The effects of quizlet on pupils vocabulary learning in grade 2 of phuoc nghia primary school

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

TRAN YEN KHUE

THE EFFECTS OF QUIZLET
ON PUPILS' VOCABULARY LEARNING
IN GRADE 2 OF PHUOC NGHIA PRIMARY SCHOOL

Field: Theory and Methodology of English Language Teaching
Code: 8140111

Supervisor: Dr. Nguyen Tien Phung

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƢỜNG ĐẠI HỌC QUY NHƠN

TRẦN YÊN KHUÊ

TÁC DỤNG CỦA QUIZLET
ĐẾN VIỆC HỌC TỪ VỰNG CỦA HỌC SINH LỚP 2

TRƢỜNG TIỂU HỌC PHƢỚC NGHĨA

Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh
Code: 8140111

Ngƣời hƣớng dẫn: TS. Nguyễn Tiến Phùng

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STATEMENT OF AUTHORSHIP

I hereby certify that the thesis titled “The effects of Quizlet on pupils‟
vocabulary learning in Grade 2 of Phuoc Nghia Primary school”, is entirely my own
original work except where otherwise indicated. I have not used any sources other
than those listed and identified as references. I further declare that I have not
submitted this thesis at any other institution in order to obtain a degree.

Quy Nhon, December , 2023
Student

Tran Yen Khue

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ACKNOWLEDGEMENT

First of all, I express my deep gratitude to my supervisor, Dr. Nguyen Tien
Phung, who was always available to support me not only academically but also
spiritually, for his words of encouragement and constructive suggestions, great
support, patience, and time in guiding and supporting me throughout the process.

I would like to thank lecturers from the Pedagogy Department and the Foreign
Language Department at Quy Nhon University for their enthusiastic support and
guidance during my studying process.

I am also indebted to the pupils in Phuoc Nghia Primary School who
participated in this study. Without their participation, this study would not have
been accomplished.

The writing of this thesis owes a great deal to the support of others. I would
like thank to my family and my colleagues for their emotional support and
companionship.

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ABSTRACT

This study was conducted at a primary school in Phuoc Nghia commune, Tuy
Phuoc district with young pupils in Grade 2 to investigate the impact of using
Quizlet in supporting pupils to learn English vocabulary and pupils' attitudes of
using Quizlet to learn vocabulary. The research was carried out using to an
experimental research with the participation of 80 pupils Grade 2 from three
different classes at Phuoc Nghia primary school. The study was conducted over 2
months and divided into two phases. During the first phase of one month, the pupils
did not receive any instructions and learned vocabulary in their own way. In the
second phase, the researcher introduced Quizlet to pupils as a tool to support
vocabulary learning and improve their study. Data were collected through three
main tools including tests, questionnaires and interviews. The pre- and post-tests
were designed to test the results of pupils' vocabulary learning under normal
learning conditions and after studying Quizlet. Then questionnaires and interviews
were conducted to collect information about changes in the pupils' learning, as well
as their attitudes and perspectives about using this tool in learning. Data analysis
shows that Quizlet adoption has a positive impact on pupils. It makes learning
vocabulary more effective, increases vocabulary retention, and makes learning more
fun. In addition, this is also a useful method to improve pupils' study habits. This
research is hoped to provide necessary information for those considering using
Quizlet in English classes, as well as provide assistance to researchers working on
the same topic. However, this study still has some limitations in terms of sample
size, time and research conditions. Future studies on the same topic can examine

Quizlet in various learning environments, as well as increase the number of test
participants or expand the participant pool to increase the reliability and coverage of
the study.

