LIST OF TABLES AND CHARTS Chart 3.1: Students’ test score in six weeks Total sentences: 20 Chart 3.2: Time to complete learners’ translation activity Chart 3.3: Appropriateness of the
Rationale of the study
Technology plays a crucial role in modern education, leading to significant changes in teaching and learning (Pavlik, 2015) As our world becomes increasingly mobile, it is essential to integrate mobile technology into educational practices (Hockly, 2013) In the context of English as a Foreign Language (EFL), mastering vocabulary is fundamental, as it serves as the foundation for effective communication As Wilkins (1972) states, “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Furthermore, vocabulary acquisition is central to language learning and enhances overall language proficiency (Harmon, Wood, & Keser, 2009; Linse).
According to research from 2005, vocabulary development plays a crucial role in enhancing language ability, particularly for advanced English as a Foreign Language (EFL) students, such as those in university A strong vocabulary foundation is essential not only for general communication but also for professional contexts Consequently, the need for English for Specific Purposes (ESP) arises, making ESP vocabulary learning an increasingly vital component of higher education curricula.
At Hai Phong University (HPU), the quality of English for Specific Purposes (ESP) learning is a significant concern for both teachers and students, as many learners struggle to engage and find the subject challenging Specifically, third-year Biotechnology students, who have completed two general English courses, still exhibit varying levels of English proficiency, with some at pre-intermediate and others at elementary levels To fulfill their degree requirements, these students must complete the English for Biotechnology course, which aims to enhance their ESP vocabulary and improve their reading and translation skills for professional documents Therefore, mastering a substantial amount of specialized vocabulary is essential for their academic success.
The importance of mastering lexical terms is crucial for learners, yet my experience in teaching English for Specific Purposes (ESP) reveals that students often neglect vocabulary acquisition, resulting in ineffective learning Many students display confusion and reluctance during ESP lessons, which diminishes their motivation as they struggle to memorize and apply terms effectively The limited time for learning, with only two lessons per week, makes vocabulary study a challenging task for both students and teachers Furthermore, the current trend in language education emphasizes the need for innovative teaching methods that incorporate technology, foster self-directed learning, and place students at the center of the educational experience.
The researcher aims to identify an effective method for learning English for Specific Purposes (ESP) vocabulary in the EFL classroom at HPU, focusing on enhancing vocabulary retention and student motivation To achieve this, the study will compare the use of Quizlet word cards, which incorporate information technology into the learning process, with traditional word lists commonly used at HPU The goal is to evaluate the effectiveness of these strategies in supporting students' ESP vocabulary retention and determine which approach is more effective and preferred by the students.
Aims of the study
This study evaluates the effectiveness of word lists and Quizlet flashcards for learning English for Specific Purposes (ESP) vocabulary among Biotechnology majors at Hai Phong University To achieve this goal, specific objectives have been established.
- Firstly, to check the effectiveness of ESP vocabulary learning when using word lists and Quizlet word cards of Biotechnology majors at Hai Phong University
- Secondly, to consider which method is favorable in boosting students’ motivation in ESP vocabulary learning.
Scope of the study
This study aims to evaluate the effectiveness of word lists and Quizlet word cards in enhancing ESP vocabulary learning among Biotechnology majors at Hai Phong University While numerous factors influence the efficiency of ESP learning, this research focuses on a select few due to the complexity and breadth of the topic.
5 vocabulary learning Therefore, this study only focuses on identifying the effectiveness of two methods in supporting students’ vocabulary retention and provoking students’ motivation to study English for specific purposes
Due to time constraints and the researcher's capabilities, the study focuses exclusively on Biotechnology majors at Hai Phong University Sixteen students from the K16 Biotechnology class were selected to participate in the research, which involves studying specific units from the English for Biotechnology course book, "The Language of Biotechnology," authored by Professor Nguyen Thi Hien, Associate Professor Quan Le Ha, and Master Le Thi Lan Chi from Hanoi University of Science and Technology.
Methods of the study
To conduct this research, the researcher employed both qualitative and quantitative methods, utilizing vocabulary tests over several weeks to assess student progress in vocabulary learning Additionally, questionnaires were administered to gather in-depth insights into students' evaluations of ESP vocabulary learning through word lists and Quizlet word cards Observations were made to analyze students' attitudes towards learning ESP vocabulary and the time taken to complete translation activities This data aims to identify the most effective method for enhancing ESP vocabulary learning and to provide valuable insights for both teachers and learners.
Research questions
This study investigates the effectiveness of world lists versus Quizlet word cards in enhancing English for Specific Purposes (ESP) vocabulary acquisition among students at Hai Phong University It seeks to determine which method proves more efficient for learners in mastering specialized vocabulary.
- Which method is more effective in improving students’ ESP vocabulary acquisition: word lists or Quizlet word cards?
- What are EFL learners’ attitudes toward using word lists versus Quizlet word cards in ESP vocabulary learning?
Contribution of the study
This study investigates the effectiveness of world lists versus Quizlet word cards in enhancing students' retention, performance, and motivation in English for Specific Purposes (ESP) vocabulary learning It aims to determine which method—word lists or Quizlet—more significantly impacts students' retention and preferences for studying, ultimately providing insights into the most effective tools for ESP vocabulary acquisition.
