INTRODUCTION
Background to the study
Kachru (1983) predicted that the widespread use of English would significantly increase the number of non-native speakers worldwide, a theory confirmed by Harmer (1985), who observed that non-native speakers now outnumber native speakers in international communication In recent years, the term "technology" has become a key focus in education, transforming the global landscape into a media-driven space that promotes the adoption of multimedia devices and offers valuable opportunities for language learning, particularly English Chapelle (2008) emphasizes that many educators use technology to overcome time and space barriers, recognizing its potential to facilitate effective language acquisition This aligns with Raja and Nagasubramani (2018), who assert that advanced technology and tools support learners in acquiring language skills and enhance interactivity Additionally, Jorge et al (2003) highlight that technology provides practical support for both students and teachers, making studying more efficient through the use of computers.
English is a global language that facilitates communication across diverse societies, cultures, and backgrounds, making it essential for transferring knowledge, technology, and fostering cross-cultural understanding in the internet age In Vietnam, English is taught as a compulsory foreign language from primary school to university, highlighting its importance in the education system Vocabulary acquisition plays a crucial role in language learning, as mastery of vocabulary is essential for developing other language skills and achieving proficiency in English Limited vocabulary can hinder students' ability to express ideas and meet their language learning goals, emphasizing the need for teachers to focus on vocabulary development tailored to students’ abilities and interests However, the traditional teaching approach of memorizing new words in isolation within limited class time often makes vocabulary learning boring and less effective, leading to student disengagement from English lessons.
In the modern era, technological solutions have been developed to enhance English teaching and learning methods, making lessons more engaging and enjoyable for students (Gunuc, 2016) Computer-Assisted Language Learning (CALL) has become a prominent part of teaching, proving to be a helpful tool for educators (Warchauer, 1996) Platforms like Quizlet specialize in vocabulary acquisition by serving as digital flashcards that help students memorize word forms and meanings (Nation, 2001) Users can create custom word sets and engage through various modes, including learning and testing, making Quizlet a valuable tool for vocabulary development endorsed by many educators and researchers (Webb, 2007; Fryer & Bovee, 2016; Nakata & Webb, 2016).
In Ba Ria Vung Tau Province, the "National Foreign Languages Project (2017-2025)" has promoted innovative language teaching methods, particularly at the high school level The Ba Ria Vung Tau Department of Education and Training organized training courses for high school teachers to encourage the adoption of creative teaching strategies These initiatives aim to motivate students and foster the integration of technology into English language teaching and learning.
This research focuses on vocabulary acquisition among sixth-grade students at UK Academy, emphasizing the importance of effective teaching strategies in language development As these students need to learn a large number of new English words across subjects like Math, Science, and English, vocabulary instruction becomes an essential part of language education Key strategies identified in studies include the keyword method, dictionary usage, predicting meaning from context, semantic mapping, vocabulary books, metacognitive strategies, and corpus utilization, all crucial for enhancing vocabulary learning (Kürly, 2017; Subaşı, 2014; Barbaros).
Considering the importance of effective vocabulary development, educators must adopt appropriate methods tailored to their students' needs The rise of technological devices such as computers and smartphones, coupled with the internet, has created new opportunities for teachers and learners to engage in vocabulary learning Technological tools like the Quizlet application have been developed to enhance vocabulary acquisition, making learning more interactive and accessible For instance, a study was conducted at a UK academy to explore sixth-grade students’ perceptions of using Quizlet as an online platform for vocabulary practice, highlighting its potential benefits in language learning.
Statement of the problem i
UKA Vũng Tàu is a bilingual school that emphasizes extensive use of the second language, primarily English, to enhance students' language proficiency English is a key component of the curriculum, with sixth-grade students enrolled in five compulsory English subjects including Math, Science, English Moet, Achievers, and IELTS, each featuring multiple weekly periods However, limited classroom time often restricts students’ vocabulary acquisition across diverse fields Students at UKA tend to show a lack of interest in vocabulary learning due to the vast number of words to master within constrained time, posing challenges for teachers in prioritizing words for classroom and independent study (Chujo & Oghigian, 2009; Coxhead, 2000; Vasiljevic, 2009) Vocabulary learning is crucial for language development; Laufer (1998) notes learners need to know at least 5,000 words to understand general English texts, highlighting vocabulary as a significant barrier to effective language acquisition Additionally, the limited English proficiency among staff leads students to frequently use Vietnamese outside ESL classes, hindering immersive language practice and vocabulary expansion Promoting an English-only environment is difficult but necessary; creative teaching approaches are essential for improving vocabulary acquisition Digital tools like Quizlet are effective in supporting students’ vocabulary learning both at school and home, offering a practical solution to address vocabulary development challenges within the UKA educational framework.
English lessons are often too short for students to effectively acquire vocabulary, leading to difficulties in retaining and using new words outside the classroom Students commonly struggle to demonstrate effective vocabulary use in real-world contexts, highlighting a gap between classroom learning and practical application Therefore, there is a need for more efficient vocabulary acquisition strategies to help students improve their language skills and transfer knowledge beyond the learning environment.
Aims and objectives of the Study i
This study aims to explore ELF secondary students' perceptions of using Quizlet for learning English vocabulary at a UK academy in Vung Tau The specific objectives include analyzing students' attitudes towards Quizlet, understanding how it influences their vocabulary acquisition, and identifying the benefits and challenges associated with its use in the learning process.
