequency and ranking scores encoded on a scale from 1 to 5 Consequently, a higher score indicates a greater influence of the factor.
The reliability of the questionnaire was assessed using the split-half method A reliability coefficient greater than 0.70, as determined by the Spearman-Brown formula, indicates a high degree of reliability.
After deciding the topic of the paper, a questionnaire was designed for the English majored freshmen from around 22/03 to 29/3/2021
The questionnaire and the interview were done within around 1 month from 09/04 to 09/05/2021 After the professor‟s approval was taken, it was converted
19 to an electronic questionnaire using Google Forms, besides keeping the paper copy to be used alternatively
The online questionnaire was shared through messenger in various Facebook groups targeting freshmen majoring in English at VNUA, resulting in 70 responses from nearly 100 students Following this, online interviews were conducted, with responses recorded in Google Forms and saved as audio files on Google Drive.
The answers of the questionnaire and the interview was collected periodically and analyzed later from 11/05 to 30/05/2021.
DATA ANALYSIS
Statistical analysis of the collected data was conducted using SPSS and Microsoft Excel The mean and standard deviation for each questionnaire item were calculated by converting the responses into numerical values, as previously mentioned.
To ensure the reliability of the questionnaire, the researcher employed the alpha method, achieving a reliability coefficient of 0.913, which exceeds the acceptable threshold of 0.70 as per Cronbach's Alpha formula, indicating a high level of reliability.
SUMMARY
Chapter 2 has shown the methodological framework of this study including hypothesis of the study, the participants, the data collection tools and procedures The following chapter consists of the analysis, findings and discussion will be presented in details
FINDINGS AND DISCUSSIONS
THE CURRENT STATUS OF THE VNUA‟S ENGLISH MAJORED FRESHMEN‟
This study explores the usage of smartphone applications by freshmen majoring in English at VNUA for vocabulary learning Utilizing a questionnaire and interview responses, the research analyzes common methods for learning English vocabulary, the frequency of app usage, preferred locations for studying, and the motivations behind these choices.
3.1.1 Common English vocabulary learning methods and the frequency of using each tool/app
Common English vocabulary learning methods can be categorized into three main types: traditional tools, computer-based resources, and smartphone applications, which are the primary focus of this thesis Each app and tool was assessed based on specific criteria to determine their effectiveness.
5 levels of usage frequency from 1 - no use to 5 – more than 2 hours/week
First of all, it is impossible to ignore the traditional learning methods Three students‟ popular tradictional English Vocabulary learning methods were built up and describe as the following table
Table 1: The frequency of using traditional tools to learn English vocabulary
The data indicates that students primarily utilize books, documents, and magazines for English vocabulary learning, with an average usage score of 3.29 This popularity can be attributed to the wide variety of types and sources available within these traditional tools.
Students favor using sticky notes and flashcards for learning English vocabulary, with a mean preference score of 2.61 These tools significantly aid in the long-term retention of vocabulary, serving as effective reminders whenever encountered.
The paper dictionary, despite being the least utilized tool with a mean usage level of 2.06, remains a resource for some students seeking to expand their vocabulary and learn new words However, its extensive vocabulary and lack of convenience contribute to its infrequent use among students.
Students in the 4.0 era frequently utilize traditional tools, with an average usage score of 2.65 This indicates a positive trend, as today's students effectively blend traditional methods with modern techniques.
Besides using traditional tools to learn English vocabulary, many students have used their computers and laptops with three main ways:
Table 2: The frequency of using the computer to learn English vocabulary
According to the data, students primarily engage in online learning and exchange activities, with an average interest level of 3.63 This trend likely stems from the necessity of online education during the COVID-19 pandemic, making access to a computer or laptop essential for students.
Along with that, documents on the computer are also very popular (mean 3.37) Information can be found and saved at the same time easier and faster with a computer
The popularity of computer-based vocabulary learning apps has declined, with an average rating of 2.70, likely due to students facing challenges in accessing and utilizing these applications effectively.