The study highlights the importance of effective ESP vocabulary teaching strategies, revealing both their advantages and disadvantages It aims to assist teachers in selecting the most suitable methods for their students, encouraging further research and innovation in language teaching Additionally, students involved in the study report engaging experiences that enhance their motivation and allow them to make informed choices in their learning journey, ultimately leading to improved outcomes in ESP education.
This study aims to fill the gap in research regarding the use of Quizlet for vocabulary acquisition in Vietnam, contributing to the scientific foundation of English for Specific Purposes (ESP) learning and teaching through mobile devices Additionally, it will provide valuable insights into ESP learning practices.
Design of the study
This research consists of three main parts:
Part One, INTRODUCTION, presents the rationale, the aims, scope, methods, contribution and design of the study
Part Two, DEVELOPMENT, is composed of four chapters as follows:
Chapter One of the literature review provides an overview of English for Specific Purposes (ESP) vocabulary learning, highlighting the effectiveness of the Quizlet word card strategy and the word list strategy in enhancing vocabulary acquisition These strategies are essential for optimizing language learning and improving retention of specialized vocabulary.
- Chapter Two, Methodology, is about the research method, research design, subject of the study which provides general information for the research
- Chapter Three, Data Presentation and Analysis, is the part relating to vocabulary test, classroom observation and questionnaire survey which are basic research methods and
7 a comparison between two methods to identify its effectiveness in ESP vocabulary learning for Biotechnology majors at Hai Phong University
Part Three, CONCLUSION, consists of four sub-parts: Summary of the study, Limitations of the study, and Suggestions for further studies
LITERATURE REVIEW
ESP vocabulary learning
1.1.1 Definition of English for specific purposes (ESP)
English for Specific Purposes (ESP) is defined as the teaching or studying of English tailored to particular careers, such as law, medicine, and business, according to the International Teacher Training Organization (2005) Dudley-Evans and St John (1998) further describe ESP as a specialized type of language that emphasizes specific content to fulfill learners' needs in designated fields.
English for Specific Purposes (ESP) is defined as "goal-oriented language learning," where students focus on acquiring English skills necessary to achieve specific tasks in their fields of study (Robinson, 1989) This approach emphasizes that learners are motivated not by an intrinsic interest in the English language, but by the need to perform effectively in their specialized subjects A strong vocabulary is crucial for ESP learners, as it enables them to comprehend and address the specific demands of their studies; however, a lack of vocabulary knowledge poses significant challenges for second language readers (Huckin, 1995) Therefore, it is essential for learners to prioritize vocabulary acquisition, while educators should provide effective strategies to enhance their learning outcomes With the advancement of technology and mobile devices, vocabulary learning has become more accessible than ever.
9 more effective Researchers need to focus on studying these innovations of technology to apply in English language teaching to make them closer and easier to L2 learners
1.1.2 Characteristic features of ESP course
English for Specific Purposes (ESP) is a specialized form of language instruction tailored to meet the specific needs of learners in particular fields (Dudley-Evans & St John, 1998) ESP courses are designed to provide targeted knowledge and skills for specific purposes, as defined by Hutchinson and Waters (1987) as an integrated series of teaching-learning experiences aimed at achieving a particular state of knowledge Unlike general English courses that focus on foundational communication skills, ESP is directed towards equipping students with the expertise required in their chosen professions According to Munby (1978), the syllabus and materials for ESP courses are developed based on a thorough analysis of learners' communication needs, ensuring relevance and applicability in real-world contexts.
ESP courses are tailored to meet the specific needs of various student groups, such as IT professionals, airport information desk staff, tourism workers, biotechnology students, and electrical engineering majors Each course focuses on developing targeted language skills relevant to the respective field, making the content specialized and often challenging As a result, learners typically require additional effort and support from instructors to successfully achieve their educational goals in these professional and academic contexts.
To ensure learners achieve their goals in an English for Specific Purposes (ESP) course, teachers must focus on key characteristics of the course and implement effective strategies According to Hutchinson and Waters (1992), teachers should address critical questions, such as the necessary topic areas, the specific learning needs of students, and the language aspects required for effective communication Additionally, selecting appropriate ESP materials is crucial, as these resources support the teaching process and enhance students' foreign language acquisition.
Visual and audio perception significantly enhances learners' success and understanding in acquiring a foreign language Effective teaching materials are essential in boosting students' initial motivation to learn and in maintaining their enthusiasm throughout the course.
Graves (1999) highlights that teaching materials serve as adaptable tools that can be customized to meet the diverse needs, abilities, and interests of students This underscores the critical importance of teaching materials in language learning, particularly within English for Specific Purposes (ESP) courses, where their role is even more pronounced.
In an ESP (English for Specific Purposes) course, teachers must consider various factors to facilitate student success, including the choice of materials and effective teaching methods These elements are crucial in helping students achieve their learning goals efficiently.
In an English for Specific Purposes (ESP) course, mastering vocabulary is crucial for learners to achieve their goals, as it serves as the foundation for understanding course content According to Thornbury (2002), vocabulary acquisition is essential for developing overall language competence.
Focusing primarily on grammar may hinder your English improvement, as significant progress is achieved through expanding your vocabulary and expressions While grammar allows for limited expression, a rich vocabulary enables comprehensive communication According to Beggar and Hunt (2005), vocabulary acquisition is essential for successful foreign language learning, and Sửkmen (1997) emphasizes its central role in second language acquisition Therefore, the importance of vocabulary in language courses is undeniable.