1 To i find i out i ELF i Secondary i School i Students’ i perceptions i of i the i use i of i Quizlet iin i learning i English i vocabulary i at i UK i academy
2 To i examine i ELF i Secondary i School i Students’ i perceptions i of i the i effectiveness iof i Quizlet i in i learning i English i vocabulary i at i UK i academy.
Research questions
In i order i to i accomplish i the i aforementioned i objectives, i the i following i research iquestions i must i be i addressed:
1 What i is i EFL i Secondary i school i Students’ i perception i of i the i use i of i Quizlet- based i English i vocabulary i learning i at i UK i academy?
2 What i is i EFL i Secondary i school i Students’ i perception i of i the i effectiveness i of iQuizlet-based i English i vocabulary i learning i at i UK i academy?
Scope of the study
This study was conducted at UK Academy, a bilingual school located at 165 Nguyen Huu Tho Street, Ward Phuoc Nguyen, Ba Ria City The research focuses on two main aspects: the impact of the Quizlet Application on students’ English vocabulary learning and their perceptions of using Quizlet as a vocabulary learning tool The study involved 50 sixth-grade students who are currently studying the same ESL curriculum Data were collected through questionnaires for quantitative analysis and interviews with 10 students for qualitative insights While Quizlet is widely regarded as an effective medium for English vocabulary acquisition, limited research exists on how secondary school students in international schools in Vietnam utilize Quizlet for vocabulary learning This study aims to fill that gap by exploring bilingual students’ experiences with Quizlet-based English vocabulary learning within the context of an international school in Vietnam.
Significance of the study i
This study examines the influence of the Quizlet application on sixth-grade students' English vocabulary learning at UK Academy It investigates students' perceptions of using Quizlet as an effective vocabulary-learning tool The research aims to contribute both theoretically and practically to pedagogical practices by understanding how Quizlet impacts vocabulary acquisition and student attitudes towards digital learning tools.
This study’s findings are expected to enrich theoretical evidence and support existing research on using Quizlet as a technological tool to develop students’ vocabulary Additionally, the results will be valuable for English educators and scholars interested in integrating online platforms to explore the effectiveness of apps in language teaching and learning.
This study offers valuable insights for both educators involved in EFL teacher training and teachers seeking to integrate Quizlet into their classrooms It provides a solid foundation for future EFL teaching practices, enhancing teachers' motivation and understanding of activities for teaching English vocabulary with Quizlet The findings serve as an effective reference for EFL policymakers and faculty in Vietnam to adapt and incorporate Quizlet and other online game-based apps into their teaching practices, aiming to boost students’ vocabulary acquisition Moreover, Quizlet is recognized as an effective tool for both classroom and at-home learning, facilitating students’ vocabulary development Ultimately, this research aims to help overcome vocabulary learning difficulties faced by UKA students.
Definitions of the Terms i
In i order i to i help i elucidate i a i specific i perspective i on i the i discussed i issues i for i the ipurpose i of i the i research, i some i key i terms i are i defined i as i follows
Perception i is i an i experience i about i object, i even, i or i relation i from i concluding iinformation i and i interpreting i it i To i explain i the i sensory i stimuli, i it i involves i sensation, iattention, i expectation, i motivation, i and i memory i
English i as i a i lingua i franca i (ELF) i refers i to i the i use i of i English i as i a i common imeans i of i communication i for i those i who i have i different i mother i tongues
Quizlet i is i a i computer i program i (www.quizlet.com) i used i by i educators i and istudents i to i aid i in i practicing i and i mastering i learning i content
Vocabulary i is i part i of i a i language i that i underlies i the i understanding i of i the ilanguage i itself i Students i will i be i easier i to i learn i vocabulary i in i the i teaching i learning iprocess i
Organization of the thesis i
This i current i research i is i organized i as i follows i into i 5 i chapters: i
This chapter provides an introduction to the research, including the background and context of the study It clearly states the research problem, outlining the purpose and objectives of the study The chapter also presents the research questions, scope, and significance, highlighting the importance of the study Additionally, key terms and their definitions are discussed to ensure clarity and understanding for readers.
Chapter i 2 i concentrates i on i literature i review i It i presents i theoretical i review i of iperception, i Quizlet, i vocabulary, i and i review i of i the i previous i studies i
Chapter 3 outlines the research methodology, including the research design, site, sample procedures, instruments, data collection methods, and analysis procedures Chapter 4 presents the results obtained from questionnaires and tests, with analysis and discussions included to interpret the findings.
Chapter i 5 i makes i a i conclusion i on i the i main i findings i of i the i thesis, i supplies i some iimplications i and i limitation i of i the i research, i and i gives i some i recommendations i for ifurther i research i
LITERATURE REVIEW
Introduction
This chapter provides a comprehensive review of relevant literature, focusing on the theoretical background of English vocabulary acquisition, technology integration in English language teaching, and the use of Quizlet for learning vocabulary It emphasizes the importance of English vocabulary development and explores how technology, particularly Quizlet, enhances vocabulary learning experiences The review includes learners’ perceptions of using Quizlet in English vocabulary acquisition and assesses its perceived effectiveness in improving language skills The final section synthesizes previous studies to establish a solid conceptual framework for understanding the impact of Quizlet and technology on English vocabulary learning.
