04051002165 using quizlet to improve grade 12 students' vocabulary use at an upper secondary school in hanoi
INTRODUCTION
Rationale
The globalization of English has significantly increased the number of non-native speakers, establishing it as the global "lingua franca" essential for national development (Galloway, 2017) In developing countries like Vietnam, students must enhance their English proficiency to thrive in an era of innovation and global integration (Vietnamese Government, 2012) Despite English lacking official status in Vietnam, it has become integral to international communication and education since the Doi Moi reforms (Bolton et al., 2020) A nationwide discussion has emerged on how to improve students' English skills, with vocabulary teaching identified as a critical factor for effective language acquisition (Coxhead, 2013) However, observations in Hanoi's upper secondary schools reveal a lack of focus on vocabulary instruction, as curricula prioritize grammar and traditional methods fail to engage learners (Beglar & Hunt, 2005; Spolsky & Moon, 2012; Coxhead, 2013) Consequently, researchers are exploring online resources and game-based programs to enhance vocabulary learning.
Applications such as Padlet, Quizziz, Kahoot, Quizlet, and Nearpod play a significant role in enhancing vocabulary acquisition among learners (McLean et al., 2013; Fung & Zimmermann, 2021) This research specifically focuses on the use of Quizlet as a technological tool for teaching English vocabulary in upper secondary classes in Hanoi Consequently, the study aims to investigate vocabulary usage at the high school level, forming the basis of the dissertation titled “Using Quizlet to Improve Grade 12 Students’ Vocabulary Use at an Upper Secondary School in Hanoi.”
Research aims & objectives
This study aims to investigate the effects of Quizlet on vocabulary usage among Grade 12 students at an upper secondary school in Hanoi It evaluates how incorporating Quizlet into vocabulary instruction enhances students' skills in recognizing, recalling, and applying lexical items, particularly in writing tasks.
This study aims to evaluate the effectiveness of Quizlet in enhancing vocabulary use among students in the experimental group, compared to those in the control group who receive traditional instruction The focus is on measurable outcomes, including vocabulary retention, accuracy, and contextual application.
The study focuses on understanding students' perceptions of Quizlet as a vocabulary learning tool, examining their attitudes, engagement levels, motivation, and the platform's effectiveness in enhancing vocabulary development.
In summary, the study is guided by the following objectives:
1 To examine the extent to which the use of Quizlet improves vocabulary use among students in the experimental group compared to those in the control group
2 To explore students’ perceptions toward the use of Quizlet to improve their vocabulary use at an upper secondary school in Hanoi
Research questions
This study investigates the effects of Quizlet on vocabulary usage among Grade 12 students at an upper secondary school in Hanoi To accomplish this, specific research questions have been developed.
1 To what extent does the use of Quizlet improve the vocabulary use of students in the experimental group compared to those in the control group at an upper secondary school in Hanoi?
2 What are the students in the experimental group’s perceptions towards the use of Quizlet in improving their vocabulary use?
This study investigates the measurable differences in vocabulary performance, especially in writing, between students using Quizlet and those receiving traditional instruction Additionally, it explores students' attitudes, experiences, and motivation levels regarding Quizlet for vocabulary learning These inquiries collectively assess the effectiveness and acceptance of digital tools in vocabulary instruction.
Structure of the study
This study is organized into five key chapters: Introduction, Literature Review, Methodology, Data Analysis, and Conclusion Each chapter addresses essential components that contribute to the overall research framework.
This chapter outlines the essential elements of the study, including the motivation behind the research, the objectives and questions guiding the inquiry, the research context, and the overall structure of the work.
This chapter presents the findings closely related to the issue of the paper and provides background knowledge for a better understanding of the key terms in the field of research
This chapter presents the mixed-methods design used in the study, including the
4 research setting, participants, data collection instruments (pre-tests, post-tests, questionnaires, and interviews), and the procedures for data collection and analysis
This chapter draws and presents major findings and discussion based on the collected data The answers to the research questions could also illustrate this part of the research
The final chapter of the study will encapsulate the key points discussed throughout the paper, while also addressing the study's limitations and offering recommendations for future research.
In summary, this chapter highlights the importance of developing teaching methods in Vietnam, particularly in the area of vocabulary instruction, reflecting the researcher's keen interest It outlines the research objectives and questions, setting the stage for the next chapter, which will delve into the theoretical framework of the study, featuring comprehensive discussions from various researchers.
LITERATURE REVIEW
Theoretical background of vocabulary
2.1.1 The definition of vocabulary and its importance to language learning
Vocabulary in language teaching and learning is defined in various ways, highlighting its complex nature Traditionally, it has been less emphasized compared to grammar and phonology (Chacón-Beltrán et al., 2010) However, recent research has shifted focus towards understanding vocabulary's essential role in English language education (Gardner, 2013) Undoubtedly, vocabulary knowledge is a vital element of second language proficiency (Webb & Nation, 2017).
Coxhead (2013) defines vocabulary as encompassing not just individual words but also lexical chunks, which are phrases of two or more words that operate as a single unit This definition underscores the complexity of vocabulary, which includes fixed expressions, collocations, and idiomatic phrases, extending beyond mere single items.