According to Schmitt (2000), the goal of vocabulary learning is to move lexical information from short-term to long-term memory To enhance vocabulary acquisition, it is essential for learners to utilize a systematic approach that minimizes frustration and demotivation, as emphasized by Nation (2001).
In higher education, ESP courses are typical factors which are designed around students’ needs based on their field of study The goal is to strengthen students’
English for Specific Purposes (ESP) equips learners with the proficiency needed to navigate everyday situations and interact with professionals across various fields ESP vocabulary is categorized into technical and semi-technical terms, which often differ significantly from their common meanings, posing a challenge for many English as a Foreign Language (EFL) learners Consequently, vocabulary acquisition is crucial in the ESP learning process, and the active role of learners in their own self-development is essential for effective understanding of the subject matter.
Individual vocabulary learning empowers students by fostering responsibility for their own education and addressing their unique needs, leading to improved learning outcomes To enhance vocabulary acquisition, which is crucial for language mastery, educators must provide students with effective strategies and support (Beglar and Hunt, 2005).
Language teachers play a crucial role in equipping learners with the ability to navigate the extensive technical vocabulary found in specialized texts To effectively prepare students for English for Specific Purposes (ESP), educators must facilitate familiarity with relevant terminology This familiarity is most effectively cultivated when learners are consciously aware of the patterns and collocations of words within their specific fields.
Research by Elgort (2011) indicates that lexical items learned through intentional decontextualized study methods, such as word cards, are accessed similarly to already acquired vocabulary Additionally, the traditional method of including L1 translations on the reverse side of flashcards has been shown to facilitate rapid learning effectively (Laufer and Shmueli, 1997).
Word list strategy in vocabulary learning
A word list technique, as defined by Wikia, typically consists of a list of target language (L2) words paired with translations in a base language (L1) Instead of single words, educators can incorporate short idiomatic phrases or multiple translations for each term Additionally, teachers may include brief morphological annotations, though space limitations in a standard word list prevent the inclusion of extensive examples or comments Nation (1982) emphasized that presenting a word form alongside its meaning is most effective during initial encounters, while delayed presentations are preferable for subsequent learning.
1.2.2 Advantages and disadvantages of using word lists in vocabulary learning
Research consistently highlights the effectiveness of word lists in vocabulary learning Qian (1996) found that memorizing decontextualized word lists led to superior ESL vocabulary retention compared to contextualized words Similarly, Laufer and Shmueli (1997) demonstrated that EFL learners who studied words in lists and sentences retained vocabulary better than those who used texts Mehrpour (2008) also reported that memorizing EFL words in lists significantly improved retention over creating sentences In Taiwan, Lu (2004) noted that a group of EFL students using bilingual word lists outperformed their peers studying the same vocabulary through reading, although both groups had similar overall reading comprehension Millington and Siegel (2010) emphasized the importance of creating vocabulary lists, suggesting that dedicated time and effort from learners can enhance vocabulary acquisition Overall, these studies indicate that utilizing word lists is an effective strategy for improving language learning outcomes.
While the word list strategy can be useful for studying vocabulary, it has notable drawbacks One significant issue is that these lists often present words in alphabetical order, which can hinder students' ability to encounter and understand these words in context within the reading materials they engage with (Coxhead).
In vocabulary acquisition, some learners benefit from contextual learning to remember words, while others require auditory reinforcement, highlighting the challenges of relying solely on written word lists To enhance retention, it is essential to provide learners with frequent encounters with the vocabulary being taught, as this exposure is critical for effective learning (Watts, 1995).
In summary, the word lists strategy offers numerous benefits for vocabulary acquisition, as supported by extensive research; however, it is important for researchers to also consider its potential drawbacks when conducting their studies.
Quizlet word card strategy in vocabulary learning
Mobile-assisted language learning (MALL) leverages personal and portable devices, allowing learners to study anytime and anywhere, free from the constraints of traditional classroom settings This approach fosters an interactive and easily accessible learning environment, promoting engagement and practice beyond monotonous surroundings MALL offers a dynamic and appealing method for language acquisition, characterized by its accessibility and portability Furthermore, integrating mobile technology into learning is essential in our increasingly digital society.
Mobile learning, as highlighted by Raba (2005), enables learners and instructors to achieve educational objectives efficiently and with minimal effort It fosters ongoing development through access to expertise from various specialists, enhancing interaction between educators and students This approach promotes self-centered learning, allowing students to engage more deeply Additionally, tools like Quizlet word cards are effective mobile applications that facilitate flexible studying and easy access to learning resources, making them valuable for teachers to support their students.
1.3.2 Definition of Quizlet word cards
To study vocabulary effectively, learners require a systematic method to prevent frustration and demotivation (Nation, 2001) With the rise of technology, numerous learning applications have emerged, making vocabulary acquisition more accessible One popular tool is Quizlet, a web-based platform offering a vast array of flashcards and quizzes, widely endorsed by teachers globally Flashcards, defined as cards featuring a word, sentence, or image (Baleghizadeh & Ashoori, 2011), facilitate learners in recalling meanings (Nation, 2001) This strategy is supported by research, as it is believed to positively impact language learning (Paivio, 1986).
16 human cognition is unique, it can process information simultaneously with language, nonverbal objects and events Therefore, any representational theories should accommodate this dual functionality
In today's technology-driven world, multimedia learning tools like Quizlet word cards exemplify the integration of mobile devices in education These cards combine text, sound, graphics, animations, videos, and spatial modeling, effectively illustrating word meanings By utilizing dual coding theory, Quizlet enhances learning through the simultaneous engagement of visual and audio channels, leading to improved retention and performance in transfer tests (Mayer & Anderson).