The importance of English vocabulary learning
The spread of English as a lingua franca has significantly impacted language teaching and learning, emphasizing the importance of vocabulary development Seidlhofer (2005a) advocates for incorporating English as a Lingua Franca (ELF) into language education to support globalization Vocabulary mastery is crucial for comprehension across listening, reading, speaking, and writing; learners typically aim to master 500-1500 words at primary to junior high levels, 1500-3000 words at high school, and over 3000 words at tertiary levels (Department of National Education, 2004) Graves (2000) highlights that pupils' vocabulary can grow by 3,000 to 5,000 words annually through reading, enabling a vocabulary size of nearly 25,000 words by eighth grade and over 50,000 by high school graduation Knowledge of word meanings and the ability to access that knowledge is essential for language proficiency Hubbard (1983) states that vocabulary is the primary tool for communication, with a larger vocabulary allowing students to express ideas more accurately Schmitt (2010) supports this by emphasizing the need for learners to know many word meanings to achieve fluency According to Wilkins (1972), vocabulary plays a more vital role than grammar in language learning, especially in early stages, since without sufficient vocabulary, applying grammatical structures effectively becomes difficult Alqahtani (2015) notes that without the necessary words, grammatical correctness has limited value, and combining vocabulary with proper grammar is essential for developing writing skills Statehr (2008) indicates that vocabulary quantity positively influences listening, speaking, reading, and writing skills, although its effect is moderate on speaking and listening Overall, vocabulary is fundamental to effective language skills development, serving as the backbone for meaningful communication in all language domains (Nation, 2001).
Vocabulary acquisition is essential for developing language proficiency, as the comprehension of a language depends on the number of known words Overcoming vocabulary shortages enables students to improve their language skills effectively According to Mello (1996), learning English vocabulary through technology can be a flexible and effective method Today, technology has become an integral part of teaching and daily practice, supporting students' demands, expectations, and achievements.
Technology in English language teaching and learning
Since the early 21st century, technological advancements have transformed all aspects of human life, including English language teaching The integration of the latest digital tools has played a crucial role in educational development, moving away from traditional methods to more innovative approaches Research indicates that technology-enhanced language learning significantly improves student engagement and learning outcomes, making lessons more interesting and effective (Gimbert & Cristol, 2004; Pass, 2008; Gunuc, 2016) English teachers are encouraged to leverage and integrate digital technologies—including Internet resources, Hypermedia, CALL, and MALL—to enhance teaching efficiency and reduce educational costs (Houcine, 2011) Innovations such as Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) offer enriched learning contexts and foster learner autonomy, supporting effective lesson design through interactive applications like listening, speaking, reading, and vocabulary tools These technological approaches have become vital in language education, providing diverse tools and methods that make language learning more engaging, productive, and accessible.
Computer-mediated communication (CMC) encompasses various forms of human interaction via networked computers, including asynchronous (ACMC) and synchronous (SCMC) methods (Son, 2002) Synchronous CMC tools involve real-time online chats, voice conversations, and video conferencing, fostering immediate interaction In contrast, asynchronous CMC tools such as bulletin boards, email, blogs, discussion forums, mailing lists, and wikis enable flexible, time-independent communication CMC has transformed interpersonal communication by enabling teachers to connect with students across different locations seamlessly Moreover, instructors can initiate collaborative projects where students work in pairs or teams using CMC tools (Blake, 2011) In language learning, CMC provides valuable practical experiences for EFL learners to communicate with native and non-native English speakers worldwide, helping them transcend geographical and social barriers effectively.
Mobile-Assisted Language Learning (MALL) is defined as language learning supported through mobile technologies such as smartphones and tablets, allowing learners to access educational content anytime and anywhere due to the portability of mobile devices MALL offers a wide range of affordable and accessible mobile applications available on platforms like the Play Store (Android) and App Store (iOS), making language learning flexible and convenient Teachers can enhance instruction by sending learning materials directly via mobile apps that are connected to lesson activities, facilitating an integrated learning experience Research indicates that learners practicing with MALL significantly improve their vocabulary capacity compared to traditional learning methods (Başoğlu & Akdemir, 2010).
Web-Based Language Learning (WBLL) refers to language learning activities conducted via the Internet or the World Wide Web, a prominent feature of Computer-Assisted Language Learning (CALL) (Son, 2007) These activities can be categorized into three main groups: pre-created Web activities, task-based Web activities, and teacher-made Web activities Teachers can integrate pre-created Web activities into their lessons, assign Web-based tasks to learners, and create custom assignments using online tools According to Khany and Khosravian (2014), WBLL enhances learners' personal abilities in foreign language acquisition.
Quizlet in learning English vocabulary
The landscape of vocabulary learning has shifted from traditional classroom methods to more digital approaches, offering learners greater flexibility and access Traditional learning heavily depends on teachers' interpretations within limited class hours, which can restrict the number of words learners can acquire Over the past decade, various IT tools have been developed as effective alternatives to maximize vocabulary acquisition, with Quizlet standing out as a prominent platform Quizlet is an online educational tool that enables users to create and study sets of flashcards through a suite of game-like study features, making vocabulary learning more engaging and efficient (Foster, 2009) Launched in October 2005 and publicly available from January 2007, Quizlet had over…users as of January 2014, demonstrating its growing popularity and impact on modern language education.
Quizlet has over 35 million user-generated flashcard sets and more than 11 million registered users, making it a leading educational platform It was first released as a mobile app for iOS in 2012, followed by an Android version in 2013 According to Van, Thuyet, and Thanh (2020), Quizlet is a web-based and mobile educational application that offers various modes to enhance learning Recognized as a digital flashcard tool, Quizlet helps students memorize terms and their meanings effectively Users can create their own digital flashcards and access multiple learning activities, with all modes available on the web version, while some (such as Spell, Gravity, and Live) are exclusive to the web and not supported on the mobile app. -Boost your study sessions with Quizlet’s 35M+ flashcards and diverse learning modes—start creating now! [Learn more](https://pollinations.ai/redirect/2699274)
Table i 2.1: i Quizlet i learning i modes i on i website i and i mobile i app
Quizlet's features are divided into two main components: Study and Play The Study component includes four modes—Flashcards, Learn, Write, Spell, and Test—designed to enhance learning and retention The Play component offers two modes—Match and Gravity—focused on making study sessions engaging through interactive games Users have the flexibility to customize their interaction with Quizlet properties within these modes, tailoring their learning experience to their preferences.