6 understood as the words of a language, encompassing single words, phrases, or groups of words that convey meaning equivalent to individual words (Coxhead,
Nation (2001) highlights that mastering a word involves understanding its form, meaning, and use, with form encompassing spelling and pronunciation, meaning relating to the concepts and associations evoked, and use involving grammatical functions and collocations This tripartite framework is widely accepted among vocabulary scholars and serves as a basis for vocabulary instruction and assessment Vocabulary is not a skill that can be fully mastered; rather, it evolves throughout a person's life (Hiebert & Kamil, 2005) Gardner (2013) likens vocabulary to fuel for communication, essential for conveying meaningful ideas Lewis (2002) asserts that vocabulary is the heart of language, while Ur (1996) emphasizes its role in enabling language users to express their goals Communication can still occur despite inaccuracies in pronunciation or grammar, but it often falters with poor word choice (Lightbown & Spada, 2013) Thus, even a limited vocabulary allows learners to engage in conversation, underscoring the importance of vocabulary development (Coxhead, 2013).
2013) This explains why “learners carry around dictionaries and not grammar books” (Schmitt & Meara, 1997, p.4)
Vocabulary can be classified in various ways, which helps to understand how words
7 are processed, learned, and applied One of the most widely recognized classifications is the distinction between receptive vocabulary and productive vocabulary
The distinction between receptive vocabulary (RV) and productive vocabulary (PV) is crucial in language learning, as RV involves words a learner understands through reading or listening, while PV encompasses words they can actively use in speaking or writing (Dizon & Tang, 2017) Nation (2021) explains that receptive knowledge includes recognizing a word's form and meaning, whereas productive knowledge involves generating the correct spoken or written forms Expressive vocabulary pertains to the words used in communication, contrasting with receptive vocabulary, which relates to comprehension (Tyson, 2017) Consequently, students must grasp a term's meaning, its modifications, and appropriate contextual usage (Calvo-Ferrer & Campos-Pardillos, 2015).
Vocabulary can be categorized by its functional roles in language, specifically into content words and function words Content words, which include nouns, verbs, adjectives, and adverbs, carry the core meaning of a sentence, while function words, such as prepositions, conjunctions, and articles, serve structural purposes without conveying specific meanings (Coxhead, 2013) Additionally, vocabulary classification includes lexical chunks, which are fixed or semi-fixed sequences of words like collocations, idioms, and set phrases, playing a crucial role in fluent language use as they often function as single units of meaning These classifications provide valuable insights into vocabulary knowledge and inform effective vocabulary instruction.
This study utilizes the distinction between receptive and productive vocabulary, as outlined by Nation (2021), to explore the enhancement of productive vocabulary among EFL learners This theoretical framework effectively supports the investigation of vocabulary development in language acquisition.
8 digital tools like Quizlet, which support both the recognition and active production of vocabulary in real-world contexts
Vocabulary use, as defined by Nation (2001), encompasses the ability to accurately and appropriately apply words in communication, considering grammatical functions, collocational patterns, and contextual relevance This aspect of vocabulary knowledge extends beyond mere recognition of word forms or meanings, emphasizing the practical application of vocabulary in real-life situations Within Nation's framework, "use" is one of three critical dimensions of vocabulary knowledge, alongside form and meaning, which collectively shape a learner's overall lexical competence.
Vocabulary use involves the practical application of words and phrases in communication, including both speaking and writing (Nation, 2013) It goes beyond simply knowing word meanings to encompass accurate, fluent, and contextually appropriate usage in real-life situations (Webb, 2020) While vocabulary knowledge includes form, meaning, and use (Nation, 2001), research indicates that familiarity with a word does not ensure effective application (Schmitt, 2010; Webb, 2008) Scholars differentiate between vocabulary knowledge and use, noting that a learner may recognize a word but misuse it due to insufficient understanding of collocations, register, or pragmatic context (Nation, 2001; Schmitt, 2010) Thus, vocabulary use is a more reliable indicator of communicative competence, requiring both recognition and the ability to produce language accurately and fluently in meaningful contexts (Cobb, 2007; Snow, 2010).
To evaluate vocabulary use, researchers have introduced various dimensions and measurement criteria that provide a comprehensive understanding of lexical competence Among these, lexical richness, lexical diversity, lexical sophistication,
Lexical richness, diversity, sophistication, and density are essential metrics for evaluating spoken and written language (Laufer & Nation, 1995; Read, 2000; Nation, 2001) Lexical richness reflects the range and precision of vocabulary in a text, showcasing a learner's lexical repertoire In contrast, lexical diversity measures the variety of word types relative to the total word count Lexical sophistication assesses the use of less frequent or advanced vocabulary, indicating a learner's ability to employ complex language Lastly, lexical density evaluates the proportion of content words, revealing the informational load of the text Together, these dimensions provide a comprehensive framework for assessing vocabulary use, particularly in written communication, where word variety and appropriateness are crucial for overall performance.
Fluency is a crucial aspect of vocabulary use in written communication, enabling learners to express their ideas clearly and naturally Even with a broad vocabulary, learners may struggle to convey their thoughts effectively without fluency in word retrieval and application within proper syntactic structures Although this study does not evaluate fluency as a standalone criterion, it acknowledges that fluency is reflected in other lexical measures, such as correct collocations, contextual appropriateness, accurate spelling, and vocabulary variety related to the topic These elements form the assessment rubric for writing tasks and enhance the overall flow and clarity of learners' written output Thus, while the study primarily focuses on lexical accuracy and variety, it also supports the development of fluency as a secondary outcome.
Vocabulary use in the current study
In this study, vocabulary use serves as the central construct and primary focus It
The article highlights the importance of learners actively and meaningfully applying vocabulary in various communicative situations, particularly in written academic contexts This approach emphasizes an output-based and context-dependent understanding of vocabulary competence, which is crucial for evaluating students' writing skills The study aims to enhance this practical aspect of language learning through Quizlet, prioritizing vocabulary use over mere acquisition or retention as the primary measure of lexical development.