1991) In vocabulary learning, learners may increase their vocabulary acquisition, recall words better when the presented information in both verbal and non-verbal channels is dually coded
1.3.3 Advantages and disadvantages of using Quizlet word cards in vocabulary learning
Research shows that learning through flashcards, particularly using platforms like Quizlet, is one of the most effective techniques for vocabulary acquisition This effectiveness is rooted in dual coding theory and multimedia learning principles, which suggest that presenting information through both verbal and non-verbal channels enhances vocabulary retention and recall Studies indicate that when learners engage with words and images together, especially in an animated format, they perform better on retention and transfer tests Therefore, utilizing Quizlet for teaching English for Specific Purposes (ESP) vocabulary is highly recommended for non-English majors at HPU, as it combines text, sound, animation, video, images, and pronunciation, providing a multi-channel approach that significantly boosts vocabulary retention.
Secondly, Hulstijn (1992) and Webb (2007) propose that the retention of terms can be better through a more structured study regime and flashcards are often
Quizlet offers a systematic approach to vocabulary learning through its six engaging modes: Flashcard, Spellers, Test, Scatter, Match, and Gravity These features empower students to take control of their learning while making it more interactive and enjoyable Unlike traditional paper methods, which can be monotonous and inefficient, Quizlet fosters a dynamic learning environment that encourages higher-order thinking As students become familiar with the platform, they experience a noticeable improvement in vocabulary acquisition, making it a more appealing option for both learners and educators.
Word cards offer students the convenience of on-the-go vocabulary learning, allowing them to access information anytime and anywhere (Nation, 2008) With mobile devices, learners can effortlessly study new words with just a few clicks or taps Additionally, word cards promote efficient use of time by consolidating definitions and pronunciations into a single resource, eliminating the need for students to search for meanings separately (Takač, 2008).
Utilizing Quizlet in vocabulary instruction empowers students by fostering self-study skills and creating an open learning environment where they take center stage in the learning process According to Nation (2006), enhancing learner autonomy can significantly boost vocabulary acquisition, and flashcards are an effective tool for transferring responsibility to students The integration of multiple learning channels into a single flashcard enables learners to self-study, practice, and retain knowledge more effectively Each flashcard serves as an exercise, providing ample opportunities for students to practice vocabulary and improve their language skills.
Besides numerous advantages, Quizlet also has some drawbacks Firstly, they can become boring when used repeatedly, if teacher use only this method for teaching
Long-term reliance on word cards for vocabulary learning can lead to monotony and does not effectively enhance students' ability to use words in context According to Oxford and Crookall (1990), these cards primarily focus on word meanings, which limits students' understanding of how to apply words in practical situations.
In conclusion, the advantages of using Quizlet word cards for learning English for Specific Purposes (ESP) outweigh the disadvantages Consequently, researchers should focus on these benefits to enhance the effectiveness of their studies.
Summary
In summary, this research highlights the importance of vocabulary learning in English for Foreign Language (EFL) students, focusing on the use of wordlists and Quizlet word cards Each method presents distinct advantages and disadvantages that researchers must consider to ensure the accuracy and objectives of their studies The primary goal of vocabulary learning is long-term retention, making it crucial for teachers to adopt effective teaching strategies that enhance student outcomes By selecting appropriate strategies, educators not only improve learning results but also promote self-directed learning, which necessitates active engagement and self-cultivation from learners.
Effective learning requires learners to accurately monitor their progress and plan their review schedules; otherwise, they risk inefficiently learning easy vocabulary or inadequately mastering challenging terms (Nakata, 2008) Consequently, while both Quizlet word cards and traditional word lists aim to enhance vocabulary retention, careful consideration is necessary to determine which method is more effective for students.
METHODOLOGY
Research methods
Vocabulary tests serve as essential tools for assessing vocabulary knowledge, focusing on both comprehension and production of words taught in educational settings The careful selection and gradation of test words are grounded in rigorous testing theories and pedagogical practices, ensuring alignment with international quality standards Stern (1983) emphasizes that the primary goal of language teaching should be effective learning outcomes Similarly, Wigglesworth (2008) highlights that language assessment tasks should enable learners to showcase their productive language skills in contexts that mirror real-world applications Douglas (2000) further explains that specific purpose language tests are designed based on an analysis of target language use situations, ensuring that test tasks authentically represent real-life language demands.
Vocabulary tests are a preferred method among educators globally due to their numerous benefits Research by Henry L Roediger III, Adam L Putnam, and Megan A Smith (2011) demonstrates that testing significantly improves students' word retention Their experiments utilized both easily nameable pictures and nonfiction prose, revealing that students could recall information more effectively The authors concluded that taking tests enhances learning during subsequent study sessions, indicating that students learn more from reviewing material after testing than from restudying without prior testing.
20 authors also pointed out that the most influential indirect benefit of testing was that
Frequent quizzes, tests, and assignments serve as effective motivators for students to engage in their studies In university courses, where midterms and final exams are standard, students often find themselves studying primarily in the lead-up to these assessments This pattern highlights how regular testing not only prompts students to study more consistently but also fosters a structured study schedule that spans several weeks.