Figure i 2.1 i Quizlet i Site i Map i on i Website i
Flashcards are an effective online learning tool that display a word on one side and its definition on the other, enabling users to flip the card until they memorize the word and progress to the next Users can choose to view both sides simultaneously or go through target words in sequence, enhancing their vocabulary learning process According to Annetta (2008), platforms like Quizlet allow users to add audio and images to flashcards, which significantly boost vocabulary retention and pronunciation skills Implementing digital flashcards optimizes language acquisition by offering interactive and customizable study methods, making them an essential resource for learners aiming to improve their language skills.
Figure i 2.2 i Flashcards i with i both i sides i displayed i at i the i same i time
I designed this tool to support students in studying vocabulary through multiple-choice exercises, as shown in Figure 2.3 Users select the correct term based on the displayed definition, and their scores are automatically identified at the end of each study session Based on these results, users can determine which words they have already mastered and which ones still require more practice. -Boost your vocabulary mastery with AI-powered multiple-choice exercises—track progress instantly and focus on words you need most! [Learn more](https://pollinations.ai/redirect/2699274)
Figure i 2.3 i Learn i - i example i of i an i exercise
In each study session, students are instructed to write the target words based on their definitions or L2 translations provided in Figure 2.4 The list of studied words with incorrect answers is recorded and reported in the performance statistics at the end of each session, helping to monitor progress and identify areas needing improvement.
Figure i 2.4 i Write i - i example i of i an i exercise
I designed I to assist learners in practicing the spelling of words effectively The iLearners system listens to the pronunciation of a word and prompts users to input what they hear, allowing for interactive spelling practice Learners can select their preferred audio speed to customize their learning experience If a word is misspelled, the system corrects it aloud and provides an animation of necessary changes to reinforce learning After each session, detailed statistics display the number of mistakes per word, along with a list of error terms, enabling learners to track their progress and focus on areas needing improvement.
Figure i 2.5 i Spell i - i typing i in i the i spelling i of i a i dictated i word
Creating effective online tests involves multiple formats such as target word exercises, matching questions, multiple choice, and true/false questions based on selected flashcards, as shown in figure 2.6 Users can conveniently take these tests on Quizlet or print them out for offline practice, providing flexible options for learning.
Figure i 2.6 i Test i - i example i of i the i settings
In i term i of i play i modes, i Quizlet i offers i the i two i optional i games i to i practice istudying i new i words i which i are i Match i and i Gravity
Matching: i a i game i is i for i individual i use i in i which i the i users i drag i (PC i version) i or itap i (mobile i version) i to i match i the i target i word i and i definition i as i fast i as i possible i figure i2.7
Gravity in the i a i i digital i game i is i designed for i individual i use, i where i the i target i word i or i i definition i falls i from i the i top i of i the i screen Users i type i the i corresponding i target i word i or i i definition i before i an i asteroid i crashes i onto i the i planet, as illustrated in figure 2.8 If i the i planet i is i hit i twice, i it i will i be i destroyed, adding a challenging element to the gameplay.
Figure i 2.8 i Gravity i game i - i an i incoming i asteroid i to i be i destroyed i by i typing i in ithe i English i equivalent
Live i is i a i group i game i that i requires i at i least i four i players, promoting active collaborative learning by encouraging learners to work together to quickly identify correct answers When any group answers incorrectly, they must restart the game, fostering a competitive spirit that motivates engagement This mode encourages learners to share information and exchange answers to vocabulary questions, making the learning process more dynamic and cooperative within the classroom.
Users can select any words for their own e-learning modules or study sets for personalized learning Thompson and MacDonald (2005) demonstrated that Quizlet enables users to share their vocabulary word lists, fostering a learning community that enhances educational performance The platform allows learners to view terms with definitions and images in flashcard mode, facilitating effective vocabulary teaching through visual aids Additionally, users can listen to pronunciation and associate words with images simultaneously, enriching the auditory and visual learning experience Quizlet’s audio-visual features help users practice pronunciation by listening to words while focusing on images, and improve listening skills through audio definitions and terms in spell mode Speaking practice is supported as students repeat terms they've learned through flashcards, while reading and writing skills are developed via matching, gravity modes, and typing exercises with correct spelling, making Quizlet a comprehensive tool for language learners.
Quizlet offers eight different learning modes, including flashcards, recall tasks, true/false exercises, and multiple-choice or matching items, to facilitate vocabulary acquisition Research by Elgort (2011) demonstrates that these activities serve as effective instances of paired-associate vocabulary learning, which is valuable for acquiring target vocabulary Webb (2007) also concluded that paired-associate learning techniques effectively increase vocabulary size Additionally, the repetition feature in Quizlet ensures learners reinforce foundational vocabulary (Fryer & Bovee, 2016) These modes can be recognition-based, requiring students to select L2 word forms or meanings from options, or recall-based, prompting learners to generate these forms independently Nakata and Webb (2016) highlighted that recognition exercises are easier and less effective for long-term retention, whereas recall tasks yield better retention outcomes, making them a widely used technique in language learning (McLean et al., 2013; Butler & Roediger, 2007).