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP .............................................................................i
ACKNOWLEDGEMENT ..........................................................................................ii
ABSTRACT .............................................................................................................. iii
TABLE OF CONTENTS...........................................................................................iv
LIST OF ABBREVIATIONS ....................................................................................vi
LIST OF TABLES ....................................................................................................vii
LIST OF FIGURES................................................................................................. viii
CHAPTER 1. INTRODUCTION ............................................................................1
1.1. Rationale ..............................................................................................................1
1.2. Research aims and objectives...............................................................................2

1.2.1. Research aim .............................................................................................2
1.2.2. Research objectives...................................................................................2
1.3. Research questions ...............................................................................................2
1.4. Scope of the study ................................................................................................2
1.5. Significance of the study......................................................................................2
1.6. Organization of the study .....................................................................................3
CHAPTER 2. LITERATURE REVIEW ................................................................4
2. 1. Vocabulary learning ............................................................................................4
2.1.1. Vocabulary ................................................................................................4
2.1.2. Vocabulary learning ..................................................................................5
2.1.3. The importance of learning vocabulary for language pupils ....................5

2.1.4. Factors affecting pupils' vocabulary learning ...........................................6
2.1.5. Learners‟ autonomy ..................................................................................8
2.2. Quizlet as a web - based technology in EFL classroom ......................................9
2.2.1. Quizlet introduction ..................................................................................9
2.2.2. Quizlet learning tool................................................................................12
2 2.3. Quizlet in the EFL classroom..................................................................13
2.2.4. Quizlet reviews and effects .....................................................................14
2.3. Previous studies..................................................................................................15

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CHAPTER 3. METHODOLOGY .........................................................................18
3.1. Research design..................................................................................................18
3.2. Participants .........................................................................................................18

3.2.1. The setting...............................................................................................18
3.2.2. The researcher .........................................................................................19
3.2.3. Pupils.......................................................................................................19
3.3. Data collection and data analysis .......................................................................20
3.3.1. Data collection ........................................................................................20
3.3.2. Data analysis ...........................................................................................24
3.4. Summary ............................................................................................................24
CHAPTER 4. FINDINGS.......................................................................................25
4.1. Effectiveness of using Quizlet ...........................................................................25
4.1.1. Tests ........................................................................................................25
4.1.2. Questionnaires.........................................................................................29
4.1.3. Interviews ................................................................................................35
4.2. The pupils‟ attitudes and perspectives about using Quizlet on English
vocabulary learning ...................................................................................................36
4.2.1. Questionnaires.........................................................................................36

4.2.2. Interviews ................................................................................................40
4.3. Summary of the chapter .....................................................................................41
CHAPTER 5. DISCUSSIONS AND COΝCLUSIOΝS .......................................43
5.1. Discussions of major findings............................................................................43
5.1.1. Major findings.........................................................................................43
5.1.2. Discussions..............................................................................................45
5.2. Limitations of the study .....................................................................................47
5.3. Implications........................................................................................................48
5.4. Suggestions for further research.........................................................................49
REFERENCES .......................................................................................................... 51
APPENDICES

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LIST OF ABBREVIATIONS

CEF : Common European Framework
EFL : English as a Foreign Language
L2 : The second language
TAM : Technology Acceptance Model

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LIST OF TABLES

Table 2.1. Features of Quizlet website and mobile app. (Dizon, 2016, p. 44) .........13
Table 3.1: Components participating in the experiment ...........................................19
Table 4.1. Pre-experimental test results ....................................................................25
Table 4.2. Post-experimental test results ..................................................................26
Table 4.3. Average results between the pre-test and post-test results ......................27

Table 4.4. Difficulties facing pupils in learning vocabulary.....................................29
Table 4.5. Pupils‟ attention to learning vocabulary ..................................................30
Table 4.6. Pupils' change of self- studying frequency ..............................................31
Table 4.7. Pupils‟ frequency of doing vocabulary learning activities before using

Quizlet ...................................................................................................... 32
Table 4.8. Pupils‟ frequency of doing vocabulary learning activities after using

Quizlet ...................................................................................................... 33
Table 4.9. Results of pupils‟ feedback about Quizlet‟s effective after the

experiment ...............................................................................................37
Table 4.10. Evaluation of pupils about the Quizlet tools after the experiment ........38
Table 4.11. Pupils‟ attitudes toward Quizlet and other vocabulary learning

software .................................................................................................... 39
Table 4.12. Pupils' preferences of Quizlet task types ...............................................40