When designing a vocabulary test, teachers must clearly identify their objectives and the specific content to be assessed There are four main types of tests: proficiency tests measure a learner's overall language ability, while achievement tests evaluate knowledge of material covered in a specific course According to Brown (1994), achievement tests are limited to the curriculum taught within a defined timeframe Diagnostic tests reveal a learner's strengths and weaknesses, and prognostic tests predict future performance in a course Notably, ESP vocabulary tests fall under the category of achievement tests, focusing on students' retention of specific terms taught during the course.
There are various vocabulary test formats that utilize different elicitation techniques, each with distinct strengths and weaknesses Understanding these can greatly aid teachers in selecting the appropriate questions to assess students' abilities effectively However, it's crucial for educators to recognize the limitations of each question type to ensure proper usage Commonly employed test types for evaluating students' knowledge retention include multiple-choice questions.
Multiple choice questions are widely used in vocabulary tests but often face criticism for only assessing superficial knowledge recall These tests typically present a question stem followed by three or four answer options, making them easy to grade and reducing the likelihood of guessing due to the presence of multiple distractors Additionally, well-crafted multiple choice items can effectively evaluate a learner's understanding of vocabulary.
Creating effective multiple-choice questions involves addressing various levels of learning outcomes, from basic recall to higher-order skills like application, analysis, and evaluation However, crafting these items can be time-consuming and challenging One significant drawback is that unprepared students may guess answers, potentially receiving credit for knowledge they do not possess Typically, multiple-choice questions present a list of alternatives, including one correct answer and several distractors To mitigate these issues, educators should offer a diverse range of choices to minimize random guessing and enhance assessment accuracy.
For example: Choose the best answer for each question
1 máy ly tâm condenser (n) centrifuge (n) precipitate (n) separation (n) b Gap-filling
Gap-filling exercises require students to complete sentences by inserting missing words, often with hints like root verbs or initial letters This task is easy to assess and create, promoting retention of vocabulary and contextual understanding By placing terms in real contexts, students enhance their comprehension of meanings However, challenges arise when learners lack familiarity with the context, leading to random or incorrect selections Teachers should recognize that multiple correct answers may exist and strive to provide clear, concise contexts that aid in word recall.
For example: Complete the sentence with a suitable word
1 A pH ………… , which stabilizes the pH inside a cell, can be used in culture media
In this question type, students connect items from two columns, such as words, definitions, or images This approach facilitates learning, as visual aids allow learners to recall terms without prior knowledge of the vocabulary, leveraging dual coding theory However, a key limitation arises when students translate words literally without context, leading to disengagement and random matching To enhance the effectiveness of this task, teachers should incorporate multiple words in each exercise, encouraging deeper understanding and meaningful connections.
For example: Match the word with the suitable meaning thuộc công nghệ sinh học áp suất dư thuốc tránh thai sự sủi bong bóng
This task requires learners to determine the truthfulness of statements, making it simple to grade while allowing for quick assessment of word retention across various content areas However, this method is often deemed unreliable, as students may guess randomly when unsure of the answers To mitigate this issue, it's beneficial to include a larger number of items in each task, encouraging more thoughtful responses.
For example: Decide if the definition is true (T) or false (F)
1 biomass (n) → men phân giải tinh bột; amilaza
In this type of assessment, students are tasked with identifying and correcting errors within a given context, which may include extra words, incorrect word forms, or missing terms This approach effectively evaluates learners' understanding of the context, as well as their grammar and vocabulary knowledge Because guessing is ineffective, students must engage in critical analysis to arrive at the correct answers However, a challenge arises as some errors may have multiple correction options Therefore, it is essential for educators to clarify the test's purpose and focus on specific error types to minimize confusion for non-native English speakers.
For example: Find the mistakes in the sentence and correct them
1 Inorganic compounds always contain carbon and hydrogen
There are various types of vocabulary tests, including word formation tests, synonym items, and rearrangement tasks, each with its own strengths and weaknesses It is crucial for educators to choose the techniques that best align with their teaching objectives while considering the limitations of each method to enhance the effectiveness of the learning process.
Vocabulary tests are essential in my research as they enable the evaluation of students' vocabulary progress over time Each test incorporates a variety of task formats to mitigate the limitations of individual tasks and enhance the overall assessment variety Comprising 20 equally weighted questions, these tests facilitate straightforward data collection The focus is on assessing students' retention of terms taught in prior lessons Ultimately, this research method aims to yield significant insights into student progress efficiently and cost-effectively, contributing to the overall success of the study.
Surveys are a traditional method for gathering information about specific populations, utilizing various types, administration methods, and sampling techniques Key elements of survey research include questionnaires and sampling In this study, the author employs questionnaires to assess students' attitudes toward learning ESP vocabulary Questionnaires are effective data collection tools that involve respondents answering a set of oral or written questions, allowing researchers to gather large sample sizes (Richards and Lockhart, 1994) This approach facilitates the collection of comprehensive information on teaching and learning aspects such as beliefs, attitudes, motivation, and preferences Additionally, questionnaire surveys are familiar to most individuals and require minimal time and resources for implementation, data collection, and analysis There are two main types of questionnaires: closed-ended and open-ended questions.
My research includes a survey with nine questions aimed at evaluating students' experiences with using word lists and Quizlet word cards for learning English for Specific Purposes (ESP) vocabulary Most of the questions are closed-ended, providing predetermined responses that simplify the answering process for respondents and minimize bias, while also facilitating data collection and analysis for teachers Additionally, a few questions focus on students' attitudes towards learning strategies, utilizing a Likert scale to make it easier for participants to express their assessments.
