00051000955 the effects of english vocabulary online learning tools on learners’ perceptions and learning performance a case study of toeic learners at an english center in hanoi
INTRODUCTION
Rationale of the study
English is widely recognized as a "lingua franca" in global communication, playing a crucial role in business, science, education, and technology (Graddol, 2006) Its status as an international language significantly influences educational policies and practices worldwide, shaping how educational systems adapt to meet global demands (Nunan, 2003).
Learning English has become increasingly important in Vietnam, especially with the rise of English as a Medium of Instruction (EMI) in higher education, where it is used to teach subjects like Economics, Science, and Medicine (Le, 2017) This educational shift supports Vietnam’s efforts toward internationalization and globalization, enabling cooperation with foreign partners through joint programs and research initiatives, all facilitated by English as the global lingua franca (Hoang, 2013) Many Vietnamese universities have adopted the TOEIC Listening and Reading test as a standard measure of English proficiency for non-English major students, reflecting the importance of English in communication and academic success across various sectors.
IIG Vietnam, representing Educational Testing Service (ETS), reports that over 127 universities and colleges in Vietnam rely on TOEIC L&R scores as an official benchmark for assessing students’ English proficiency, with typical score requirements ranging from 450 to 550 points to meet university standards (Nguyen, 2015) Policymakers implement TOEIC as an exit test mainly to motivate students and align their skills with labor market demands However, Vietnam faces challenges in English education, such as the predominance of Vietnamese-taught courses leading to limited exposure and practice in English communication Additionally, large classes with poor acoustics rely heavily on traditional teaching aids like blackboards and cassette/CD players, with teachers’ voices being the primary learning tool, which hampers effective language acquisition (Hoang, 2013).
Vocabulary learning is a crucial component in second language acquisition, as insufficient or improper vocabulary usage can significantly hinder communication skills (Allen, 1983) Research emphasizes that learners need to develop both a large vocabulary size and a deep understanding of words, including their multiple meanings, nuances, and contextual usage (Nation, 2001; Schmitt, 2008) The TOEIC exam, widely used for university students, greatly depends on learners’ vocabulary knowledge, highlighting its importance for academic and professional success.
According to Oghigian (2009), mastering the TOEIC exam requires a strong vocabulary base of at least 3,000 to 4,000 words Therefore, English learners should explore effective techniques to expand their vocabulary and enhance their chances of achieving their target scores Improving vocabulary is crucial for success in the TOEIC, making it essential for test-takers to adopt proven strategies for vocabulary acquisition.
Research on the linguistic distance between Vietnamese and English reveals significant challenges for Vietnamese learners, including differences in phonology, grammar, and vocabulary (Nguyen, 2009) These learners often struggle with English vocabulary, particularly with irregular pronunciations and word forms, making contextually appropriate usage difficult TOEIC tests emphasize the importance of using vocabulary correctly in various social and professional settings, yet students often find it challenging to apply words accurately outside the classroom due to limited real-world exposure (Laufer, 2003) Additionally, language transfer issues, where learners carry over meanings or structures from Vietnamese into English, frequently result in errors and hinder full understanding (Odlin, 1989).
Learning performance is defined by Sitzmann et al (2010) as the extent to which individuals enhance their knowledge and skills and effectively apply them in practice after a learning experience Incorporating strategies such as gamification and fostering self-regulated learning can significantly boost learners' engagement and motivation, leading to improved learning outcomes (Deterding et al., 2011; Hamari et al., 2014; Zimmerman, 2002) These approaches are essential for increasing the effectiveness of educational programs and promoting active learner participation.
To address the challenges students encounter when learning English vocabulary for the TOEIC test, implementing innovative solutions is essential to improve their language learning experience and outcomes Incorporating online vocabulary learning tools like Quizlet and Quizizz can significantly enhance their ability to prepare effectively, making the learning process more engaging and efficient.
In the era of Industry 4.0, modern digital devices like computers play a vital role in our daily lives, driven by ongoing automation of manufacturing and industrial processes and the integration of smart technologies The widespread adoption of handheld computers highlights how technological advancements have significantly advanced Mobile-Assisted Language Learning (MALL), elevating its scope and effectiveness to new levels.
Numerous studies have demonstrated the effectiveness of Mobile-Assisted Language Learning (MALL) in improving various aspects of language acquisition, including vocabulary, grammar, listening comprehension, and learner motivation Quizlet and Quizizz are two prominent MALL tools that enhance vocabulary retention, test-taking skills, and overall language proficiency Quizlet enables students to create custom flashcards or access pre-made sets focused on essential vocabulary, which supports active recall and long-term retention through spaced repetition algorithms These flashcards are particularly effective for reinforcing word recall in listening and reading contexts Additionally, Quizizz offers vocabulary quizzes that prepare students for exam-related vocabulary, further strengthening their language skills.