This study utilizes Nation’s framework of vocabulary knowledge, which encompasses three key dimensions: form, meaning, and use, to evaluate productive vocabulary in speaking and writing tasks It also incorporates Laufer and Nation’s insights on productive vocabulary application, focusing on lexical richness, diversity, and sophistication This approach informs the writing assessment rubric and assesses students' ability to actively and effectively use vocabulary in academic settings.
Vocabulary acquisition is the process by which learners enhance their lexical knowledge, allowing them to understand, recall, and use words accurately in various contexts Historically, vocabulary has received less focus than grammar or phonology, but it is now recognized as a vital area of second language acquisition research A strong vocabulary is essential for developing reading, listening, speaking, and writing skills; without it, learners may find it challenging to express themselves effectively.
11 effectively in either oral or written forms (Suardi & Sakti, 2019) For instance, Nation
(2001) suggests that a minimum of 2,000 high-frequency words is necessary for basic communication in a foreign language
Vocabulary acquisition is a lifelong and gradual process where learners consistently encounter new words and enhance their comprehension of familiar ones This ongoing interaction between existing knowledge and new information leads to a deeper and more nuanced understanding of vocabulary over time.
Two primary approaches to vocabulary acquisition have been widely discussed in the literature: explicit learning and incidental learning
Explicit vocabulary learning is a purposeful method of acquiring and memorizing words, typically utilizing tools like vocabulary lists, flashcards, and targeted exercises This strategy prioritizes concentrated attention on lexical items, with the goal of embedding them in memory through conscious effort It is often linked to organized classroom activities where learners receive direct instruction on new words and their meanings.
Theoretical background of Technology-Enhanced Language Learning
2.2.1 The definition of Technology-Enhanced Language Learning (TELL) and its importance to language teaching
The evolution of technology in language education
Education has long been a driving force behind economic and social development In recent decades, the revolution in information and communications technology (ICT) has profoundly transformed multiple sectors, particularly education.
In the past 20 to 30 years, technology has transformed language learning into a dynamic and evolving field within education It has become a social and cultural artifact that significantly influences language learning experiences, particularly due to the rise of computer and mobile technologies.
Today's learners, known as Generation Z, have been raised in a digital environment where the Internet and technology play a crucial role in their daily lives This immersion in technology significantly influences their interaction with language learning tools and platforms.
Definitions and roles of TELL in language learning
Technology plays a crucial role in language learning, serving both as a source of teaching resources and as a means to enhance educational opportunities (Larsen-Freeman & Anderson, 2011) Historically, technology has been linked to language teaching, and the rapid advancements in language technologies during the information technology era have significantly expanded opportunities for teaching and learning second language (L2) vocabulary (Chapelle & Sauro).
The Internet connects millions of computers globally, enabling seamless communication between them This connectivity allows teachers to access a vast array of authentic written, audio, and visual resources on virtually any topic.
Viewing technology as a tool that enhances learning experiences reveals its significant role in providing students with improved access to the target language (Larsen-Freeman & Anderson, 2011) It is essential to ensure that students have multiple exposures to the target language through technology (Tyson, 2017) Moreover, technology encourages language learners to engage in social interactions, thereby increasing their language usage (Larsen-Freeman & Anderson, 2011) Consequently, technology introduces innovative methods for differentiating practice, training, and review (Tyson, 2017).
Technology-enhanced language learning (TELL) has a complex history spanning fifty years, with significant advancements in teaching methodologies for second language acquisition in the twenty-first century (Platzer, 2020; Nguyen & Le, 2022) Initially utilized in corporate environments as a strategy to support simultaneous work and study, TELL has evolved dramatically (Nguyen et al., 2021) In the last decade, there has been a surge in distance and online TELL courses alongside traditional face-to-face offerings (Thomas et al., 2014) This evolution has transformed TELL from basic grammar and vocabulary drills to a diverse array of interactive programs focused on reading, writing, listening, pronunciation, and cultural understanding (Thomas et al., 2014).
Many students today depend on incidental learning through online resources, such as dictionary apps, to understand unfamiliar words and their social implications (Chapelle & Sauro, 2017) Additionally, TELL courses and modules are integrated into undergraduate, graduate, and doctoral programs worldwide (Thomas et al., 2014) Consequently, technology serves as a tutor, facilitating and assessing the progress of language learners.
Technology-Enhanced Language Learning (TELL) not only enhances language learning experiences but also transforms our understanding of language as a dynamic entity rather than a fixed structure.
Incorporating technology, especially TELL, into the curriculum introduces a variety of real-world activities that should be prioritized as key tasks within the program (Chapelle & Sauro, 2017).
This study utilizes Technology-Enhanced Language Learning (TELL) as a theoretical framework to examine the impact of digital tools, specifically Quizlet, on vocabulary acquisition among Grade 12 students The literature indicates that TELL enhances access to authentic language input and promotes learner autonomy, while also facilitating interactive and personalized learning experiences for today's digitally engaged learners With the growing presence of mobile-assisted and online learning in Vietnamese classrooms, this research aims to explore the pedagogical advantages of integrating Quizlet into upper-secondary English instruction.