Research design
To achieve research success, I adopt dual roles as both a researcher and a teacher, allowing for deep engagement in various stages of innovation (Lynch, 1996) This dual perspective enhances my ability to effectively conduct research evaluations As a teacher, I recognize students' challenges in learning English for Specific Purposes (ESP) vocabulary and understand their needs I guide students through the study stages to assess their vocabulary acquisition and attitudes toward learning Simultaneously, as a researcher, I focus on identifying effective teaching strategies and developing a structured plan for the study I am committed to analyzing the results and evaluating the effectiveness of these strategies for application in diverse educational contexts.
The study took place over twelve weeks, from January 10 to April 12, 2018, at Hai Phong University, where data collection, analysis, and strategy implementation occurred It involved 16 third-year students from the K16 Biotechnology class, comprising 9 females and 7 males Although all participants were required to reach a pre-intermediate level and had passed two general English courses, their actual proficiency varied, with 14 students at the pre-intermediate level and 2 at the elementary level Most participants expressed a lack of confidence in their English skills.
English for Biotechnology is a crucial English for Specific Purposes (ESP) course that students must complete to earn credits in their university program This course not only enhances their English proficiency but also equips them with essential knowledge relevant to their future careers in biotechnology.
The project focuses on English for Biotechnology, a crucial subject designed to equip students with essential knowledge relevant to their major and enhance their job prospects post-graduation This compulsory course, worth two credits, requires Biotechnology students to master academic terminology, enabling them to read, translate, and comprehend academic documents effectively while applying their skills in practical contexts.
The study comprises 27 terms relevant to the Biotechnology industry, organized into six units over fifteen weeks, with two lessons per week Each unit focuses on vocabulary, reading comprehension, translation tasks, and essential language acquisition skills However, the researcher notes that time constraints hinder effective vocabulary learning in class, leading to a lack of attention to this critical area Additionally, students exhibit low motivation and confusion regarding the subject, presenting significant challenges for both teachers and students in achieving the course objectives.
In order to answer for these questions of the research, the researcher decided to the following steps to deal with the given issue
In the first week of the course, I identified students' challenges and communicated the purpose of my research, assuring them that participation would not impact their final results; all students willingly agreed to take part From weeks two to seven, I taught vocabulary using printed word lists covering content from units one to three, which I prepared and distributed at the start of each lesson I guided students on vocabulary meaning, pronunciation, and word formation, allowing them to study independently at home To assess their progress in English for Specific Purposes (ESP) vocabulary acquisition, I administered three delayed tests in the third, fifth, and seventh weeks, each lasting 15 minutes Additionally, I conducted three observations to record the time students took to complete a translation task and assessed their attitudes towards vocabulary learning through word lists in the fourth and seventh weeks.
From the eighth to the thirteenth week, the researcher implemented ESP vocabulary teaching using Quizlet word cards, focusing on units four to six Additionally, three delayed tests were conducted in the ninth week to assess retention and understanding.
During the eleventh and thirteenth weeks, data was collected through tests administered to students Each test was designed to be completed within 15 minutes and was subsequently collected by the teacher for analysis.
In the tenth week, the researcher conducted a third observation to assess students' attitudes towards vocabulary learning using Quizlet word cards Each vocabulary unit was studied over two weeks, with students engaging with flashcards for thirty minutes in class After class, they accessed a closed set of new words on their mobile devices for independent study By the thirteenth week, the researcher collected data on the time taken to complete a translation task using Quizlet word cards Observations were made on all students during the vocabulary learning activities, focusing on both strategies and the time required for the translation task, with data recorded in an Observation checklist (see Appendix).
In the fourteenth week, a questionnaire survey consisting of 10 questions was administered to students to evaluate the effectiveness of Quizlet word cards versus word lists in enhancing ESP vocabulary retention The collected data was analyzed and presented in tables and charts to illustrate variations in students' retention rates and their perceptions of learning ESP vocabulary.
DATA PRESENTATION AND ANALYSIS
Vocabulary test
The vocabulary test data was utilized to assess students' progress in English for Specific Purposes (ESP) learning, with each test's achievements summarized in a weekly table Teachers then compiled and analyzed this data, as illustrated in the accompanying chart of the test results.
Chart 3.1: Students’ test score in six weeks (Total sentences: 20)
The chart illustrates the progress of students in ESP vocabulary learning over a six-week period, highlighting significant improvements in test results Notably, students who utilized Quizlet word cards demonstrated better vocabulary retention compared to those who relied on traditional word lists In the initial three weeks, the test results were relatively low when using word lists, whereas the latter three weeks showed marked improvement with the use of Quizlet This trend emphasizes the effectiveness of interactive learning tools in enhancing students' vocabulary acquisition.
In the initial assessment, 4 out of 30 students scored below 10; however, this number steadily declined in subsequent weeks, with only 2 students achieving this mark in week 5 and just 1 student in week 7 Notably, during week 9, when utilizing Quizlet word cards, only 1 student scored below 10, and in the following weeks (week 11 and week 13), no students received this low score.
In a study comparing learning methods, students using word lists achieved scores of 4, 4, and 5 over three weeks, while those utilizing Quizlet word cards only had one student reach the target score in the first week, with no further successes in the following weeks.
