Nghiên cứu hành động về việc ứng dụng Voicetube để cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng

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NATIONAL UNIVERSITY, HANOI

<b>UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES </b>

<b>—&– </b>

<b>ĐÀO KIM ANH </b>

<b>ACTION RESEARCH ON THE APPLICATION OF VOICETUBE TO IMPROVE LEARNERS’ VOCABULARY RETENTION </b>

<b>AT AN ENGLISH CENTRE IN HAIPHONG </b>

<b>(Nghiên cứu hành động về việc ứng dụng Voicetube để cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng) </b>

<b>MA. MINOR THESIS </b>

<b>Field: English Teaching Methodology </b>

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VIETNAM NATIONAL UNIVERSITY, HANOI

<b>UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES </b>

<b>—&– </b>

<b>ĐÀO KIM ANH </b>

<b>ACTION RESEARCH ON THE APPLICATION OF VOICETUBE TO IMPROVE LEARNERS’ VOCABULARY RETENTION </b>

<b>AT AN ENGLISH CENTRE IN HAIPHONG </b>

<b>(Nghiên cứu hành động về việc ứng dụng Voicetube để cải thiện khả năng ghi nhớ từ vựng của người học tại một trung tâm tiếng Anh ở Hải Phòng) </b>

<b>MA. MINOR THESIS </b>

<b>Field: English Teaching Methodology Code: 8140231.01 </b>

<b>Supervisor: Assoc. Prof. Dr. Võ Đại Quang </b>

<b>HA NOI - 2024</b>

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<b>DECLARATION OF AUTHORSHIP </b>

<i><b>I certify that the minor thesis entitled “Action research on the application of Voicetube to improve learners’ vocabulary retention at an English centre in Hai Phong” is the result of my own work and has not been </b></i>

previously submitted in any form for the purpose of obtaining any other degree

<i>or diploma at any universities or other academic institutions. I am fully aware </i>

that should this declaration be found to be dishonest, disciplinary action and penalties in accordance with university policies and rules can be imposed.

(Signature and full name)

<b>Assoc. Prof. Dr. Võ Đại Quang </b>

Date: ...

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<b>ACKNOWLEDGEMENTS </b>

I would like to express my sincere gratitude to my advisor, Assoc.Phd Vo Dai Quang, for his invaluable support throughout this research project. His expertise in this field and his unwavering commitment to excellence were instrumental in shaping and guiding my research, and the opportunity to work under their supervision has been a source of gratitude.

Throughout the course of this project, Assoc.Phd Vo Dai Quang provided insightful feedback and guidance that helped me to refine my research questions, analyze my data, and present my findings in a clear and compelling way. His willingness to take the time to discuss my ideas, answer my questions, and provide constructive criticism was truly invaluable.

In addition to his support and guidance, Assoc.Phd Vo Dai Quang also provided me with many opportunities to learn and grow as a researcher. They encouraged me to attend conferences, workshops, and seminars where I could network with other scholars, learn about the latest research in my field, and develop my own skills as a researcher.

Finally, I would like to acknowledge the many friends and family members who provided me with emotional support and encouragement throughout this project. Their love, kindness, and understanding helped me to stay motivated and focused during the ups and downs of this process.

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<b>ABSTRACT </b>

The primary objective of this study is to investigate the potential utilisation of Voicetube as a mean to enhance learners' vocabulary retention at an English centre in HaiPhong. This study was carried out in the form of action research in which students were instructed on the use of the Voicetube app in their vocabulary lessons. The study comprised of a total of 38 students who were enrolled in an English language centre located in Hai Phong. The research utilised a combination of quantitative and qualitative methodologies. The qualitative data were acquired by an analysis of the results received interviews while the quantitative data were derived from the pre-test and post-test scores of the students' vocabulary, as well as from a questionnaire administered to the students. The results revealed that the post-test scores in Cycle 2 showed a significant improvement compared to Cycle 1, indicating that the utilisation of Voicetube has an impact on students' vocabulary retention. Students experience heightened levels of enthusiasm towards the instructional material. This study provides an analysis of the data, recommendations, and strategies for educators to utilise Voicetube as a mean to facilitate constructive modifications in their instructional approaches to enhance students ‘English vocabulary retention. Ultimately, the study concludes by presenting recommendations and its shortcomings.