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LIST OF FIGURES

Figure 2.1. Quizlet main interface on the phone.......................................................11
Figure 2.2. The arrangement of units in Quizlet on the phone .................................12
Figure 4.1. Pupils' changes of vocabulary learning habits........................................34

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CHAPTER 1
INTRODUCTION

1.1. Rationale
For an English learner, mastering the four skills of Speaking - Listening -

Reading - Writing are essential. However, learners must have a rich vocabulary and
grammar, especially vocabulary to perfect these four skills. The importance of
vocabulary to learners in developing four English skills has been demonstrated by
Do & Vo (2021).

In the age when science and technology are growing as quickly as it is today,
educators know how to leverage science and information technology into the
teaching process (Lim & Yunus, 2021), including games, online programs and
resources are available on the internet. Due to the recent pandemic, these online
programs have been widely used by educators and more often instead of paper
exercises or direct classroom activities learn. Zhao (2019) has demonstrated that
vocabulary learning method can affect pupils' ability to vocabulary acquisition.
Therefore, learners need to study constantly and review regularly, both in class and
at home. In this regard, web-based learning platforms and online programs have
been a great help, including Quizlet. Some researchers have recognized an increase
in Quizlet use and their ability to support learning (Chien, 2015; Davie & Hilber,
2015; Barr, 2016; Anjaniputra & Salsabila, 2018; Mehdi, 2019). Therefore, many
research proposals related to Quizlet have been made in some recent years.

At Phuoc Nghia Elementary School, most pupils have difficulty learning
vocabulary. According to preliminary observations at practical classes, some pupils
appeared uninterested when the teacher presents the lessons in a traditional way.
They continuously lacked concentration and neglected teacher‟s instruction. The
researcher recognizes that efforts are needed to address these challenges. Teachers
must not only supervise the whole class but also attract pupils in creative and
interesting ways to increase their ability to succeed and encourage the children take

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the lessons. Therefore, Quizlet is proposed to include in the curriculum as an
auxiliary learning method and this research will be conducted in parallel with this
process, with the purpose of examining the extent of Quizlet's influence on pupils'
vocabulary acquisition and their attitude towards using Quizlet in teaching.
1.2. Research aims and objectives
1.2.1. Research aim

The overall aim of this study is to investigate the effect of Quizlet on pupils'
vocabulary learning in Phuoc Nghia Primary School in Tuy Phuoc, Binh Dinh.
1.2.2. Research objectives

In order to achieve this aim, the researcher will try to fulfil the following
objectives:

1. To examine the effects of using Quizlet in helping Phuoc Nghia Primary
pupils learn vocabulary;

2. To gain insights into Phuoc Nghia primary pupils‟ perspectives and
attitudes of using Quizlet in teaching and learning.
1.3. Research questions

1. To what extent does Quizlet influence the pupils‟ vocabulary learning at
Phuoc Nghia Primary School?

2. What are Phuoc Nghia pupils‟ attitudes and perspectives of using Quizlet in
teaching and learning?
1.4. Scope of the study

This research focuses on identifying the effect of Quizlet on pupils‟
vocabulary achievement and their attitude about using Quizlet for learning
vocabulary. Thus, vocabulary tests, questionnaires and semi-structured interviews
were used to collect data from 80 pupils in Grade 2 at Phuoc Nghia Primary School.
1.5. Significance of the study

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The findings of the study may provide a profound understanding of the
benefits and challenges regarding using Quizlet in teaching and learning vocabulary
in very young learners of Phuoc Nghia primary school as well as other primary
schools in general. This can help teachers and pupils have more choices in the
design of their teaching curriculum, teaching and learning.

Besides, the research also hopes to contribute to design a creative, interesting
and engaging classroom, thus helping pupils to be more motivated and interested in
their learning. This will also help motivate teachers in self-development, improving
their professional skills and professional knowledge.