2.2.2 The use of Technology-Enhanced Language Learning in teaching and learning vocabulary in Vietnam
The integration of blended learning (BL) in Vietnam and its implications for vocabulary instruction
In recent decades, the swift advancement of information and communication technologies has significantly impacted various sectors, particularly education To keep pace with global educational trends, the Vietnamese government has implemented blended learning (BL) as a means to transition from traditional teaching methods to modern 21st-century learning approaches This initiative aims to foster more active, creative, and independent learning among students.
Although early implementations of BL in Vietnam encountered several challenges
Recent advancements in digital infrastructure and learner motivation have significantly enhanced digital integration in education (Nguyen et al., 2021) The rise in mobile device accessibility and the development of online learning platforms have enabled more focused applications, particularly in vocabulary instruction using digital tools.
The advancement lays the groundwork for implementing Technology-Enhanced Language Learning (TELL) and Mobile-Assisted Language Learning (MALL), which facilitate vocabulary acquisition by offering interactive tasks and consistent exposure to language input.
The role of TELL and MALL in supporting vocabulary learning
Data-driven learning (DDL) is a leading-edge method in technology-enhanced learning, enabling learners to acquire a language by engaging with data from a corpus through various technological tools.
Review of previous studies related to the research area of the thesis
Numerous studies have explored the impact of digital flashcard applications, particularly Quizlet, on vocabulary acquisition among non-native English students
Quizlet, a popular online learning tool, offers various study modes such as flashcards, quizzes, and games, which have been widely used to enhance vocabulary retention and learning efficiency
A study by Dizon (2016) found that Quizlet significantly enhances vocabulary acquisition among Japanese EFL learners Students who regularly used Quizlet showed marked improvement in vocabulary retention compared to those using traditional study methods This indicates that the interactive and repetitive features of Quizlet foster better word recall and student engagement.
Alshammari (2020) explored the effects of Quizlet on Saudi EFL learners, revealing that participation in Quizlet activities significantly increased student motivation and retention rates The research underscored the importance of gamification in language acquisition, demonstrating that features like matching games and spaced repetition in Quizlet enhance vocabulary learning effectiveness.
A study by Ebadi and Rahimi (2019) investigated the effectiveness of Quizlet in an Iranian EFL context, revealing that Quizlet-assisted vocabulary learning significantly improved long-term retention compared to traditional methods Additionally, students found Quizlet to be a user-friendly and engaging tool, which enhanced their participation and enthusiasm in learning vocabulary.
A study by Bashori et al (2021) examined the impact of digital flashcards, specifically Quizlet, on vocabulary learning in Dutch secondary school students The findings revealed that students using Quizlet demonstrated superior vocabulary recall and retention compared to their peers, supporting the notion that digital flashcards facilitate long-term vocabulary acquisition Additionally, the research emphasized that students valued Quizlet's flexibility and accessibility, enabling them to practice vocabulary at their convenience.
Moreover, Setiawan and Wiedarti (2020) examined the use of Quizlet among Indonesian EFL learners Their study concluded that Quizlet significantly improved
The study focused on 30 students' mastery of vocabulary and their active use of words in speaking and writing activities It highlighted the advantages of spaced repetition, which effectively enhanced the students' retention of new vocabulary over time.
A study by Nakata (2019) examined how various study modes in Quizlet enhance vocabulary acquisition for university students The findings revealed that utilizing active recall and spaced repetition within Quizlet's features significantly improved retention and created a more engaging learning experience than traditional rote memorization methods.
A meta-analysis by Teng and Xu (2022) explored various digital tools for vocabulary acquisition, highlighting that mobile-assisted language learning (MALL) platforms, such as Quizlet, significantly improve vocabulary learning for non-native speakers The findings emphasize that when utilized effectively, digital tools can be powerful supplementary resources in language education.
Research shows that Quizlet significantly aids vocabulary acquisition for non-native English learners This aligns with existing literature highlighting the benefits of technology-enhanced learning in language education The current review emphasizes that integrating digital tools such as Quizlet into English as a Foreign Language (EFL) instruction enhances student engagement, motivation, and vocabulary retention.
Research Gap
Despite extensive research on Quizlet's effectiveness in vocabulary acquisition, gaps persist Many studies focus on its impact on vocabulary retention, but fewer investigate its role in enhancing students' productive vocabulary use in speaking and writing Most research emphasizes receptive vocabulary knowledge, offering limited insights into how Quizlet affects active word application in communication Additionally, existing studies often prioritize short-term retention over long-term language acquisition, despite Quizlet's use of a spaced repetition system.
31 designed to enhance memory, more research is needed to determine how sustained use of Quizlet affects learners' vocabulary retention over extended periods
While research has demonstrated Quizlet's effectiveness for various EFL learner groups, there is a notable gap in studies comparing its impact on students with different proficiency levels Investigating whether Quizlet equally benefits beginner, intermediate, and advanced learners could offer valuable insights for educators aiming to enhance vocabulary instruction.
This study focuses on understanding how Quizlet enhances productive vocabulary use, particularly in writing skills, rather than evaluating specific features like Quizlet Live or AI-generated study sets By exploring this underexamined area, the research aims to provide insights into how digital tools can improve active vocabulary application among Vietnamese EFL learners Additionally, it investigates vocabulary gains over an extended period, offering a clearer view of long-term effectiveness Addressing these gaps will contribute to a comprehensive understanding of optimizing Quizlet for vocabulary development in diverse EFL learning environments.