Students who utilized word lists achieved higher marks, with 5, 7, and 5 students ranked 13 to 14 In contrast, only 5, 2, and 2 students using Quizlet word cards reached the same ranks over three weeks, indicating a notable difference in performance.
A notable shift in learner rankings from 15 to 20 was observed between the two strategies Specifically, the number of students achieving ranks 15 to 16 using Quizlet word cards significantly surpassed those using word lists, nearly doubling the figures In the subsequent three weeks, the number of learners in these ranks was 5, 9, and 5, compared to just 3 in the initial three weeks.
In the final rankings, only two students achieved scores of 17 and 18, with no one attaining the highest possible marks In contrast, students who utilized Quizlet word cards demonstrated significantly better performance, particularly in the final week, where six students scored 17 or 18 on their vocabulary tests, and three students achieved the highest scores.
The chart illustrates a significant contrast in vocabulary test results among students over a six-week period, specifically from week 3 to week 13 Students who utilized word list two during the initial three weeks achieved lower scores compared to those who engaged with vocabulary through Quizlet.
With a view to get the real picture of the fact of the learners’ ESP vocabulary in class, the researchers decided to make direct observation All the observation results
The study utilized word lists and Quizlet word cards to evaluate learners' attitudes toward vocabulary activities and the time taken for translation tasks in class Observation checklists were employed to effectively assess learners' behaviors, with "W" indicating willingness to engage in vocabulary study, "R" representing reluctance, and "N" signifying active participation Given the small class size, the researcher focused on observing all students during the ESP vocabulary learning sessions The findings from these observations are summarized based on the results from the checklists.
During vocabulary learning sessions using word lists, most learners engaged with the material; however, four students displayed reluctance through frowning, yawning, or gazing out the window This indicated their familiarity with the traditional method of studying vocabulary from printed lists, as they relied solely on recognizing words to understand their meanings in the target language, neglecting aspects like pronunciation and word formation In contrast, five students demonstrated a strong enthusiasm for vocabulary learning, actively taking notes, pronouncing words with enthusiasm, and showing genuine interest in the process The remaining students participated with neutral attitudes, fulfilling the teacher's requirements without expressing their feelings clearly.
In a recent study, researchers observed a significant shift in student attitudes towards vocabulary learning when using Quizlet word cards Only one student, Dong, exhibited reluctance, while ten others actively engaged in the learning process The findings suggest that the interactive and visually appealing interface of Quizlet on projectors captivated students' interest, making them more eager to learn This method allowed teachers to focus on individual words, enhancing the learning experience compared to traditional monotonous lists.
The research analyzed the time students spent on a translation task, observing five students for each method used: the word list strategy and Quizlet word cards The results of these observations are illustrated in the following chart.
Chart 3.2: Time to complete learners’ translation activity
The chart illustrates a significant improvement in the time students took to complete translation tasks over the course duration Initially, during the first week, most students (three) required 3 to 5 minutes to finish the translation activity, with some taking over 5 minutes By the second observation week, while the number of students taking 3 to 5 minutes remained the same, only one student took more than 5 minutes, and one student completed the task in under 2 minutes In the final week using word lists, no student needed more than 5 minutes, although the number of students taking 3 to 5 minutes varied, and two students finished in under 2 minutes The latter observation week, where vocabulary was studied through Quizlet word cards, showed a noticeable decrease in completion time for translation tasks compared to the earlier weeks with word lists, particularly in week 9.
Throughout the observation period, students demonstrated a significant improvement in their translation task completion times Initially, some students required over three minutes to complete the task, but by week 11, most were able to finish in three minutes, with a few completing it in under two minutes By the final observation week, an impressive four students completed the task in less than two minutes, while only one student took between three to five minutes, and no one exceeded five minutes This trend indicates that students have effectively mastered the translation terms, allowing them to apply their knowledge quickly However, it is noteworthy that learners still required more time for translation tasks compared to using Quizlet word cards, which facilitated faster completion of application tasks.
To evaluate the effectiveness of word lists and Quizlet word cards in learning ESP vocabulary, a researcher conducted a questionnaire survey following vocabulary tests and observations of students' attitudes The survey, consisting of nine questions, aimed to assess learners' feelings towards ESP vocabulary learning, evaluate the use of weekly achievement quizzes for tracking vocabulary acquisition, and investigate the frequency of using word lists and Quizlet word cards outside of class Additionally, it sought to understand why word lists may be more beneficial for studying vocabulary and how Quizlet word cards enhance word retention The survey also explored activities students engage in through these tools and concluded by asking students to choose their preferred method for studying ESP vocabulary.
Questionnaire survey
To evaluate the effectiveness of word lists and Quizlet word cards in learning ESP vocabulary, a researcher conducted a questionnaire survey after administering vocabulary tests and observations This survey consisted of nine questions designed to assess students' attitudes toward ESP vocabulary learning The first question focused on learners' general feelings about ESP vocabulary, while the second sought their evaluation of the weekly achievement quizzes for tracking vocabulary acquisition The third and fourth questions explored the frequency of using word lists and Quizlet word cards for studying ESP vocabulary outside of class The fifth question aimed to gather data on why students prefer using word lists, and the sixth investigated how Quizlet word cards aid in word retention The seventh and eighth questions examined the activities students engage in with both study methods Finally, the ninth question asked students to choose their preferred method for studying ESP vocabulary between word lists and Quizlet word cards.