Additionally, these research findings are expected to be positive and valuable
information for those who are concerned with teaching and learning English as a
foreign language, as well as useful information for researchers in teaching methods
or language theory.

1.6. Organization of the study
This research paper is divided into five chapters:
Chapter 1: Introduction. This chapter consists of the background of the

research, aims and objectives of the research, research questions, and the structure

of the thesis.

Chapter 2: Literature review. In this chapter, the writer discusses the basic
theoretical framework and some previous studies.

Chapter 3: Research Methodology. It explains research design, research
method, population and sample, instruments, data collection and analysis, and the
procedure of this study.

Chapter 4: Findings. In this chapter, the writer reveals the results of the
research.

Chapter 5: Discussion and Conclusions. The last chapter contains the
discussions, the conclusion of the research and some suggestions for further studies.

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CHAPTER 2
LITERATURE REVIEW

2. 1. Vocabulary learning
2.1.1. Vocabulary

To use any languages fluently, each person needs a certain amount of
vocabulary. Vocabulary is the most important ingredient for communication and
conveying information. It is used every day and is extremely familiar, but not
everyone can give a thorough definition of what vocabulary is. Below, we will
provide the necessary information about vocabulary.

Vocabulary is referred to by many different words with similar meanings, such

as vocabulary, and lexicon. It is understood as a set of words and units equivalent to
words in the language. Vocabulary can be defined as the words “we must know to
communicate effectively; spoken words (expressive vocabulary) and listening
words (receptive vocabulary)” (Neuman & Dwyer, 2009, p. 385). Hornby (1995)
defines vocabulary as total number of words of a language; a list of words with their
meanings. However, a new vocabulary item can be more than just a single word.
For example, “post office” and “mother-in-law” are made up of two or three words
but express a single idea. A useful convention is to cover all such instances by
referring to them as lexical “items” rather than “words”. Additionally, Burns (1972)
defines vocabulary as the stock of words used by a person, class, or profession.
Zimmerman cited in Coady and Huckin (1998), states that vocabulary is central to
language and has importance for typical language learning. Furthermore, Diamond

and Gutlohn (2006) state on “Vocabulary Handbook” that vocabulary is the

knowledge of words and their meanings. Based on the above definitions, it can be
concluded that vocabulary is the total number of words needed to convey ideas and
express the speaker's meaning. That is why learning vocabulary is very important.

There are two main types of vocabulary: active and passive. Active vocabulary
includes words that we understand and use in everyday speaking and writing.

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Passive vocabulary is made up of words that we can recognize but do not usually
use in normal communication.

2.1.2. Vocabulary learning
Vocabulary learning is an essential part of learning a foreign language because

the meaning of new words is often emphasized, whether in books or in the
classroom. It is also central to language teaching and is of utmost importance to
language learners.

Vocabulary learning is the process of acquiring building blocks in second
language acquisition (Restrepo, 2015). The impact of vocabulary on proficiency in
second language performance “has become […] an object of considerable interest
among researchers, teachers, and materials developers” (Huckin & Coady, 1999, p.
182). From being a neglected aspect of language learning (Meara, 1980, as cited in
Xu & Hsu, 2017), vocabulary has been recognized and gradually regained its
position in language learning. Therefore, vocabulary teaching and learning became
one of the two major types of teaching programs in language class.

There are two major types of vocabulary learning: direct and indirect (Xu &
Hsu, 2017). Pupils can learn vocabulary through indirect and direct approaches in
many different contexts. Pupils can learn vocabulary indirectly when they
participate in conversations with others, through reading aloud and reading
independently. Direct vocabulary learning is when teachers target individual words
to guide and promote word learning strategies.

However, no matter what form of vocabulary learning they follow, learners should
combine it with vocabulary learning methods and strategies to achieve good results.

In this study, I mainly referred to the first type- direct - the main learning
method that Quizlet is applying to its users.