Creating competitive, time-limited quizzes motivates students to recall words quickly and efficiently, simulating real exam pressure Both Quizlet and Quizizz allow users to customize quizzes and flashcards tailored to specific TOEIC topics and question types, enhancing targeted learning These platforms also offer key features such as instant feedback, gamification, and mobile accessibility, which reinforce essential TOEIC skills like vocabulary, grammar, listening comprehension, and effective test strategies.
While online tools for language learning, such as Quizlet and Quizizz offer
Technology offers five significant benefits in language learning, enhancing engagement and accessibility However, Reinders and White (2011) highlight that learners still need real-life communication exposure to achieve fluency Critics also express concern about overreliance on technology, which may result in passive learning, as students focus on completing tasks quickly rather than deep understanding Balancing technological tools with authentic practice is essential for effective language acquisition.
In light of the aforementioned points, this study wants to explore the impacts of using online learning tools during English learners’ learning process.
Scope of the study
This study investigates the impact of online learning tools, specifically Quizlet and Quizizz, on TOEIC learners’ perceptions and learning outcomes at an English center in Hanoi, Vietnam It focuses on how these digital tools enhance vocabulary acquisition relevant to the TOEIC exam and examines learners’ attitudes, preferences, and perceived usefulness of these platforms Participants include 30 university students with basic to intermediate English skills enrolled in a TOEIC course designed for lower-intermediate to intermediate proficiency, aiming for a score range of 450-550 The course spans over two months, comprising 25 lessons, with learners instructed to use Quizlet and Quizizz regularly to support their learning process The research employs a mixed-methods approach to evaluate both the effectiveness of these online tools and students’ perceptions, emphasizing their role in improving TOEIC preparation.
6 methods approach, including a pre-test and a post-test, a questionnaire and an interview
Investigations on using other tools in learning vocabulary for other exams lie outside the scope of this study.
Aims and objectives of the study
This study explores the impact of online learning applications on students' vocabulary acquisition for the TOEIC test and gathers learners' opinions about these tools The findings aim to provide valuable insights for educators to determine the effectiveness of integrating online learning apps into the teaching and learning process Ultimately, the research offers significant conclusions to assist in decision-making regarding the adoption of these digital tools in language education.
Research questions
To achieve the aims, the study is intended to address the following research questions:
1 What are the impacts of using online learning tools on students’ vocabulary learning?
2 What are EFL learners' perceptions of using online learning tools during their vocabulary learning process?
Research methodology
This is a descriptive case study using a mixed method that combines quantitative and qualitative approaches to reveal findings
Instruments for collecting data include:
- Tests: A pre-test and a post-test on vocabulary are used to compare students’ scores before and after using Quizlet and Quizizz to learn TOEIC vocabulary
The survey questionnaire was used to collect quantitative data by involving thirty university students This study aimed to examine the impact of using Quizlet and Quizizz on vocabulary learning for the TOEIC test Additionally, it explored students' perceptions of these digital learning tools, providing valuable insights into their effectiveness and user experience.
- An interview is conducted among TOEIC learners to get an in-depth understanding of the effect of Quizlet and Quizizz; and learners’ perceptions
The study concurrently analyzes test results, survey responses, and interview data to assess the impact of online learning tools on TOEIC vocabulary acquisition The findings highlight how these digital applications enhance vocabulary learning effectiveness and provide insights into users' opinions and satisfaction levels Comparing these data sources offers a comprehensive understanding of the benefits and challenges associated with integrating online tools into TOEIC vocabulary preparation, supporting evidence-based conclusions about their usability and educational value.
Significance of the study
This study contributes to the existing research on integrating new technologies into educational settings by evaluating the impact of online vocabulary learning tools It offers educators evidence-based insights on effectively incorporating these tools into TOEIC preparation courses Additionally, the findings support the development of more effective, user-friendly vocabulary applications tailored to TOEIC learners’ needs By bridging theoretical understanding with practical applications, this research serves as a valuable resource for both academic researchers and language instructors aiming to enhance English learning outcomes.
In reality, as conducted in Hanoi, the study offers localized insights that are relevant for English centers operating in similar contexts, addressing unique challenges and opportunities in the region.
Structure of the thesis
This study contains five chapters Each chapter includes relevant explanations related to the discussed topic
Chapter 1: Introduction – presents a brief description of the study It covers the rationale, the scope, the aims and objectives, the research methodology, the significance, and the outline of the study
Chapter 2: Literature Review – provides theoretical knowledge as a base for the study First, there is a short introduction about the importance of vocabulary in learning a foreign language as well as some principles of teaching vocabulary The next part is to introduce Mobile-Assisted Language Learning (MALL) and its benefits to the vocabulary learning process An information session about Quizlet and Quizizz as two popular tools used to learn vocabulary is also included in this part The third one is related to some previous studies about applying online learning tools to the vocabulary learning process Finally, there is a brief summary of the whole section of the Literature Review
Chapter 3: Research Methodology – mentions the methodology utilized to achieve the aim of the study Additionally, it gives a description of the research setting and the participants of the study Finally, it presents the instruments for data collection, and the procedure of data analyses as well
Chapter 4: Findings and Discussions – describes and analyzes the data collected from the tests, the survey questionnaire and the interview with students
Chapter 5: Conclusions – summarizes all the main issues prior to proposing some implications for teaching and learning vocabulary for the TOEIC test In addition, some certain limitations of the study are pointed out Last but not least, the recommendations are provided for future research
LITERATURE REVIEW
Vocabulary in learning English as a foreign language
Henricksen (1999) and Schmitt (2008) conceptualize vocabulary knowledge as a continuum that progresses from deliberate form-meaning connections to implicit, context-based understanding, ranging from no knowledge to full familiarity Nagy and Scott (2000) support this view with their incrementality principle, which asserts that word comprehension develops through multiple levels, highlighting the gradual nature of vocabulary acquisition.