Quizlet is a mobile application that provides maximum access to vocabulary learning at any time, encouraging learners to engage with content more regularly (Fryer et al., 2014) According to Kukulska-Hulme (2018), users can actively learn because Quizlet facilitates learning across different settings through mobile-assisted language learning (MALL) Immediate feedback on the correctness of answers, provided at the end of activities, is a key feature that enhances Quizlet’s effectiveness by helping students evaluate their performance (Fryer & Bovee, 2016) Additionally, gamification in Quizlet's game mode offers practical benefits beyond entertainment, motivating learners and improving engagement (Sandberg et al., 2014).
The perceptions of the use of Quizlet in English vocabulary learning
Perception is a critical issue in the literature review, requiring clear definition and identification of core indicators, as it directly relates to the research topic According to Smith (2002), perception is the process of human thinking about phenomena, involving the acceptance of messages or information by the brain, which occurs through the five senses—vision, hearing, smell, touch, and taste These sensory stimuli are processed and stored by the brain, leading to sensation, a fundamental part of perception Similarly, Grundmeyer (2012) emphasizes that perception entails forming and establishing one's views and impressions of the external world, highlighting its role in how individuals interpret their environment.
According to Robbins and Judge (2013), three main factors influence perception: the perceiver, the target, and the situation The perceiver's characteristics—such as attitudes, personality, motives, interests, past experiences, and expectations—shape their perception Past experiences particularly impact expectations, which in turn influence how individuals perceive current situations; for example, positive past experiences with something may lead to favorable perceptions The attributes of the target, including novelty, motion, sounds, size, and other features, also affect perception by shaping how people see it Additionally, situational factors like time, work setting, and social environment play a crucial role; every perception occurs within a specific context, and this context influences attention, with the timing of when an object or event is observed affecting perception.
Figure i 2.9 i Factors i that i influence i perception
In this situation, language is perceived as an object, and when a certain language is encouraged across all major domains, learners become accustomed to it and perceive it as normal This shift can transform learners' expectations in communication, leading them to anticipate detailed and interactive conversations in their native languages.
Based on the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), advocated by Davis (1986), was developed as a framework to understand users' continued intention to use IT TAM is a predictive model that explores how users’ beliefs, perceptions, and intentions influence their adoption of e-learning methods, as illustrated in Figure 2.10 (Hong et al., 2006).
The final version of the Technology Acceptance Model (TAM), developed by Venkatesh and Davis (1996), highlights that learners’ perceptions of technology are primarily influenced by two key beliefs: perceived usefulness and perceived ease of use Perceived usefulness directly impacts behavioral intention, which is the likelihood that a user will use the technology, while perceived ease of use influences perceived usefulness and also affects user behavior These cognitive beliefs together explain how users decide to accept and adopt new technological tools, making TAM a vital framework for understanding technology adoption in educational settings.
The Technology Acceptance Model (TAM 2) illustrated in Figure 2.11 by Venkatesh and Davis (1996) demonstrates that a learner’s intention to use technology (technology acceptance) and their actual usage behavior are influenced by their perceptions of the technology’s usefulness and ease of use According to the model, learners’ perceptions highlight their awareness of how effectively they can apply tools like Quizlet in English vocabulary acquisition, emphasizing both usage and its perceived effectiveness.
Figure i 2.12 i Model i of i using i social i media i for i collaborative i learning i to i enhance ilearners’ i performance i on i learning i (adapted i from i David, i 1989, i by i Waleed i et i al., i2017)
This study utilizes a TAM-based model incorporating seven constructs: perceived usefulness, perceived enjoyment, perceived ease of use, social media use, collaborative learning, students’ satisfaction, and learners’ performance (Waleed et al., 2017) Research indicates that the application of IT tools in learning is largely influenced by perceived usefulness (Davis, 1989; Venkatesh & Davis, 2000) Additionally, perceived enjoyment positively impacts learners’ intention to adopt IT tools and social media, as demonstrated by Curran and Meuter (2007) and supported by Eighmey and McCord (1998) The perceived ease of use also plays a crucial role in shaping behavioral perceptions, actual use, and overall user satisfaction (Waleed et al., 2017) Venkatesh et al (2003) highlight that active engagement and collaborative learning via social media significantly drive technology adoption Ultimately, perceptions of ease of use and usefulness enhance social media engagement and satisfaction, leading to improved learners’ performance and collaboration outcomes (Pelling & White, 2009) Waleed et al (2017) concluded that these factors collectively contribute to higher student satisfaction and better learning performance.
2.5.2 Learners’ perceptions of the use of Quizlet in English vocabulary learning i
Research indicates that learners’ perceptions of using Quizlet significantly influence their English vocabulary acquisition, with positive perceptions enhancing motivation and engagement Studies show that many students find Quizlet to be a convenient, user-friendly, and effective tool for vocabulary learning, which boosts their satisfaction and willingness to use it consistently Repetition through Quizlet helps improve word memorization and pronunciation, supporting key vocabulary learning strategies like practice and exposure Accessibility across various modes and devices enables learners to study outside the classroom more frequently, fostering autonomous learning and increasing efficiency Additionally, mobile device usage encourages studying in diverse environments, reducing boredom and making vocabulary practice more enjoyable However, reliance on internet access poses limitations, such as connectivity issues and technical glitches, which can lead to frustration and hinder continuous learning Overall, Quizlet’s interactive features and accessibility make it a valuable tool for enhancing English vocabulary skills, provided technical barriers are managed effectively.