2.1.3. The importance of learning vocabulary for language pupils
Vocabulary is the most important key for a person to be able to communicate

with others. Having a rich vocabulary helps people express their opinions

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effectively. Additionally, vocabulary holds great significance in reading and
comprehending texts. This is an essential skill that individuals need to acquire, as
information is often communicated through written documents. Vocabulary also
plays a crucial role in developing logical thinking and the ability to solve problems
sensitively and effectively.

To possess a diverse and extensive vocabulary, individuals need to go through
the process of learning, researching, training, and gaining experience. Therefore,
one's vocabulary can indicate their level of knowledge and experience in a
particular industry or field.

The renowned linguist Wilkins once said, “without grammar, very little
information can be conveyed; without vocabulary, no information can be conveyed
at all” (cited in Hoang Tat Truong, 1985, p. 1). Thus, when learning a foreign
language, vocabulary can be regarded as fundamental building blocks that enable
learners to use the language effectively.

Moreover, according to German psychology researcher Ebbinghaus, the
human brain initiates a forgetting process after receiving information. This process
begins from the 10th minute onward after learning. After 20 minutes, the brain only
retains 58% of the recently learned information. After 1 hour, it retains 44%, after 9
hours, 36%, after 1 day, 33%, after 2 days, 28%, and finally, after 1 month, only
around 20% is retained. Therefore, persistently learning and reviewing vocabulary
on a daily basis, following a specific cycle, is paramount when studying vocabulary
and subjects that require memorizing factual information.

2.1.4. Factors affecting pupils' vocabulary learning

2.1.4.1. Learning style

“Learning style can be defined as a set of psychological and cognitive
characteristics that remain relatively stable in the process of perceiving, interacting,
and responding to the school environment” (Keefe, 1979, p. 371). Learning style is
always associated with the learning context, where influencing and psychological

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factors often interact and blend together. It depends on socio-cultural foundations,
living conditions, learning approaches, and human personality.

According to Ausubel (1980), learners can have up to 18 different learning
styles, while other researchers suggest that this number can be even higher, possibly
ranging into several dozen. However, researchers also identify two main types of
learning styles: independent and dependent (dependent meaning having a strong
relationship with surrounding factors). The independent style is commonly observed
in pupils who possess high analytical ability, prefer working independently, assign
tasks to themselves, and are self-motivated to complete their work well with
minimal external influence. On the other hand, the dependent style is often
displayed by individuals who enjoy highly socialized group activities, and their
work efficiency is linked to overall collaborative effectiveness. Objectively
speaking, each learning style has its own advantages and disadvantages.

Researchers highlight that these two styles can also vary across different age
groups and genders. Children tend to exhibit a more dependent style, while adults
tend to demonstrate a more independent style. Men typically display a distinct and
stronger preference for an independent style compared to women (Brown, 1997;
Krashen, 1990). Some individuals strive to adapt or combine both of these learning

styles to better suit their needs.

Specifically in the context of foreign languages, including English, the
independent style proves convenient for individual exercises (such as speaking and
writing), which require meticulousness, thoroughness, and attention to detail.
Conversely, the dependent style is effective in conversational activities conducted in
groups or pairs, as well as activities that encourage the active participation of the
entire class.

2.1.4.2. Learning motivation

According to psychologists, motivation is defined as a need or desire that
directs behaviour toward a goal (Myers, 2010). In the context of education, teachers

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are interested in fostering a specific type of motivation in their pupils known as
“learning motivation”. Brophy (1983, p. 18) describes pupil motivation as “the
inclination of pupils to actively seek out meaningful and worthwhile learning
activities and strive to achieve the intended learning outcomes from them”.

Within education, there are two primary types of motivation: intrinsic
motivation and extrinsic motivation. Intrinsic motivation refers to the internal drive
to engage in an activity based on personal desires and interests (Schunk et al.,
2014). Individuals with intrinsic motivation find the task enjoyable or satisfying in
itself. On the other hand, extrinsic motivation is the drive to participate in learning
activities as a means to attain a specific outcome or reward (Schunk et al., 2014).
Extrinsically motivated pupils believe that they will obtain desired results such as
high grades, rewards, or praise from teachers.