Vocabulary knowledge, as defined by Nation (2001), includes understanding a word's form, meaning, and use, emphasizing both receptive and productive skills Receptive word knowledge involves the ability to recognize a word's form through reading or listening and to retrieve its meaning accurately In contrast, productive word knowledge pertains to the ability to produce and use specific word forms appropriately in context.
10 learners develop when speaking and writing in conversation with others Nation
According to 2001, three key psychological processes are essential for effective vocabulary acquisition: noticing, which involves highlighting a word as significant; retrieving, which refers to re-encountering and recalling a word; and generating, which entails using the encountered word in various contexts This framework provides a comprehensive understanding of vocabulary's multidimensional nature by emphasizing form, meaning, and usage It aligns with the goal of improving learners' holistic vocabulary knowledge while ensuring practical application in language use.
2.1.2 The importance of vocabulary learning
According to McCarthy (1990), without a sufficient range of words to express diverse meanings, students struggle to communicate effectively in a second language, regardless of their grammatical knowledge or mastery of language acquisition Vocabulary forms the foundation for listening, reading, speaking, and writing skills, playing a crucial role in language comprehension and production An inadequate vocabulary restricts learners' understanding and their ability to produce meaningful output, highlighting the necessity for learners to acquire enough vocabulary to excel across all language skills However, as noted by Barr (2016), many students still possess a limited vocabulary, which hampers their overall language development and communicative competence.
Vocabulary is a crucial component for achieving high scores in the TOEIC reading and listening tests Research shows that a higher percentage of known words, or ‘text coverage,’ significantly impacts English learners’ success in understanding the passages However, for some examinees, relying solely on text coverage may not be enough Experts emphasize that developing a broad vocabulary is essential for improved comprehension and better performance in the TOEIC exam.
To achieve strong comprehension scores on language tests, test takers need to understand at least 98% of the words in both written and spoken discourses (Schmitt et al., 2011; Kaneko, 2017) Insufficient vocabulary knowledge can lead to misinterpretation of dialogue information in the listening section In the reading section, limited understanding of synonyms, collocations, and technical terms can hinder comprehension, reduce reading speed, and cause incorrect answers when analyzing complex sentences or identifying main ideas.
Vocabulary learning, therefore, is not only essential for test performance but also serves as a cornerstone for teaching principles that aim to build comprehensive language proficiency
Vocabulary acquisition depends both on students' learning methods and effective teaching strategies To enhance vocabulary learning, scholars have developed essential teaching and learning principles, with nine foundational principles identified by Richards and Renandya (2008) Implementing these key principles can significantly improve vocabulary development for students.
Selecting relevant vocabulary is essential for effective language teaching and learning, ensuring that the input is comprehensive and beneficial for learners (Kurniawan, 2009) This enables students to better understand new words and apply them in appropriate contexts Additionally, learners should identify their vocabulary goals and focus on acquiring words that align with their specific language use needs to enhance their overall communication skills.
Principle 2: Focus on Different Aspects of Words
Kieran (2000) stated that a lexical item conveys much more than its meaning, so vocabulary learning will be more effective if a word is learned from its
Effective vocabulary teaching involves exploring various aspects such as stress, pronunciation, collocations, grammatical patterns, and parts of speech To enhance vocabulary acquisition, teachers should introduce learners to diverse vocabulary types, including nouns, verbs, adjectives, and adverbs, without a specific focus (Kurniawan, 2009) Additionally, studying roots and affixes has proven beneficial for different student populations, supporting a deeper understanding of word formation and expanding vocabulary knowledge.