Summary of the chapter
This chapter has explored essential aspects of vocabulary teaching, learning, and usage in the context of English as a foreign language It offers a comprehensive theoretical framework highlighting the significance of vocabulary knowledge, including its definitions, classifications, acquisition methods, and teaching strategies A particular emphasis is placed on the difference between receptive and productive vocabulary knowledge, with productive vocabulary use being the primary focus of this study.
The chapter explores the impact of Technology-Enhanced Language Learning (TELL) and digital tools on vocabulary acquisition in Vietnam It emphasizes how educational technologies, such as Quizlet, facilitate repetitive exposure and interactive practice for learners, enhancing their language skills effectively.
32 and flexible learning environments Spaced repetition system and interactive learning modes of Quizlet have been shown to enhance vocabulary retention, motivation, and engagement among EFL learners
This chapter has examined prior research on vocabulary acquisition using Quizlet, highlighting its effectiveness in different educational settings Nonetheless, there are still notable research gaps, especially concerning the application of vocabulary in writing, long-term retention, and variations among different proficiency levels.
This study seeks to enhance the understanding of integrating Quizlet into vocabulary instruction, particularly to bolster productive language skills for Vietnamese EFL learners The following chapter will detail the research methodology based on the theoretical frameworks and literature reviewed in this article.
RESEARCH METHODOLOGY
Research questions reinstated
The research questions, forming the core of this investigation, are reinstated to emphasize their crucial role in guiding the study Specifically, the study aims to address the following inquiries:
1 To what extent does the use of Quizlet improve the vocabulary use of students in the experimental group compared to those in the control group at an upper secondary school in Hanoi?
2 What are the students in the experimental group's perceptions towards the use of Quizlet in improving their vocabulary use?
These questions play a crucial role in shaping the research focus and methodological
This study explores the influence of Quizlet on students' vocabulary usage and their views on its effectiveness, thereby deepening the understanding of technology-assisted vocabulary instruction The results aim to offer valuable insights for educators looking to integrate digital tools into their teaching methods.
Type of research
This study utilizes a quasi-experimental research design suitable for educational contexts where random participant assignment is impractical Conducted with students from two pre-existing classes at the researcher's school, this approach facilitates a structured analysis of Quizlet's impact on vocabulary usage The research investigates the correlation between the independent variable, Quizlet, and the dependent variable, students' vocabulary use, to assess whether Quizlet usage results in significant improvements in vocabulary skills.
This study involved two intact Grade 12 Social Sciences classes, designated as the experimental and control groups The experimental group utilized Quizlet-integrated lessons, while the control group received traditional vocabulary instruction This setup facilitated a direct comparison of the effectiveness of different teaching methods on students' vocabulary use and provided insights into students' perspectives on integrating Quizlet into classroom instruction.
In this study, I follow the steps of conducting a quasi-experimental research outlined by Creswell (2014) According to Creswell (2014), a quasi-experimental study typically follows these key phases:
1 Selection of Participants: Identifying and selecting participants without random allocation In this study, students were assigned to either the experimental or control group based on their existing class placement
2 Pre-Test Administration: Conducting an initial measurement of the dependent variable (vocabulary use) to establish a baseline for comparison
3 Implementation of Treatment: Applying the experimental condition (Quizlet- based instruction) to the experimental group while the control group followed traditional vocabulary learning methods
4 Post-Test Administration: Measuring the dependent variable again after the intervention to assess any changes in vocabulary use
5 Data Analysis and Interpretation: Comparing pre-test and post-test results between the two groups to evaluate the impact of Quizlet on vocabulary learning
This research design effectively measures the differences between control and experimental groups By organizing the study into distinct phases, the quasi-experimental approach systematically investigates the impact of Quizlet on vocabulary use, all while adhering to the practical constraints of an educational setting.
This study employs a mixed-methods approach, combining quantitative and qualitative data collection and analysis to ensure a thorough evaluation of the research questions As noted by Denscombe (2017), data is essential for any investigation, stemming from the data collection process Quantitative research emphasizes numerical measurement and statistical analysis, while qualitative research offers in-depth insights into participants' experiences By integrating both methodologies, this study improves the reliability and validity of its findings through cross-verification of results.
This study utilizes an Explanatory Sequential Design of mixed methods, as outlined by Creswell and Clark (2018) Initially, quantitative data, including pre-tests, post-tests, and questionnaires, were collected and analyzed to assess students' vocabulary usage and their perceptions of Quizlet Subsequently, qualitative data were obtained through semi-structured interviews with chosen participants from the experimental group, aiming to offer a deeper understanding of the findings.
36 insights into the quantitative results, particularly how Quizlet impacted students' vocabulary learning experiences
The study utilizes a quasi-experimental design featuring pre-test and post-test measures to assess vocabulary enhancement among students Statistical analysis is performed with SPSS to compare the performance of experimental and control groups The research employs a questionnaire comprising multiple-choice, closed-structured questions, and rating scales (Cohen et al., 2018) to quantify students' vocabulary usage and their perceptions of Quizlet.
The qualitative approach involves conducting semi-structured interviews after administering tests and questionnaires, allowing participants to share their experiences with Quizlet-based learning This method provides flexibility to explore participants' perspectives in depth and clarifies the patterns identified in the quantitative phase.
The Explanatory Sequential mixed-methods approach yields convergent findings by using qualitative data to interpret and enhance quantitative results This study employs both questionnaires and interviews, offering a thorough understanding of how Quizlet enhances students' vocabulary usage and their perceptions of its effectiveness in vocabulary learning.