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1.1. Rationale for the research ... 1

1.2. Aims and objectives of the study. ... 2

1.3. Research questions ... 2

1.4. Scope of the study ... 3

1.5. Method of the study ... 3

1.7. Organization of the thesis ... 6

CHAPTER 2. LITERATURE REVIEW ... 7

2.1. Vocabulary ... 7

2.1.1. What is vocabulary? ... 7

2.1.2. Vocabulary learning and retention. ... 8

2.1.3. The methods and strategies to develop vocabulary for students. ... 11

2.2. Voicetube ... 12

2.2.1. Application of information technology and multimedia ... 12

2.2.2. Voicetube overview ... 13

2.2.3. The effects of using Voicetube in vocabulary learning ... 15

2.3 The research gap ... 18

CHAPTER 3. METHODOLOGY ... 21

3.1. Restatement of research questions ... 21

3.2. Participants ... 21

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3.3. Context of the study ... 22

3.3.1. Research site ... 22

3.3.2 English textbooks ... 22

3.4. Research approach ... 23

3.4.1. Definition of action research approach ... 23

3.4.2. Principles of an action research ... 26

3.4.3. Models of an action research ... 27

3.5. Procedures of the study ... 30

3.6. Data collection instruments ... 38

3.6.1. Pre-test and Post-test ... 39

3.6.2. Questionnaires ... 40

3.6.3. Interview ... 41

3.7. Data collection procedure ... 42

3.8. Data analysis procedure ... 42

3.9. Summary ... 43

CHAPTER 4. DATA ANALYSIS AND FINDINGS ... 45

4.1. Pre-test and post-test analysis ... 45

4.2. Questionnaire analysis ... 53

4.2.1. Students’ general attitudes about watching videos from Voicetube ... 53

4.2.2. The students’ response about the appropriateness of video from Voicetube ... 55

4.2.3. The student's response to the teacher's activities. ... 57

4.3. Data analysis of interview ... 58

4.4. Discussion of all findings ... 62

4.5. Summary ... 62

CHAPTER 5. CONCLUSION ... 66

5.1. Recapitulation ... 66

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5.2. Implications ... 67

5.3. Limitations of the study ... 68

5.4. Suggestions for further study ... 69

REFERENCES ... 70

APPENDICES ... 78

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<b>LIST OF TABLES AND FIGURES </b>

Table 1. 10 Units in Global success 6 textbooks ... 23

Table 3.2. Classify students on a 10-point scale ... 40

Table 4.1. Students answered to the interview ... 58

Figure 1. The 4 Stages Action Research Cycle by Burns (2010) ... 28

Figure 4.2. The interest in watching videos from Voicetube ... 53

Figure 4.3. The aspects of the process watching videos’ Voicetube ... 54

Figure 4.4. The appropriateness of using video from the application of Voicetube ... 55

Figure 4.5. The student's attitudes to teacher's activities ... 56

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<b>CHAPTER 1. INTRODUCTION </b>

This part presents the overview of the study including rationale, research aims and objectives, research questions, scope, significance, methods and organization of the thesis.

<b>1.1. Rationale for the research </b>

English is a language with a rich vocabulary; therefore, learners and users have many difficulties. As an English teacher at a language center in Haiphong, the researcher possesses a profound comprehension and empathetic awareness of the challenges commonly faced by pupils in their vocabulary retention. A significant propotion of students struggle with producing sentences or working on the test due to forgetting the vocabulary. Many students lack proficiency in effectively utilizing the vocabulary they have acquired. In fact, educators in the field of language teaching always try hard to find ways to make learning vocabularies more attractive and straightforward to assist students to retain acquired vocabularies. During the early 1980s, language schools began using technology such as films, television, and language labs equipped with video tapes and audio cassettes. In addition, a type of computer-assisted language software known as drill-and-practice was implemented (Cunningham, 1998). As technology developed, new applications have come into use to create a more interactive and interesting environment for language learners and teachers than in traditional language classroom, and captioned videos application is worth considering to apply in ESL context. According to Danan (2004, videos with caption modes in English as a foreign language facilitate language learning by helping learners visualize genuine conversation with what they hear.