Principle 3: Progress from Less Demanding to More Demanding Vocabulary-related Activities
To effectively learn vocabulary, it is important to take a gradual approach and avoid using new words immediately in vocabulary-related activities For example, students should be given the opportunity to process new words as input first After that, they should practice using new words in circumstances that align with their parts of speech Once learners can identify new words in their settings and make sense of them, more demanding vocabulary-related exercises can be done, including practice using new words in writing and speaking assignments or discovering these words in reading or listening passages
Principle 4: Limit Forced Semantic Elaboration during the Initial Stages of Learning New Words
According to the third principle, teachers should limit the explanation of the meaning of the new terms to only the core meaning to avoid confusion Furthermore, RobWaring (2002) believes that pupils should not be presented with material that is too tough because they will be unable to guess correctly
It will also be difficult for them to integrate new information into their existing knowledge Easy-to-understand material can help language learners develop
Principle 5: Encourage Interest among Students during Learning Process
Vocabulary teaching and learning should be fascinating and enjoyable in order to keep students motivated while also encouraging them to build methods that
13 they can use outside of the classroom In addition to providing opportunities for students to enjoy their learning process, teachers should consider students' perspectives when developing learning materials
Principle 6: Accommodate Use of Contextual Cues
Contextual cues such as graphic organizers, picture books, fascination-focused materials, graphic notes, and narrative kits can greatly assist the learning process These visual aids can help learners understand the content without relying solely on text as well as enhance learners' memory recall of previously read material (Fewell, 2011) Teachers can integrate the use of some online learning tools such as Quizlet and Quizizz which include visual materials
Principle 7: Expose Learners to the Use of Dictionary
Research by Laufer & Hulstijn (2001) indicates that students who frequently look up unfamiliar words in a dictionary tend to retain new vocabulary more effectively Therefore, dictionaries are considered valuable tools, especially for helping beginner learners grasp the meaning of new words and enhance their language skills.
Principle 8: Promote Deliberate And Repetitive Vocabulary Acquisition
According to Barcroft (2004), increased exposure to second language (L2) lexical terms enhances both text-based and direct vocabulary learning outcomes Learners should deliberately focus on forming strong connections between word forms and meanings, utilizing online tools like Quizlet that feature flashcards with spaced repetition algorithms This intentional practice, combined with repetition, promotes deeper vocabulary retention and helps learners move from conscious recognition to automatic, real-life language use.
Principle 9: Expose Learners with Exercises and Activities Other Than Memorizing Words
Teachers can employ creative activities to encourage learners to acquire new terms, rather than relying solely on traditional approaches such as textbook
Incorporating game-based learning tools such as Quizlet and Quizizz enhances vocabulary memorization and engages students actively in the learning process These interactive platforms help students focus more intently on learning and reduce classroom anxiety, especially in diverse student groups Using digital resources for reading, dictionary reference, and memorization promotes effective language acquisition and creates a more inclusive and enjoyable learning environment.
Mobile-Assisted Language Learning (MALL)
New technologies like mobile phones and computers are increasingly essential in education, particularly for language learning The rising use of mobile technology has attracted scholarly interest, leading to the development of Mobile-Assisted Language Learning (MALL) and mobile learning (M-Learning) methods that enhance teaching and learning experiences.
According to Miangah & Nezarat (2012) ‘‘Mobile-Assisted Language Learning
Mobile Assisted Language Learning (MALL) leverages mobile technology to enhance language acquisition outside traditional classroom settings Unlike conventional learning, MALL allows learners to access educational materials anytime and anywhere without the need for a classroom or computer This flexibility makes MALL an effective solution for overcoming time and location barriers in language learning, promoting greater accessibility and convenience.
MALL, as defined by Pachler, Bachmair, and Cook (2010), refers to the processes of acquiring knowledge and developing the ability to operate effectively across evolving contexts and learning environments This concept emphasizes understanding how to utilize everyday life worlds as dynamic learning spaces, enabling learners to adapt and thrive in diverse settings Incorporating MALL into educational strategies enhances flexibility and fosters continuous learning in the digital age.
According to Wood (2003), mobile learning (M-Learning) refers to the use of mobile and handheld devices, such as mobile phones, laptops and tablets, in teaching and learning
2.2.2 Advantages of MALL in foreign language learning
According to Huang (2010), the two key features of mobile devices are portability and connectivity, providing users with unparalleled accessibility and convenience Mobile phones, laptops, and tablets enable learners to practice language skills anytime and anywhere—whether on public transport, during breaks, or at home—eliminating the need to be bound by traditional classroom settings or fixed schedules.
Mobile technology, as highlighted by Kukulska-Hulme (2009), is highly effective for outside-the-classroom activities, offering a versatile platform that combines text, audio, video, and interactive features to enhance language learning These mobile platforms cater to diverse learning styles, including auditory, visual, and kinesthetic, making language acquisition more personalized and engaging Many language learning apps utilize authentic materials such as news articles, podcasts, and social media content to expose learners to real-world language use, thereby improving their practical communication skills and cultural understanding.
Cui and Wang (2008) highlighted that mobile devices facilitate collaborative learning by enabling the sharing of teaching and learning resources between teachers and students, as well as among students themselves Many educational apps provide platforms for learners to connect, discuss language concepts, share tips, and practice speaking in interactive, social environments, enhancing language acquisition through social engagement.
Zhang, Song, and Burston (2011) highlighted that mobile technology has the potential to boost motivation and improve learner efficiency in language acquisition Many language-learning apps utilize gamification features such as points, badges, and levels to make learning more engaging and enjoyable Additionally, mobile learning encourages learners to take responsibility for their own language development, fostering independence and promoting lifelong learning skills.