Research setting
A study was carried out at a public upper secondary school in central Hanoi, which has 47 classes and 2,082 students, along with 13 English teachers While students have had early exposure to information technology, the majority of English teachers, who are over 40 years old, primarily utilize traditional teaching methods, resulting in minimal integration of technology in language learning.
The researcher observed that students demonstrated considerable interest and engagement in technology-enhanced lessons, prompting an exploration of technology's role in language education This interest inspired an investigation into the effectiveness of Quizlet for enhancing students' vocabulary usage.
3.3.2 Description of the textbook and curriculum
The study utilized the textbook "Tiếng Anh 12 – Global Success," edited by Professor Hoàng Văn Vân This resource aligns with the 2018 General Education Curriculum from the Vietnamese Ministry of Education and Training and is commonly used in public upper secondary schools throughout Hanoi.
The Tiếng Anh 12 textbook features ten thematic units, with five chosen for this study: Artificial Intelligence, The World of Mass Media, Wildlife Conservation, Career Paths, and Lifelong Learning Each unit is structured into eight sections, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication & Culture/CLIL, and Looking Back.
Students at the school attend three 45-minute English periods each week, where lessons are aligned with the textbook curriculum and incorporate Quizlet for vocabulary instruction in the experimental group The vocabulary selected for this study corresponds to the target units in the textbook, introducing 6 to 8 key items per unit that are thematically relevant and frequently used in both academic and real-life contexts Examples of these vocabulary items include "human-like," "fact-checked," "distribute," "captivity," "school leaver," and "distance learning," sourced from conversations, reading texts, and task-based exercises in the textbook Tiếng Anh 12 – Global Success.
Both the experimental and control groups received instruction on the same vocabulary items, maintaining consistency in content exposure The primary distinction was in the instructional approach, where the experimental group participated in Quizlet-enhanced activities, while the control group adhered to traditional teaching methods.
3.3.3 Instructional procedures in the experimental and control groups
Writing lessons were chosen to illustrate the instructional procedures in this study, as writing is a productive skill that requires students to actively apply newly learned
The study focused on vocabulary use in structured, academic contexts, utilizing IELTS-style writing tasks as the primary assessment method This approach was chosen because writing tasks effectively measure productive vocabulary use, allowing for the evaluation of students' abilities to retrieve, apply, and integrate vocabulary in context Unlike receptive exercises like multiple-choice questions, writing tasks assess critical elements such as collocations, lexical accuracy, cohesion, and coherence, which are essential for determining vocabulary competence.
The IELTS-style format was selected for its academic relevance and practical significance, as most Grade 12 students at the research site seek IELTS certification for university admission, a common requirement in Vietnam's higher education system Incorporating IELTS-style writing tasks aligns with students' academic goals, ensuring the assessment is authentic and motivating Furthermore, this writing format is applicable to other standardized English proficiency tests, making it a flexible tool for measuring vocabulary use in academic writing contexts.
In the study, the experimental group utilized Quizlet for vocabulary learning, while the control group experienced traditional teaching methods without Quizlet This integration of Quizlet into regular English lessons aimed to enhance the vocabulary instruction process.
Implementation of Quizlet in the classroom and out-of-class settings
This study explores the integration of Quizlet as a supplementary tool for vocabulary learning during and after classroom instruction The teacher utilized Quizlet’s Flashcard mode to introduce new vocabulary, with each digital flashcard displaying the target word alongside its definition, relevant word forms, collocations, prepositions, and illustrative images to strengthen form-meaning associations (Nation, 2001).
After introducing the target vocabulary through slides, students utilized interactive study modes like Match, Write, and Test in Quizlet to reinforce their understanding To connect vocabulary recognition with practical usage, the teacher demonstrated example sentences that included the new words and encouraged students to create their own sentences This structured approach aimed to enhance contextual vocabulary application and boost lexical fluency (Nation, 2021).
In language lessons focused on speaking and writing, students were guided to use target vocabulary during class activities and written tasks, promoting the essential transition from receptive to productive language use Homework frequently involved assignments that required students to incorporate specific vocabulary learned on Quizlet into coherent and contextually relevant sentences.
To reinforce retention and support spaced repetition outside the classroom (Platzer,
In 2020, the teacher shared Quizlet study set links with students after each session, encouraging them to independently review and practice vocabulary using the platform's self-testing features like "Learn" and "Spell." This hybrid approach supports Technology-Enhanced Language Learning (TELL) principles, fostering learner agency, contextual engagement, and increased exposure beyond traditional classroom instruction.
The study aimed to enhance vocabulary retention and improve learners' ability to accurately and appropriately use lexical items in academic tasks by integrating Quizlet into both receptive and productive phases of instruction.
Instructional procedures in the experimental group
A typical writing lesson incorporating Quizlet followed a structured sequence:
1 Warm-up (3 minutes): The teacher began with a short, engaging game to activate prior knowledge Suggested warm-up activities included: word relay, slap the board, jumbled words, or guessing words based on definitions
2 Pre-teaching vocabulary (7 minutes): The teacher introduced six to eight key
40 vocabulary items using Quizlet flashcards Each word was presented with pronunciation, definitions, example sentences, collocations, synonyms, and pictures Students were encouraged to explain the words or make examples
A quick check with Match or Test mode on Quizlet was conducted to reinforce retention
Participants
The study focused on 62 Grade 12 students from two Social Sciences major classes, where English is mandatory The researcher directly taught these school-assigned classes, which included students with varying proficiency levels from A2 to C1, predominantly at B1 and B2 levels The experimental group had 32 students (19 female, 13 male), while the control group included 30 students (21 female, 9 male), all aged 17.