Technology plays a crucial role in modern education, significantly enhancing the learning experience Tools like Quizlet facilitate vocabulary acquisition by making it easier for students to learn and remember new words Quizlet provides a solid foundation for learners to improve their language skills both inside and outside the classroom Additionally, using Quizlet makes the process of learning vocabulary more enjoyable and engaging, creating a positive environment for EFL students to develop their language abilities effectively.
2.5.3 Learners’ perceptions of the effectiveness of Quizlet in English vocabulary learning
Research by Sangtupim and Mongkolhutthi (2019) indicates that most students regard Quizlet as an effective tool for English vocabulary learning, highlighting its convenience, accessibility from any location with an internet connection, and the ability to create personalized word sets for various exercises Van et al (2020) found that Quizlet improves vocabulary performance compared to traditional methods, while Pham (2022) emphasized the usefulness of the 'Test' feature in reviewing vocabulary effectively However, participants reported issues with inaccurate spelling and definitions, often due to poorly evaluated shared sets, and some words had unnatural pronunciations, making self-practice challenging Apriliani (2021) noted that students appreciate Quizlet's diverse features and user-friendly interface, with visual and auditory aids enhancing learning When used in classroom sessions of 60 minutes, Quizlet yielded positive results (Ho, 2019), and Nguyen et al (2021) confirmed its effectiveness for autonomous learning at home, with students feeling more motivated due to its engaging approach to vocabulary acquisition.
Previous studies
The i following i studies i were i conducted i in i Vietnam i by i Vietnamese i researchers
In a 2019 study by Ho i (2019), i the efficacy of Quizlet i for vocabulary teaching i was compared to paper flashcards, involving three phases: pre-test, four-week training, and post-test i The study included 39 high school students i who were divided into two groups, i with one group using Quizlet i and the other using paper flashcards i for vocabulary learning i Students in one group started with Quizlet i and then switched to flashcards, i while the other group did the reverse i Results from the pre-test and post-test showed i that both methods effectively improved vocabulary acquisition, i but Quizlet proved to be i the more efficient method.
Huong and Hong (2020) conducted a 10-week study examining the impact of Quizlet on vocabulary acquisition among young learners The research involved 29 students who followed two different vocabulary teaching programs: one without Quizlet and one with Quizlet Tests administered at various stages of the study revealed that students’ vocabulary acquisition significantly improved when using Quizlet Additionally, students displayed positive attitudes towards utilizing the application, highlighting its effectiveness as a language learning tool.
A 2020 study by Van et al investigated the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major freshmen while also examining their attitudes towards the application The study involved 60 participants and utilized a quasi-experimental design with two control groups, employing pre-tests and post-tests to measure progress One group learned vocabulary without using Quizlet, while the other group used the application The researchers discovered that Quizlet significantly improved participants' vocabulary acquisition, demonstrating its efficacy as a teaching tool.
Nguyen et al (2021) investigated the effectiveness of Quizlet in facilitating autonomous vocabulary learning, aiming to assess its usefulness for students studying English independently Their study collected quantitative data from 100 university participants in Ho Chi Minh City The findings revealed that students experienced increased motivation and enjoyment through using Quizlet, which enhanced their learning Additionally, many participants actively utilized the app for self-directed vocabulary acquisition, highlighting its value as an effective tool for autonomous language learning.
In Pham’s 2022 study, the researcher explored students' perceptions of using Quizlet for vocabulary learning The study combined qualitative and quantitative methods, involving 148 students through questionnaires and semi-structured interviews The findings revealed that students prefer Quizlet as a vocabulary learning tool primarily due to its convenience.
The i following i studies i were i conducted i outside i of i Vietnam
Numerous studies confirm the effectiveness of Quizlet in enhancing vocabulary learning Dizon (2016) found significant improvements in Japanese EFL learners' vocabulary abilities after a 10-week course using Quizlet for Academic Vocabulary List (AVL) acquisition, highlighting positive student perceptions Similarly, Ezzer and Koşoğlu (2017) investigated the impact of Quizlet and vocabulary notebooks on vocabulary acquisition among 89 students, using pre- and post-tests, and concluded that there were no significant differences between the two methods, indicating that Quizlet is an effective tool for vocabulary development.
A 2020 study by Setiawan and Wiedarti investigated the effectiveness of Quizlet in enhancing students' motivation for vocabulary e-learning The research involved 65 students divided into control groups, allowing for comparison between those using Quizlet and those not Findings revealed that students who utilized Quizlet exhibited higher motivation levels and greater enthusiasm for learning compared to their peers who did not use the platform, demonstrating Quizlet's positive impact on student motivation in vocabulary learning.
Aksel (2021) conducted a study to examine the effectiveness of Quizlet on vocabulary achievement among ESL students and explored students’ perceptions of its use The research involved 92 university students from a Turkish university, utilizing quantitative analysis to assess their perceptions and pre-tests and post-tests to measure vocabulary learning outcomes The findings indicated that Quizlet is an effective tool for teaching vocabulary, and students reported positive attitudes toward using it due to its convenience and user-friendly features.
In Aprilani’s 2021 study, the researcher explored high school students' perceptions of using Quizlet for learning English vocabulary The study employed qualitative data collection through interviews with five senior high school students in Indonesia The findings revealed that students find Quizlet to be an engaging and interesting tool for vocabulary learning, which makes them feel enthusiastic about learning Based on these insights, the researcher recommended using Quizlet as an effective tool for teaching English vocabulary.