2.1.5. Learners’ autonomy

The capacity for autonomy and self-study is a crucial aspect of the learning
process. It involves an individual's ability to independently shape and regulate their
own learning journey. Specifically:

 Autonomy refers to an individual's capability to self-manage, self-
administer, and shape their learning process. This includes setting goals,
planning, organizing time, and managing study materials.

 Self-learning ability entails an individual's capacity to independently study,
review, and absorb knowledge. It involves skills such as accessing
information, analyzing and evaluating knowledge, and utilizing effective
learning methods.

The role of autonomy and self-study capacity in the learning process can be
summarized as follows:

 Autonomy ensures independence and builds confidence during the learning
process. When we have self-control, we can establish our own learning
goals, effectively plan our time, and organize our studies accordingly.

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 The ability to self-study promotes lifelong learning. With this capacity, we
can seek out necessary knowledge, enhance our skills, and actively engage
in continuous learning throughout our lives.

Signs of pupils possessing independent learning abilities include:

 Establishing learning goals and creating plans: They set specific objectives
related to the knowledge they aim to acquire, assess their current level, and
determine the steps required to achieve their goals.

 Seeking and utilizing learning resources: They effectively utilize
appropriate sources of information, such as books, lectures, videos, online
documents, and other relevant materials.

 Applying effective learning methods: They employ techniques like note-taking,
organizing information, summarizing, reviewing, and solving exercises to
enhance understanding, retention, and application of knowledge.

In conclusion, the capacity for autonomy and self-study plays a vital role in the
learning process. By developing these capabilities, individuals can shape and adjust
their learning process effectively, leading to the achievement of their learning goals.

2.2. Quizlet as a web - based technology in EFL classroom

2.2.1. Quizlet introduction

Quizlet is a multi - national American company founded for the purpose of
researching effective learning applications and methods (Matthew, 2018). Quizlet's
primary products include digital flash cards, matching games, practice electronic
assessments, and live quizzes. Here, I will only mentioning to the digital flashcards
that are integrated on the website or the App. With Quizlet, users can design sets of
terms and definitions according to any of their own needs, or use pre-existing
glossaries created by others before (Aspen Institute & PBC Newshour, 2021).

Quizlet caters for users six powerful learning tools for the creation of different
learning activities. With its different options to review the learned vocabulary items,

Quizlet helps pupils track their vocabulary learning. Exceeding 150 million study

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sets to choose from, Quizlet is estimated to be the world‟s largest pupil and teacher
online learning community, and it is, undoubtedly, one of the most popular
language learning technology tools on the internet. In order to create our own
Quizlet, one needs to prepare a two-column list of words or phrases. This set of
vocabulary can be a word, a term, a sentence, a synonym, an antonym, or even a
short paragraph. After entering the vocabulary or terms, definitions to learn into the
website, Quizlet will automatically create the following learning modes:

• Flashcards – This mode allows learners to learn vocabulary in flashcard
format. Learners can see the spelling, hear the pronunciation of words or
phrases.

• Learn – This mode helps you review and evaluate your vocabulary learning
level. This mode will have multiple choice and essay sections. In the essay
section, you will have to do two small parts, Writing and Spelling. For the
Writing section, you will have to write words that you see the meaning or
images given by the website. As for the Spelling section, you must write
what you have heard. After filling in the results, you must press Enter. If
your answer is correct, you will be taken to the next question. If your
answer is wrong, Quizlet will give you the correct answer and ask you redo
it over and over until you get it right.

• Test – This mode helps to create quick tests based on the vocabulary you
have entered. You can choose different types of testing based on your level
or learning goals.

• Match – This mode is like a mini game to help you review the words you
just learned. You have to race against time and match the words with their
meanings or images as quickly as possible. You can use it to compete with
your classmates or try to break your own record.

• Gravity – In this mode, you have to enter your answer as the asteroids fall.
As your level is higher, the falling speed of planets will also become faster.