18 years old and had been studying English for at least five years.
Data collection instruments
3.5.1 Pre-test and post-test
To evaluate the impact of the instructional intervention on students' vocabulary use, both experimental and control groups underwent pre-test and post-test assessments These writing tests focused on measuring lexical resource development, which serves as a key indicator of vocabulary use This approach aligns with educational research suggesting that pre- and post-assessments are effective for evaluating learning outcomes in quasi-experimental designs (Denscombe, 2017; Ary et al., 2018).
All participants initially completed a pre-test in Week 1, which required them to write
The study began with a persuasive paragraph on Artificial Intelligence, establishing a baseline for evaluating students' vocabulary use prior to any instructional intervention Over a 10-week period, the experimental group received vocabulary instruction via Quizlet during lessons on five key topics: Artificial Intelligence, The World of Mass Media, Wildlife Conservation, Career Paths, and Lifelong Learning In contrast, the control group adhered to traditional classroom methods, relying solely on the textbook and teacher-led explanations without incorporating Quizlet.
At the conclusion of Week 10, all participants completed a post-test on a subject discussed during the instructional phase, as detailed in APPENDIX 1 The post-test mirrored the format and expectations of the pre-test, allowing for a valid comparison of lexical resource enhancement between the two groups.
Students were assigned writing tasks that required them to create a persuasive paragraph of at least 120 words, usually ranging from 150 to 180 words These paragraphs needed to incorporate vocabulary relevant to the specified topic The topics were selected from the official Grade 12 English textbook (Tiếng Anh).
A specific Lexical Resource Rubric, adapted from the IELTS Writing Band Descriptors, was utilized to evaluate vocabulary use, focusing exclusively on lexical aspects such as range, accuracy, appropriateness, and collocational use Other writing features like grammar and cohesion were intentionally excluded to ensure a singular focus on vocabulary assessment The rubric operated on a 10-point scale, with scores reflecting the sophistication and precision of vocabulary Writing that showcased advanced vocabulary, including idiomatic expressions and collocations with minimal errors, received scores in the 9–10 range, while responses demonstrating a strong vocabulary command with minor inaccuracies were scored 7–8 Scores of 5–6 indicated an adequate but limited vocabulary range, marked by some repetition and occasional word choice issues.
Scores ranging from 3 to 4 indicate basic vocabulary usage with common errors, while scores of 1 to 2 reflect significant vocabulary limitations A score of 0 is assigned when there is no assessable vocabulary This summary rubric directed the scoring process, with a detailed version available in APPENDIX 2.
This study adapted the original IELTS Writing Band Descriptors to specifically evaluate vocabulary use, focusing on lexical resource rather than general writing ability While acknowledging that modifying standardized scoring rubrics may affect reliability, the adapted rubric was reviewed by experienced EFL instructors and piloted on sample scripts to ensure internal consistency.
The scoring process involved a single rater who consistently applied the rubric, supported by sample writings that served as internal benchmarks for each score band To enhance content validity, two experienced EFL instructors reviewed the rubric, confirming its effectiveness in capturing essential dimensions of productive vocabulary use, including range, accuracy, appropriateness, and collocational control, while excluding irrelevant factors like grammar and organization This structured validation approach ensured the instrument's appropriateness and reliability in assessing students' vocabulary performance in writing.
The study's questionnaire (APPENDIX 4) comprised three key sections: background information, perceived effects of Quizlet on vocabulary use, and students' perspectives on Quizlet It utilized multiple-choice items and rating scales to collect quantitative data on students' experiences The initial section focused on gathering demographic data, including gender, age, years of English learning, and self-reported English proficiency The second section employed Likert-scale questions to assess students' perceptions.
The article presents 45 scale statements evaluating students' perceptions of Quizlet's effectiveness in vocabulary learning It also examines students' usage patterns of Quizlet, including the frequency of use, the learning environment (such as at home or in class), and whether their learning was intentional or incidental Additionally, it addresses aspects of intrinsic and extrinsic motivation related to their learning experiences.
The study utilized a 5-point Likert scale questionnaire, drawing on adaptations from previous research by Balcı & Pektaş (2019), Wang (2017), and Lam et al (2018), which examined the role of Quizlet in English language learning These foundational studies guided the development of usage-related and attitudinal items, thereby enhancing content validity and ensuring comparability with similar research contexts.
The questionnaire was distributed to 32 students in the experimental group using Google Forms Prior to filling out the questionnaire, all participants were briefed on the study's purpose and provided their consent To ensure clarity, technical terms were explicitly defined in Vietnamese.
To improve the clarity and relevance of the questionnaire, two experienced English teachers reviewed it, offering feedback on language and content alignment with research objectives A pilot test with five students assessed comprehensibility and practicality, leading to minor revisions, including the addition of definitions for key terms like intrinsic and extrinsic motivation to enhance clarity.
The finalized questionnaire exhibited strong face validity and practical feasibility for secondary school students Within just three days, all 32 responses were gathered and utilized for further analysis The data underwent descriptive analysis, with results displayed as frequencies and percentages for each item.
Overall, the questionnaire served as a structured and context-appropriate tool to assess both the usage and the perceived impact of Quizlet on vocabulary learning among Grade 12 students
To supplement the data collected from the questionnaire and enhance the qualitative
Semi-structured interviews were conducted with five randomly selected students from the experimental group to explore their lived experiences, attitudes, and reflections According to Denscombe (2017) and Creswell and Poth (2018), these interviews are a valuable tool in educational research, particularly when combined with quantitative methods, as they provide deeper insights into participants' perspectives.