K65 English majors show a clear preference for using computers over traditional tools for learning English vocabulary, with an average score of 3.23 compared to 2.65 This trend highlights the growing influence of digital media and tools in enhancing student learning experiences.
With the advancement of modern technology, smartphones have become essential tools for students in learning English, leading to the emergence of vocabulary learning apps These applications are categorized into 12 distinct types, including dictionary, translation, flashcard, pronunciation, idiom, examination, program, media, video, picture, messaging, vocabulary game, and social media apps, which facilitate writing, posting sub-blog content, Q&A, and sharing vocabulary knowledge.
Dictionary apps are among the most popular language learning tools available on smartphones This study highlights the five most popular dictionary apps currently in use for investigation.
Table 3.1: The frequency of using dictionary apps on smartphone to learn
Others: Webster (1 student /week), U-dictionary (1 student /week), Tra cau (1 student /week),
The data indicates that TFlat is the most frequently used dictionary app among students due to its versatility and convenience In comparison, other dictionary apps are utilized less often, with the Cambridge Dictionary averaging a mean usage of 2.37, followed by Dict Box at 2.01, OALD at 1.96, and Lac Viet at 1.84 Additionally, a small number of students turn to other smartphone dictionary apps, such as Merriam Webster, U-dictionary, and Tra Cau, using them for less than 30 minutes to 1 hour per week to enhance their English vocabulary.
The article examines 11 different types of applications, providing three typical examples for each type for investigation and analysis Additionally, students have identified other applications, if applicable, and their usage frequency is detailed in the following tables.
Table 3.2: The frequency of using translation apps on smartphone to learn
Others: Oxford (1 student,>2h/week), Grammarly (1 student,>2h/week)
Table 3.3: The frequency of using flashcards apps on smartphone to learn
Table 3.4: The frequency of using pronunciation apps on smartphone to learn
Table 3.5: The frequency of using idioms apps on smartphone to learn English vocabulary
Table 3.6: The frequency of using examination apps on smartphone to learn
Others: English Test Toeic (1 student, 1-2h/week)
Table 3.7: The frequency of using apps of program, media or press on smartphone to learn English vocabulary
Table 3.8: The frequency of using video apps on smartphone to learn English vocabulary
Table 3.9: The frequency of using pictures apps on smartphone to learn English vocabulary
Table 3.10: The frequency of using text messaging apps on smartphone to learn
Table 3.11: The frequency of using vocabulary game apps on smartphone to learn English vocabulary
Table 3.12: The frequency of using social media apps on smartphone to learn
Facebook (join English vocabulary academic pages, groups, clubs)
The data indicates that Google Translate (mean = 4.07) and Facebook (mean = 3.29) are among the most frequently used applications, consistently ranking as popular free apps in online markets These applications serve various purposes beyond just learning English vocabulary, highlighting that students frequently utilize translation apps for word lookup and social networking apps for practice and experience sharing.
Several apps are popular among students for enhancing their English vocabulary, despite being used for limited weekly durations Notable examples include Cambridge Exam Lift (mean = 2.30), Microsoft Translator (mean = 1.81), Vocabulary Quiz App (mean = 1.70), and Learn English with Video Subtitle (mean = 1.64) These applications are beneficial for students dedicated to expanding their vocabulary, as they facilitate advanced learning and provide opportunities for vocabulary review.