Quizlet and Quizizz are popular online learning platforms offering a range of features that enhance the educational experience Available as both websites and mobile applications, these tools provide interactive and engaging ways to study, making learning more efficient and accessible for students worldwide.
Quizlet offers convenient access for users to learn anytime and anywhere, enhancing learning flexibility Its flashcards provide richer context through images and example sentences, which is especially beneficial for beginners needing visual reinforcement Additionally, Quizizz promotes collaborative learning with multiplayer quiz sessions that enable students to compete in real time, fostering interaction, engagement, and peer learning in a fun and collaborative environment.
Mobile-assisted language learning (MALL) offers numerous advantages, such as flexibility and accessibility; however, it also faces limitations related to connectivity issues and user distraction Since MALL depends heavily on stable internet access, connectivity problems can disrupt learning sessions, especially in areas with poor network coverage Moreover, smartphones, while convenient tools for learning, are often filled with other apps that divert users’ attention, making it difficult to maintain focus This distraction can lead to shorter, fragmented learning sessions and reduce overall effectiveness, as learners are tempted to check social media or messages instead of concentrating on their language development.
Mobile-assisted language learning (MALL) has gained significant popularity due to the accessibility and interactive features of smartphones and tablets, enabling learners to practice and enhance their language skills conveniently A wide range of mobile apps and tools cater to different aspects of language acquisition, including vocabulary building, grammar practice, and conversational skills Popular online learning platforms like Quizlet and Quizizz are widely used for their effective and engaging approach to language learning, making MALL an essential component of modern language education.
Quizlet is a versatile flashcard-based platform that enables learners to create, share, and study flashcards across a wide range of subjects, with a special focus on language learning It is particularly beneficial for language learners aiming to enhance vocabulary, practice grammar, and reinforce their knowledge through active recall By providing interactive tools and collaborative features, Quizlet helps users improve their language skills efficiently and effectively.
Explore 17 custom flashcard sets designed to enhance vocabulary, phrases, and concepts across various subjects These flashcards incorporate text, images, and audio, making them ideal for pronunciation practice and catering to different learning styles—visual, auditory, and written Quizlet’s versatile interface offers seven learning modes, including learn, test, match, live, blast, and checkpoint, providing learners with flexible and engaging study options Features like private learning settings, spaced repetition algorithms, and multimedia integration make Quizlet especially effective for vocabulary retention, particularly for preparing for tests like the TOEIC Its customizability and mobile accessibility further support efficient and adaptable language learning experiences Game modes such as Match and Live add an element of fun and motivation to study sessions.
Quizizz is a popular online learning and assessment platform that enables teachers to create engaging, interactive quizzes for classroom activities and homework, fostering student participation through appealing visual features Its standout feature, Live multiplayer games, allows students to compete in real-time and see their ranking among peers, making learning more fun and motivating Teachers can also assign asynchronous quizzes for students to complete at their own pace, facilitating flexible learning The platform offers customizable quizzes with various question types like multiple choice, true/false, and fill-in-the-blank, enhancing assessment diversity Additionally, Quizizz provides real-time feedback and analytics, allowing educators to monitor student progress, identify learning gaps, and tailor instruction effectively.
Quizizz's gamified features create an engaging and effective learning environment, making it ideal for reinforcing concepts in a fun and competitive way Its interactive platform supports learners preparing for the TOEIC test by enhancing vocabulary acquisition through timed quizzes, multimedia content, and customizable questions focused on targeted vocabulary This innovative approach leverages game-based learning to improve retention and motivation for TOEIC preparation.
Previous studies
Numerous researchers have examined the effectiveness of using Quizlet in both classroom and remote learning environments Andarab (2017) found that Quizlet flashcards significantly enhance EFL learners' vocabulary acquisition, demonstrating its value as an effective vocabulary learning tool These findings suggest that incorporating Quizlet into language education can support learners in building their vocabulary more efficiently.
Research by Dizon (2016) demonstrated that using Quizlet for a 19-word vocabulary list over ten weeks led to significant improvement in students’ vocabulary acquisition, as evidenced by higher post-test scores compared to pre-test results Studies consistently show that Quizlet effectively enhances the learning of definitions, synonyms, and pronunciation, making it a valuable tool for vocabulary development Additionally, students generally hold positive attitudes towards using Quizlet, expressing strong support and favorable opinions about its role in facilitating vocabulary learning These findings confirm that Quizlet not only improves vocabulary skills but is also well-received by learners, contributing to more engaging and effective language instruction.
Many scholars have incorporated Quizizz into their research, highlighting its effectiveness in enhancing learner engagement and active participation (Mulatsih, 2020; Pramudita, 2023) Students tend to have a positive attitude towards Quizizz due to its engaging features, such as music, amusing avatars, and vivid displays, which make learning more enjoyable and motivate students to complete their projects (Zulfa & Ratri, 2022) Additionally, studies by Dewi & Astuti (2021) and Zuhriyah & Pratolo (2020) confirm that Quizizz positively impacts students' motivation, attention, and focus when studying English online This versatile gaming platform has also been successfully implemented in language learning in Vietnam, demonstrating its effectiveness in diverse educational contexts.