Data collection procedure
The timeline of the experimental design is summarized in the following figure:
The timeline of experimental design
Pre-test Intervention (Quizlet) Post-test Experimental group
The data collection process was conducted over a ten-week period and followed a structured sequence based on Creswell’s (2014) recommendation for experimental studies It consisted of three main phases:
Phase of data collection process
All participants completed a pre-test on the topic of Artificial Intelligence to assess their initial vocabulary use
The experimental group was taught using Quizlet in all vocabulary-introducing lessons across five textbook topics The control group received traditional instruction without Quizlet
Phase 3: Post-test and instruments
All participants completed the post-test The experimental group also completed the questionnaire and five of them participated in interviews
This phased approach ensured data were collected systematically and consistently, allowing for valid comparisons between the experimental and control groups.
Data analysis techniques
To answer the research questions, both quantitative and qualitative data analysis techniques were utilized in alignment with the study's mixed-methods design This
48 approach provided a well-rounded understanding of the impact of Quizlet on students' vocabulary use and their perceptions of the platform
The study's quantitative data encompassed students' pre-test and post-test scores, along with their questionnaire responses Various analytical tools and techniques were employed based on the specific data source.
The pre-test and post-test scores
The effectiveness of the Quizlet-based intervention on students' vocabulary use was evaluated by analyzing pre-test and post-test scores using the Statistical Package for the Social Sciences (SPSS) Descriptive statistics, including mean scores, standard deviations, and score ranges, were calculated for both the experimental and control groups to assess vocabulary performance before and after the intervention Paired-sample t-tests were conducted for each group to determine if there were statistically significant improvements from pre-test to post-test.
An independent-sample t-test was performed to compare the post-test scores of the experimental group using Quizlet and the control group receiving traditional instruction This analysis aimed to identify any statistically significant differences in vocabulary gains, thereby assessing the effectiveness of the technology-enhanced learning approach.
This study utilized descriptive statistics and t-tests to analyze group differences, but did not incorporate advanced statistical controls like ANCOVA due to the small sample size and a focus on natural classroom environments It is suggested that future research with larger samples should implement more sophisticated statistical methods to account for potential covariates, including initial proficiency, motivation, and external exposure to English.
The questionnaire data were gathered using Google Forms and analyzed in Microsoft Excel, featuring Likert-scale and multiple-choice items to assess students' perceptions of Quizlet for vocabulary learning By calculating the percentage of responses for each option, the researcher identified key patterns in student perceptions related to the tool's usefulness, engagement, and practicality The findings were clearly presented in tables for easy comparison.
The qualitative data from semi-structured interviews with five students in the experimental group underwent thematic analysis based on Braun and Clarke’s (2006) six-phase framework This process involved familiarizing with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report The responses were categorized into four key themes: (1) shifts in vocabulary learning habits and awareness, (2) in-class experiences with Quizlet, (3) perceived effectiveness and learner reflection, and (4) difficulties encountered along with suggestions for improvement This qualitative analysis enriched the quantitative findings and facilitated triangulation, enhancing the reliability and interpretive strength of the overall study.
This article demonstrates the analysis process by showcasing a table that details how a single interview response was examined using each phase of Braun and Clarke’s framework The responses were systematically analyzed and categorized into the four primary themes previously identified.
Example of Thematic Analysis Using Braun & Clarke’s (2006) Framework
Phase Description Example from Interview Response
Transcribing all interview responses and becoming immersed in the content through multiple readings
The researcher repeatedly read the transcripts and noted recurring patterns such as “I used to write words,” “Quizlet is fun,” “I’m more confident now.”
Identifying interesting features of the data systematically across the dataset and assigning codes
“I used to memorize vocabulary by copying words into my notebook.” → Code: Traditional learning habit
“Quizlet has games and pronunciation, so it’s fun and easy to remember.” → Code: Engagement with digital tools
Sorting the codes into potential overarching themes that capture broader patterns of meaning
Codes related to memory strategy, game features, and pronunciation tools → grouped into Theme 1: The
Shift in Vocabulary Learning Habits and Learner Awareness
Checking if the themes work in relation to the coded extracts and the full dataset Themes may be refined, combined, or separated
“Learning Habits” was expanded to include “Awareness” based on deeper reflection and evolving mindset after Quizlet exposure
Defining the essence of each theme and finalizing concise names that reflect their content and scope
Theme 1: The Shift in Vocabulary Learning Habits and Learner Awareness – how students moved from passive to active learning strategies through Quizlet
6 Producing the Selecting vivid, “Quizlet is more visual and
51 report compelling quotes and relating the themes back to the research questions and literature engaging It shows words, meaning, and examples I remember better now.” → Quoted in findings under
“Some sets don’t give full sentences, so I still get confused in writing” → used in Theme 4: Difficulties and Suggestions.
Summary of the chapter
This chapter details the research methodology used in the study, reiterating the research questions and explaining the quasi-experimental design alongside a mixed-methods approach It provides an in-depth description of the research setting, participants, instructional procedures, and data collection tools, such as pre-tests, post-tests, questionnaires, and interviews The data collection process was organized over a ten-week instructional period, with a discussion on the data analysis techniques for both quantitative and qualitative data Additionally, the chapter covers the piloting of instruments and the ethical considerations of the study These methodological choices were meticulously made to ensure the findings are valid, reliable, and insightful, which will be presented and analyzed in the following chapter.