In Vietnam, the integration of technology has significantly enhanced English language teaching, particularly in vocabulary acquisition (Tran & Duong, 2021) Tools like Quizlet play a crucial role by offering diverse learning modes, including studying, testing, and flashcard review, which actively engage learners (Webb, 2007) Learners can personalize their vocabulary learning by selecting specific words and creating custom study sets, fostering a more tailored learning experience Research by Thompson and MacDonald (2005) demonstrates that Quizlet promotes collaborative learning through the sharing of word lists, strengthening the learning community and improving performance Additionally, learners benefit from features such as visual aids, pronunciation recordings, and the ability to access teacher-created sets or develop their own, making vocabulary learning more interactive and effective.
This study highlights the increasing use of Quizlet for vocabulary learning among various student groups, though research specifically focusing on bilingual students remains limited Addressing this gap, the research examines how bilingual students utilize Quizlet for English vocabulary acquisition within the context of an international school in Vietnam.
Conceptual framework
The conceptual framework of Quizlet's use in English vocabulary learning emphasizes two main aspects: usability and effectiveness Firstly, it is vital to evaluate how useful and enjoyable the method is for students, ensuring they can achieve their learning goals while maintaining motivation and interest Ease of use also plays a crucial role; if the platform is complicated or inconvenient, students may become discouraged Secondly, assessing the effectiveness of Quizlet in improving vocabulary provides valuable insights into its superiority over other methods Factors such as time, location, motivation, and autonomy significantly influence the success of the learning process, highlighting the importance of designing engaging, accessible, and effective vocabulary learning strategies.
Perceptions of the use of Quizlet in
Ease of use (Waleed et al., 2017)
The effectiveness (Robbins and Judge, 2013)
Vocabulary improvement (Van et al, 2020)
Motivation and autonomy (Nguyen et al., 2021) iautonomously i with i the i method i will i achieve i their i learning i goals i easier, i thereby imaking i the i method i effective.
Summary
Vocabulary is an essential part of English learning and forms the foundation for effective communication The acquisition of vocabulary is critical for any English learner, especially as advances in technology have introduced new tools that rival traditional methods One such tool is Quizlet, an online educational platform that allows users to create and learn sets of digital flashcards The platform offers various learning modes, such as ‘learn,’ ‘write,’ ‘test,’ and ‘match,’ which facilitate interactive vocabulary acquisition Studies indicate that learners perceive Quizlet positively, often citing increased motivation and engagement Overall, research suggests that Quizlet is more effective for vocabulary development than traditional methods like paper flashcards.
METHODOLOGY
Introduction
This chapter details the research methodology employed to address the study's key questions It begins with an introduction to the methodological framework, followed by an explanation of the research design and setting The chapter outlines the selection of research participants, the instruments used for data collection, and the procedures for data analysis Additionally, it includes information about the pilot study conducted to ensure the reliability and validity of the research methods.
This study aims to explore English as a Foreign Language (EFL) secondary students' perceptions of using Quizlet for learning English vocabulary in a UK academy in Vung Tau The specific objectives include understanding students' attitudes towards Quizlet, evaluating its effectiveness in vocabulary acquisition, and identifying the benefits and challenges associated with its use in the learning process.
1 What i is i EFL i Secondary i school i Students’ i perception i of i the i use i of i Quizlet- based i English i vocabulary i learning i at i UK i academy?
2 What i is i EFL i Secondary i school i Students’ i perception i of i the i effectiveness i of iQuizlet-based i English i vocabulary i learning i at i UK i academy?
Research Design
This research investigated perceptions of using Quizlet in e-learning English vocabulary at UK Academy, Ba Ria, through combined qualitative and quantitative methods Quantitative data provided insights into learners' general perceptions, enabling reliable statistical analysis of trends and overall opinions Qualitative data allowed for a deeper understanding of the reasons behind certain responses, capturing detailed insights that numbers alone cannot reveal The mixed-method approach ensured comprehensive data collection, facilitating a thorough analysis of the research questions and supporting robust conclusions about the effectiveness and perceptions of Quizlet in language learning.
Research Site
The UK Academy in Ba Ria is a reputable educational institution located at 165 Nguyen Huu Tho Street, Ward Phuoc Nguyen, Ba Ria City, Vietnam As one of five campuses across the country, it offers high-quality bilingual education following the principles set by the Ministry of Education and Training (MOET) The school emphasizes six core values: leadership, honor, creativity, integrity, humanity, and harmony Additionally, UK Academy employs the Cambridge English Language learning system to ensure effective language development.
Quizlet is widely used in classrooms, with students and teachers leveraging the app for various educational activities Teachers encourage students to practice vocabulary at home using Quizlet, helping reinforce their learning beyond the classroom It is estimated that students utilize Quizlet at least once or twice a week to review and learn new vocabulary The most popular Quizlet features among teachers include Flashcards, Learn, Write, and Match games, which facilitate engaging and effective vocabulary practice.
The researcher conducted the study using electronic questionnaires and Zoom video conference interviews, allowing participants to complete the surveys and interviews from any location without the need for physical presence at the UK Academy.
Sample and sampling procedure
This study involved 50 sixth-grade students registered at UK Academy Ba Ria The participants were selected based on the required sample size for reliable research results while considering the availability of students at the school These students represent a typical sixth-grade cohort at UK Academy Ba Ria, providing a relevant and representative sample for the study.