Research in 2024 confirmed the effectiveness of Quizizz in enhancing vocabulary acquisition and grammar learning, with both teachers and students demonstrating positive attitudes Pham (2023) found that completing additional Quizizz assignments helps English majors improve their grammar skills University students have reported favorable perceptions of Quizizz as a tool for learning English as a second language The study also revealed that students felt more engaged in classroom activities after Quizizz was integrated into lessons Additionally, learners showed measurable improvements in their language outcomes over time with consistent use of Quizizz.
However, there is a lack of research on the impact of using online learning tools
20 such as Quizlet and Quizizz for learning TOEIC vocabulary in Vietnam, especially considering the popularity of the TOEIC exam in Vietnam.
Summary
The Literature Review begins with a comprehensive introduction to vocabulary, highlighting its definition, importance in learning a foreign language, and key principles of teaching lexical items It then provides an overview of Mobile-Assisted Language Learning (MALL), emphasizing its role in enhancing language education through mobile technologies The section also introduces Quizlet and Quizizz as popular online learning tools widely used in classroom settings to support language learning Finally, the review summarizes previous studies that explore how these platforms facilitate effective language teaching and learning practices.
RESEARCH METHODOLOGY
Research setting
A study was conducted with 30 non-English-major university students from various universities in Hanoi, all of whom have been learning English for approximately ten years as part of their general education in Vietnam.
Students in Class A at an English center in Hanoi focus on maximizing TOEIC scores through a curriculum designed to target the exam’s four main components: Listening, Reading, Speaking, and Writing The center has established a strong reputation for helping students achieve high TOEIC scores, making it a key player in TOEIC preparation in Hanoi Class A offers a comprehensive 24-lesson program, with three one-and-a-half-hour classes per week, serving as an effective step toward exam readiness Learning is enhanced through a combination of paper handouts and digital tools like mobile phones and laptops, which are used both during lessons and for homework assignments.
Participant
The study uses a convenience sampling method to choose participants
The participants for this study are 30 university students, aged between 18 and
At 22 years old, I enrolled in a TOEIC preparation course at an English center in Hanoi to improve my language skills Most participants are in their second and third years of undergraduate studies, coming from diverse academic backgrounds such as business, engineering, and economics These non-English-majored students are motivated to achieve higher TOEIC scores to enhance their career prospects and academic opportunities Enrolling in this course is a strategic step toward boosting employability and gaining a competitive edge in the global job market.
Participants possess basic to intermediate English skills and are familiar with using mobile apps and online platforms for language learning Despite several years of formal English education, many report difficulties with listening comprehension and vocabulary acquisition Their primary motivation is to improve their TOEIC scores to meet graduation requirements and enhance career opportunities, with a target score of 550 These learners face challenges particularly in mastering the listening and reading sections of the TOEIC exam To achieve their goals, they engage in classroom instruction complemented by self-study tools like Quizlet and Quizizz.
Participants were encouraged to utilize all Quizlet features to effectively memorize targeted vocabulary after each lesson Additionally, students completed a teacher-created vocabulary quiz on Quizizz at home to reinforce their learning To facilitate this, the teacher added all students to a class on Quizizz, ensuring easy access and completion of the quizzes.
Research design
The case study method is chosen as the primary research design for this thesis to gain an in-depth understanding of a specific issue or phenomenon within a bounded system, as defined by Coombs (2022) This approach is ideal for narrowing broad fields of study into manageable examples, allowing researchers to evaluate the applicability of theories in real-world contexts The case study methodology provides detailed insights into contemporary issues, making it a suitable choice for this research.
This study employs a single case study design focused on university students studying at an English center, making it an ideal approach to explore specific facets of this group (Yin, 2018) The case study method allows the use of multiple data sources, such as interviews and documents, enabling both quantitative and qualitative data analysis for comprehensive insights Combining these methodologies, the quantitative approach offers quick and objective data interpretation through statistical analysis, while the qualitative approach provides an in-depth understanding of participants’ experiences, thoughts, and social contexts (Hoover, 2021; Ritchie & Lewis, 2003) This mixed-methods strategy enhances the study's ability to capture nuanced perspectives and enrich the overall findings.
Data collection procedure
This study enhances data reliability by employing multiple data-gathering methods, including pre-tests and post-tests to compare students’ scores and assess the impact of Quizlet and Quizizz implementation Additionally, both quantitative and qualitative data were collected through survey questionnaires and interviews conducted with participants, providing in-depth insights for the research The detailed data collection process is thoroughly described below to ensure transparency and validity of the findings.