A questionnaire survey was conducted with sixteen learners following the teacher's use of word lists and Quizlet word cards to teach English for Specific Purposes (ESP) vocabulary The learners were instructed to complete the survey honestly within a twenty-minute timeframe.
I clearly communicated that any feedback they provide would be valuable, as constructive points will be developed further while negative aspects will be systematically addressed and removed in future steps.
To gather valuable insights, the author compiled data in the tables below, which illustrate learners' responses to the first question regarding their perceptions of vocabulary learning in the context of English for Specific Purposes (ESP).
Table 3.1: The learners’ feeling about the importance of ESP vocabulary learning
Very important Important Neutral Not important Not at all important
The data indicates that a significant majority of learners, nearly 69%, recognized the importance of ESP vocabulary in their studies, with one-third affirming its critical role Notably, no students reported a neutral or negative stance on the relevance of ESP vocabulary learning This clearly demonstrates that students acknowledge the essential role of ESP vocabulary in their educational experience.
Chart 3.3: Appropriateness of the weekly achievement quiz for checking students’ vocabulary acquisition
In a recent survey, students evaluated the effectiveness of the weekly achievement quiz for assessing vocabulary acquisition A significant majority, 56%, believed that vocabulary tests were completely suitable for measuring retention, while 43% agreed that these tests effectively assessed English for Specific Purposes (ESP) vocabulary Notably, none of the students indicated that the vocabulary tests were unsuitable or completely unsuitable.
The survey results reveal the frequency with which learners utilize word lists and Quizlet word cards for vocabulary study outside of class The data, illustrated in the accompanying chart, indicates varying levels of engagement among students in these study methods.
Chart 3.4: Students’ frequency of using word lists and Quizlet word cards for studying vocabulary at home
The chart illustrates the frequency of using word lists and Quizlet word cards for studying ESP vocabulary at home, revealing a preference for Quizlet among students Notably, no students reported that they always or seldom utilized either strategy for vocabulary study Additionally, only 13% of students indicated that they typically used word lists, highlighting a greater interest in Quizlet word cards for learning ESP terms.
A significant 25% of students utilized Quizlet for vocabulary study outside of class, with 69% frequently using Quizlet word cards to learn ESP terms In contrast, only 31% opted for word lists for outside study, highlighting a preference for Quizlet While 56% of students occasionally studied with word lists, this was notably higher than the mere 6% who used Quizlet word cards in the same manner Overall, students demonstrated a clear preference for Quizlet word cards over traditional word lists for vocabulary acquisition outside the classroom.
The research explored why students believed that word lists enhanced their vocabulary retention, with findings summarized in the accompanying table.
Table 3.2: The reasons of using word lists help students remember vocabulary better
The legends provide a comprehensive summary of words on a single sheet, making studying more convenient without the need to flip through individual cards They allow for easy note-taking related to the words, facilitate quick reviews and skimming of content, and enable effortless selection of words for study Additionally, the simultaneous presentation of English words alongside their Vietnamese equivalents enhances memorization.
The survey results indicate that the majority of students in the class favored the ability to easily select words for study, with 94% agreeing that summarizing all terms on a single sheet facilitated their learning process Additionally, 75% of students appreciated the option to take notes related to the words directly on the paper Furthermore, 69% of students found that having English words alongside their Vietnamese equivalents enhanced their retention No alternative opinions were expressed, reinforcing the effectiveness of this learning approach.
37 word lists had some benefits to students in my class Table 3 below summarized the data about why using Quizlet word cards could help participants remember vocabulary better
Table 3.3: The reasons of using Quizlet word cards help students remember vocabulary better
The cards offer a comprehensive learning experience by integrating functions such as definitions, pronunciation, and illustrated images, which enhance vocabulary retention They provide numerous exercises that allow for direct practice with various cards, facilitating better word drilling Additionally, I can conveniently self-study anytime and anywhere using mobile devices Each card includes pronunciation guidance, helping me to learn and practice words effectively Furthermore, I can test my knowledge by retrieving either the English word or its Vietnamese equivalent.
The data indicates that learners strongly believe that integrating multiple functions into a single card enhances their vocabulary retention, with numerous exercises available for direct practice An impressive 88% of students noted that the inclusion of pronunciation aids on each card significantly improved their ability to pronounce and practice words Additionally, over half of the students (56%) preferred the convenience of self-studying anytime and anywhere using mobile devices Furthermore, students appreciated the ability to test their knowledge by recalling either the English word or its Vietnamese equivalent on each card, which aids in memorization Overall, Quizlet word cards are highly favored among students due to these benefits.
In the research, questions seven and eight aimed to gather data on the activities participants typically engaged in using word lists and Quizlet word cards for studying terms The findings for question seven are summarized in Table 4.
Table 3.4: Comparison of activities students can do with word lists and Quizlet word cards to study ESP vocabulary.(Number of students: 16)
A = I easily review ESP vocabulary in my free time at any time, in anywhere
B = I quickly take note the information relating to target words such as the pronunciation, exception, etc
C = I know how to pronounce these terms by seeing the transcription and reading aloud target words on word lists or listening to the pronunciation read by the native speaker
D = I study these terms by seeing the source word and its meaning, learning by heart or writing it on paper
E = I study ESP terms by seeing the source word, its meaning, listening to pronunciation and doing relevant vocabulary exercises
F = I can freely choose to study any words in the list alphabetically or by accident
G = I can study terms through doing vocabulary exercises with different levels
H = I can easily evaluate my own ESP vocabulary learning