2 How i long i have iyou i studied iEnglish?
3 How i many i hours ido i you i use iQuizlet i daily?
4 On i what i devices ido i you i use iQuizlet?
5 What i is i your ifavorite i mode i on iQuizlet?
Gender: i With i regards i to i the i gender i of i the i students, i 56% i of i the i participants iwere i female i and i 44% i were i male i
The distribution of time spent learning English varies significantly among participants, with 10% having learned English for less than three years, 40% for between three and five years, and 50% for more than five years This indicates that the majority of students have invested a substantial amount of time in learning English, demonstrating a strong commitment to language acquisition.
Hours i spent i using i Quizlet i daily i 76% i indicated i that i they i used i Quizlet i less ithan i one i hour i each i day, i whereas i 20% i stated i one i to i three i hours, i and i 4% i indicated imore i than i five i hours i
Approximately 35% of participants reported that they sometimes use Quizlet when learning vocabulary, while 8% indicated they never use it Additionally, 6% of respondents stated that they often use Quizlet, and a small portion of 1% reported that they always utilize Quizlet for vocabulary learning.
Most participants, numbering 31, reported using Quizlet on a laptop or desktop computer, highlighting the preference for these devices for study purposes Additionally, 23 participants indicated they accessed Quizlet via a mobile phone, while 18 used it on a tablet, demonstrating diverse device usage among users Only one participant reported using Quizlet on a television, indicating minimal use of this device for studying This data underscores the importance of optimizing Quizlet for multiple device types to enhance user experience across platforms.
According to a recent survey, Flashcards are the most popular mode on Quizlet, with 43% of participants selecting it as their favorite Learn mode follows with 19%, while 15% prefer Spell Test mode is also favored by 13% of users, whereas only 4% each choose Match and Live modes Write remains the least preferred option, with only 2% of participants indicating it as their favorite mode on Quizlet.
Out of the 50 students involved in the questionnaire, only 10 were selected for interviews to gather qualitative data The gender distribution of interview participants was 60% female and 40% male Regarding English learning duration, 10% of students had been learning English for less than three years, 30% for between three and five years, and 60% for more than five years.
Research instruments
Two i research i instruments i were i employed i for i the i collection i of i the i data, inamely i questionnaire i and i semi-structured i interviews
This study employed a comprehensive questionnaire to collect quantitative data from a large number of participants, focusing on their perceptions of using Quizlet for learning English vocabulary and its perceived effectiveness The questionnaire was divided into three parts: Part A gathered personal information such as gender and English learning duration through multiple-choice questions; Part B assessed students' habits and perceptions of Quizlet use, including usefulness, enjoyment, and ease of use, using five-point Likert scale questions; and Part C examined perceptions about the effectiveness of Quizlet in vocabulary improvement, motivation, and autonomy, also via Likert scale items Participants were informed about the study's purpose, their contributions' value, and assured of anonymity to encourage honest responses The questionnaire design was inspired by Dizon's (2016) study on Quizlet's efficacy in the EFL classroom, with questions adapted to fit the specific research context, ensuring reliability and relevance for analyzing students' perceptions and the impact of Quizlet on English vocabulary learning.
The researcher conducted semi-structured interviews to collect qualitative data and complement the questionnaire findings Participants were informed about the interview's purpose, assured they could withdraw at any time, and notified about audio recordings before starting During the interviews, the researcher asked four self-designed questions focused on the participant’s methods for learning English vocabulary, their preferred locations for using Quizlet, the modes of Quizlet they utilize and reasons for their choices, and their opinions on Quizlet's effectiveness in improving vocabulary These questions aimed to identify potential gaps in the research, understand students' preferences for certain modes, and explore their perceptions of Quizlet's efficacy, especially the reasons behind students' beliefs about its effectiveness or lack thereof.
Data collection procedures
In the 2021-2022 academic year, I conducted data collection between mid-May and early June, coinciding with the end of the semester when students had completed their curriculum Teachers received a questionnaire link from me to distribute to students, along with instructions I provided to ensure clear understanding I waited two weeks for all students to respond, estimating each student would spend approximately 10-15 minutes completing the questionnaire The collected data was then analyzed quantitatively to derive meaningful insights.
The researcher randomly selected ten students from a list provided by their teachers to ensure a representative sample for the interview process All interviews were scheduled via Zoom and conducted in a single day, with students present at school under the supervision of their teachers During class, each student had the opportunity to use the teacher’s laptop to participate in the interview, which was conducted in Vietnamese to capture accurate responses The interviews were recorded and later translated by the researcher to facilitate accurate data analysis.
Data analysis procedures
According to Harris et al (2012), studies that incorporate both quantitative and qualitative research benefit from examining relationships between variables in detail For quantitative data, analysis was conducted using descriptive statistics with SPSS software, including calculations of means and standard deviations for in-depth insights These statistical results were organized into tables for clear presentation When analyzing means, specific interpretation methods were applied to derive meaningful conclusions from the data.
The researcher conducted and recorded interviews in Vietnamese to ensure students could respond naturally and accurately These recordings were transcribed and translated into English for analysis purposes Responses from each participant were organized according to themes, with each answer summarized accordingly To maintain anonymity and organization, each student was assigned a unique code in ascending order prefixed with ‘S’ (e.g., S1, S2, S3, up to S10).
Summary
This chapter discusses the research methodology, including the research design and its rationale The study was conducted at UK Academy in Bia Ria, with clear research questions guiding the investigation The sampling procedure and participant information are detailed to ensure transparency Data collection tools, such as questionnaires and semi-structured interviews, are described, along with the methods used for data collection and analysis to ensure the validity and reliability of the findings.