In the first lesson of the course, participants completed a pre-test consisting of 30 multiple-choice questions designed to assess their initial knowledge The test is divided into three sections, with the first ten questions focusing on identifying the closest meanings of given words This assessment helps establish a baseline for student understanding and informs future instruction.
The article discusses a language test comprising three sections The first section features 24 words, while the second involves ten questions focused on sentence completion, where test-takers select the appropriate word or word form to fill in the blanks The final section assesses reading comprehension through two passages, with students answering five questions per passage that address both general and specific information This comprehensive format evaluates vocabulary, grammar, and reading skills, making it an effective tool for language proficiency assessment.
In the fifteenth lesson, students completed a post-test identical in format to the pre-test, providing a measure of their vocabulary acquisition Throughout the previous fourteen lessons, learners used Quizlet and Quizizz to enhance their vocabulary skills, with the teacher introducing new words during class exercises and homework, and creating specific vocabulary lists and tests on these platforms By this stage, students had been extensively exposed to the target vocabulary through repeated practice on Quizlet and Quizizz, allowing the post-test to accurately reflect the cumulative impact of these digital learning tools The timing ensures that the assessment captures the effectiveness of spaced repetition, active recall, and feedback provided by Quizlet and Quizizz, without being affected by initial learning phases or insufficient practice.
To ensure the clarity and appropriate difficulty level of the tests, they were piloted among a separate group of ten university students who were not participants in the main study These students, non-English majors enrolled in the same TOEIC preparation course and within the age range of 18–22, had comparable English proficiency levels from beginner to intermediate Based on their feedback, all test questions were revised and adjusted to improve clarity and ensure a suitable difficulty level.
The effectiveness of online vocabulary learning tools was assessed by comparing pre-test and post-test results through statistical analysis Descriptive statistics such as mean, standard deviation, and range were calculated for both sets of scores, providing a comprehensive overview of the data and highlighting any significant improvements in vocabulary acquisition after the intervention.
A paired t-test revealed a significant improvement in learners' vocabulary performance from the pre-test to the post-test, indicating the effectiveness of using online tools The analysis compared participants' mean scores before and after the intervention, demonstrating a notable increase in vocabulary acquisition These findings suggest that online tools can significantly enhance learners’ vocabulary skills, highlighting their value in language education.
A survey questionnaire was developed to assess students' perceptions of how using Quizlet and Quizizz impacted their vocabulary learning for the TOEIC test Designed based on existing theoretical frameworks from the literature, the questionnaire consists of two sections, providing comprehensive insights into students' experiences and the effectiveness of these digital tools in enhancing their language skills.
1 Question 1 - Question 15: aimed at exploring how Quizlet and Quizizz have affected your vocabulary acquisition and retention for the TOEIC test
2 Question 16 - Question 25: aimed at gathering your thoughts and feelings about using Quizlet and Quizizz as vocabulary learning tools
Students are asked to indicate their level of agreement or disagreement using a 5-point Likert Scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) This scale was chosen for its optimal balance between simplicity and precision, facilitating easier responses while capturing meaningful attitude variations According to Cognitive Load Theory (Sweller, 1988), simpler scales reduce cognitive load and enhance decision-making efficiency Research also indicates that a 5-point scale minimizes central tendency bias common in scales with more options, leading to more decisive responses and clearer data (Allen & Seaman, 2007) Additionally, the 5-point Likert Scale is widely supported in educational research for measuring attitudes and satisfaction, ensuring the reliability and validity of the results (Gwet et al., 2015).
The procedure for collecting data from the survey questionnaire was hereafter
1) After finishing designing the 25 questions, the author translated them into Vietnamese The researcher planned to let the participants freely select the version they wished to respond to That was mainly because the survey did not aim at judging students’ English competence More importantly, the translation into Vietnamese could help participants easily understand and properly respond to the questions, which could promote the reliability and quality of the data gained
2) After the pilot, the questions were reviewed and edited before being sent to the participants Noticeably, the researcher decided to use the Vietnamese version of the questionnaire after piloting it with the ten students Finally, the survey questionnaire was delivered to one hundred participants through a Google Forms link
After collecting data from the questionnaire, seven participants were selected for in-depth interviews to understand the impact of Quizlet and Quizizz on TOEIC vocabulary learning Each interview lasted approximately 30 minutes and focused on students’ perceptions of how these tools influence their vocabulary acquisition, as well as their attitudes towards using Quizlet and Quizizz Participants were randomly chosen from those who provided their emails in the survey, ensuring a diverse sample A structured set of ten questions was prepared (Appendix C) to guide the interviews, exploring students’ experiences and attitudes toward these digital learning platforms for TOEIC vocabulary enhancement.
All questions were translated into Vietnamese to ensure students could express themselves clearly and confidently As non-English-major students, they felt more comfortable responding in their native language Importantly, the interviews were not intended to assess their English proficiency, allowing them to focus on conveying their ideas effectively in Vietnamese.