EXTRA RESULTS FROM THE INTERVIEW
Below are the responses to the interview questions that may reflect some implications related to the thesis as well as contribute to future researches:
TFlat, Google Translate Internet, App stores, Youtube 40% Oxford, Memorise, Elsa Speak Internet, friends 20%
Table 9.1: Students’ interview answers about the most popular smartphone apps and their sources
Easy to use, convenient, save time
Convenient, fast, easy to remember
You can study anytime, anywhere, with a learning schedule
Search and translate English words without internet
Must have smartphone and network to use
Need internet connection when using
Table 9.2: Students’ interview answers about the advantages and disadvantages of using smartphone apps to learn English vocabulary
The academy should hold a seminar 40%
The academy should apply the smartphone apps to learn vocabulary in the course 20%
The academy should sponsor free and premium accounts for students 20%
The institute should consider allowing the use of mobile apps to 20%
Table 9.3: Students’ interview answers about the suggestions for Academic advisors / Faculty / Academy to support and promote student use smartphone apps to learn the English vocabulary
According to interview results, Duolingo is a leading smartphone app for learning English vocabulary, with 80% of respondents indicating its use This multifunctional app enables students to develop all essential English skills, including listening, speaking, reading, and writing, while also offering features like translation, word lookup, spelling and grammar checks, and vocabulary games Its popularity and effectiveness are evident in students' feedback However, due to its diverse functionalities, classifying such applications within the theoretical framework of this study proves challenging Consequently, this presents an opportunity for further research to explore the role of smartphone applications in language learning comprehensively.
The interview responses revealed both advantages and disadvantages of using smartphone apps for learning English vocabulary On the positive side, students generally find these apps easy to use, convenient, and time-saving However, they also noted that access to the internet and a smartphone is essential for utilizing these apps, which, while logically valid, poses practical challenges.
41 because with the current situation, most college students today have at least one smartphone, and the internet is widely available so that internet access is not really difficult
The interview findings revealed several student proposals for the academy to support and encourage the use of smartphone apps for learning English vocabulary Notably, 40% of respondents suggested that "the academy should hold a seminar." Organizing seminars is an effective method for introducing new learning strategies, but it is essential to evaluate their current feasibility and potential for future implementation.
CONCLUSION
CONCLUSION
This study surveyed VNUA's English major freshmen on their use of smartphone apps for learning vocabulary, revealing that these apps significantly enhance vocabulary acquisition Students frequently utilize various apps, particularly dictionary and translation tools, primarily at university, home, and in English communication settings They find these apps simple, user-friendly, beneficial, and engaging, viewing them as effective resources for improving vocabulary and achieving higher English scores The preference for mobile-based vocabulary learning over traditional methods and CALL is evident, especially as network technologies proliferate in Hanoi The accessibility of smartphone apps allows students to learn anytime and anywhere, fostering greater autonomy in their language learning journey.
Vocabulary mobile applications present a promising solution for demotivated VNUA students, as recognized by language educators When carefully chosen and effectively utilized both in the classroom and beyond, these smartphone apps can significantly enhance language learning.
Teachers should consider the use of mobiles in their instruction and prepare themselves for that in order to be a 21st-century language teacher.
LIMITATION OF THE CURRENT STUDY
Despite the researcher's diligent efforts to finalize the thesis, unavoidable shortcomings persist These flaws arise from time constraints, limited sources, and the researcher's relative inexperience.
The researcher combines questionnaires with interviews and evaluations to enhance the diversity and richness of findings However, time constraints and challenges in scheduling meetings with the intended classes led to a rushed survey process, which ultimately affected its accuracy.
Due to the limited timeframe for this research, the thesis will focus on the more prominent aspects of the field, rather than attempting to cover all areas comprehensively.
The researcher hopes that future studies in this field will address the identified shortcomings to enhance their comprehensiveness and reception Any constructive feedback and contributions to this report will be sincerely appreciated.
SUGGESTIONS FOR FURTHER STUDY
This study's findings are limited in their applicability to all VNUA students due to the small sample size Therefore, the researcher recommends conducting further studies to explore the impact of vocabulary mobile applications.
1 A similar study should be conducted on non-English majored students to complete the whole vision
2 The influence of smartphone apps on elementary and secondary students' vocabulary knowledge should be explored
3 A bigger sample size in different schools and universities is recommended
4 Using vocabulary smartphone apps in a blended learning environment needs to be examined
5 The impact of using smartphone apps to learn other language components and skills to VNUA's students needs to be investigated.