This study primarily examined two key aspects: the impact of using Quizlet and Quizizz on TOEIC vocabulary acquisition and learners’ perceptions of these online tools for vocabulary learning The data analysis process was structured to explore these areas in detail, providing insights into both the effectiveness of Quizlet and Quizizz in enhancing TOEIC vocabulary skills and students’ attitudes toward using them as learning aids.
This study compared pre- and post-test results to assess the impact of using Quizlet and Quizizz on vocabulary acquisition Additionally, both quantitative and qualitative data from surveys and interviews were analyzed to understand students’ perceptions of these digital learning tools The findings from Quizlet and Quizizz were presented side by side to provide a comprehensive view of their effectiveness in enhancing vocabulary learning.
Summary
This chapter outlines the research methodology, including the research design, data collection methods, and analytical techniques employed It details the procedures used to gather and interpret information essential for obtaining reliable and valid results.
FINDINGS AND DISCUSSION
The impact of online learning tools on students’ vocabulary learning
This study examined the impact of using Quizlet and Quizizz on students' TOEIC vocabulary learning by analyzing test data Pre- and post-tests were administered to measure vocabulary gains, with scores recorded for comparison The results, shown in a table, highlight the vocabulary improvement among 30 students who utilized these digital tools during their learning process.
Table 4.1 Pre- and Post-test Scores
STUDENTS PRE-TEST POST-TEST
The results, displayed in Table 4.1, reveal several critical aspects of improvement in test scores, individual performance, range of scores, consistency of improvement, and cases of minimal improvement or plateau
The data indicates a significant improvement in students' vocabulary proficiency, with average scores rising from 17.67 in the pre-test to 21.2 in the post-test This suggests that incorporating Quizlet and Quizizz effectively enhances vocabulary learning and prepares students for the TOEIC test The increase in scores confirms that interactive digital tools like Quizlet and Quizizz are valuable resources for improving learning outcomes.
Most students showed noticeable improvements in their performance, demonstrating the effectiveness of Quizlet and Quizizz as versatile tools for vocabulary acquisition For example, Student 1's score increased from 16 to 21, while Student 25 experienced a substantial rise from 21 to 28, highlighting how these platforms accommodate learners with various starting points This individual growth underscores the personalized impact of using Quizlet and Quizizz, making them valuable resources for addressing diverse learning needs and promoting significant academic progress.
The figures also present the fact that some individuals showed more improvement than others For example, while Student 5 improved from 19 to
Student 9 experienced a smaller score increase from 19 to 20, likely due to individual differences in engagement with educational tools like Quizlet and Quizizz Variations in the frequency and duration of tool utilization can significantly impact students' academic progress Understanding these engagement patterns is essential for optimizing learning outcomes and tailoring effective study strategies.
The range of scores also shifted favorably The lowest pre-test score was 12, which increased to 17 in the post-test, while the highest score improved from
Between the scores of 21 and 28, there is a noticeable positive shift, demonstrating that students who initially had lower scores showed significant improvement This suggests that tools like Quizlet and Quizizz can effectively enhance the performance of lower-achieving students, making them valuable resources for promoting academic growth across all proficiency levels.
31 enhancement in the highest scores underscores the tool's ability to push higher- performing students to achieve even better results
Vocabulary familiarity influences score variability, as students with prior knowledge tend to have higher pre-test scores and less room for improvement For example, Student 26's scores increased slightly from 20 to 21, illustrating this trend Conversely, students with limited initial vocabulary knowledge often show more substantial score gains due to the novelty of learning new words, as seen in Student 15’s significant improvement.
The majority of students showed consistent improvement, indicating the positive impact of using Quizlet and Quizizz for vocabulary learning Students such as S3, S4, and S19, who started with moderate pre-test scores, all demonstrated significant gains in their post-test results This pattern highlights the reliability of these tools in enhancing vocabulary across various proficiency levels, making them effective resources for diverse learners.
Although the overall trend shows significant student improvement, some students experienced minimal progress or score plateaus, such as Student 19, whose score remained at 20, and Student 18, who only slightly improved from 16 to 17 These outliers may be due to factors like individual learning styles, external influences affecting study routines, or a ceiling effect limiting observable gains for students with initially high scores Nonetheless, Quizlet and Quizizz remain effective tools for enhancing student learning outcomes.
32 generally effective, they may not be equally beneficial for every student, highlighting the need for a multifaceted approach to vocabulary learning
The analysis of pre- and post-test scores demonstrates strong evidence that using Quizlet significantly enhances vocabulary learning for the TOEIC test Notable improvements in mean scores, individual performance, and overall score ranges highlight Quizlet's effectiveness as a digital learning tool These positive changes indicate that Quizlet can boost learner engagement and success in TOEIC vocabulary acquisition However, some learners showed minimal progress or plateaued, suggesting the need for additional strategies to support diverse learning needs and optimize outcomes for all students.
A t-test was conducted to determine if there is a statistically significant difference in test scores between the pre-test and post-test when using Quizlet as an instructional tool The results, which are presented in the following table, provide insights into the effectiveness of Quizlet in improving student performance.
P(T