Today, we have access to many of the applications that are currently used and tested in language classrooms for teaching grammar, speaking, and other

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skills. Numerous educators advocate for the use of the Voicetube app to enhance pupils' language proficiency, since they believe that this application contribute largely to improve learners’ vocabulary acquisition. For this aim, the researcher, in search of the best way to improve learners’ vocabulary retention, uses Voicetube in the language classroom to find out its effects on vocabulary retention in learners. The circumstances have presented the researcher with an opportunity to undertake a study titled "An action research investigation into the utilization of Voicetube for enhancing learners' vocabulary retention at an English center in HaiPhong." The author expresses a desire for the work to contribute to the enhancement of English language instruction, specifically in the domain of vocabulary retention, with the goal of improving overall teaching efficacy.

<b>1.2. Aims and objectives of the study. </b>

The thesis is aimed at improving vocabulary retention for 6th graders at an English center in Hai Phong. Two objectives are hereby set forth for the fulfilment of the above-mentioned aim. These objectives are:

(i) To investigate the improvement of the students’ vocabulary retention through Voicetube application.

(ii) To investigate the attitudes of 6th graders at an English center in Hai Phong towards using Voicetube.

<b>1.3. Research questions </b>

To make it easier to understand, the objectives can be rephrased as the following two research questions:

1) To what extent does Voicetube improve students’ Vocabulary retention for 6th graders at an English center in Hai Phong?

2) What are the attitudes of 6th graders at an English center in Hai Phong

<b>towards using Voicetube? </b>

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<b>1.4. Scope of the study </b>

This study was conducted with the participation of 38 sixth graders at a language center in Hai Phong to investigate the effectiveness of the use of voicetube in vocabulary lessons and their attitude towards learning vocabulary through the application. Videos with transcripts/subtitles from the app Voicetube applied in the research process helps English learners practice the vocabulary that they learned in the classroom. The study was carried out over a period of approximately two months, commencing June 1st to August 1st, allowing for a comprehensive examination of the research questions and objectives.

The geographical location of the study is a language center in Haiphong, Vietnam. By focusing on this specific school setting, the research provides insights into the context of vocabulary teaching as well as the problems encountered by grade 6th students in learning English vocabulary, evaluating the effectiveness of the Voicetube app in vocabulary teaching, investigating students' attitudes towards learning English vocabulary through videos of

<b>Voicetube. </b>

<b>1.5. Method of the study </b>

The researcher employed a classroom action research methodology in this study, which involved a sample of 38 6th graders at an English center in Hai Phong. The research instruments utilized were questionnaires, semi-structured interviews, and tests. The pretest and posttest were administered to measure students' vocabulary retention, while questionnaires and semi-structured interviews were conducted to gauge their attitudes towards vocabulary learning.

Action Research Model:

The study employs a cyclical action research methodology that

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incorporates several iterative cycles (Kemmis & McTaggart, 2005). The process comprises distinct stages: planning, executing, observing, and reflecting. The selection of this model is based on its iterative characteristics, which enable the ongoing improvement of the implementation strategy through real-time feedback and outcomes. The cyclical method is in line with the ever-changing educational environment and enables continuous adaptations to maximise the efficiency of the Voicetube (Kemmis & McTaggart, 2005).

Data Collection:

Firstly, a pre-test and post-test were administered to assess the students' baseline knowledge and progress in vocabulary retention, respectively. The data collected from these instruments allowed the researcher to analyze the effectiveness of the use of Voicetube in improving students' vocabulary retention.

Secondly, to gather information on students' perceptions of vocabulary retention and the implementation of Voicetube in teaching vocabulary, the researcher administered a questionnaire consisting of 10 items to the students. The items on the questionnaire aimed to elicit responses on topics such as the students' attitudes towards using Voice Tube in the language classroom. The Likert scale was used to analyze the responses. According to Singh (2006, p. 32), "a Likert scale is composed of a series of four or more items that represent similar questions combined into a single composite score or variable." The Likert scale data was considered to have interval properties, and the mean was employed as the measure of central tendency. The questionnaire items were developed using a 5-point Likert scale, encompassing values from 1 to 5: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1). The researcher took advantage of the software SPSS (Statistical Package for the Social Sciences) version 20 to calculate the frequencies and form the

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frequency tables of the students’ options. The data was coded and then typed into the data file in the software.

Thirdly, semi-structured interviews were conducted to further understand the students' opinions and feelings towards the app Voicetube used in the vocabulary lessons. The interviews were conducted in both English and Vietnamese to ensure clear communication and to allow for additional questions to be asked.

To sum up, the research instruments utilized were tests, questionnaires, and semi-structured interviews. The pretest and posttest were administered to measure students' vocabulary retention. The questionnaires were conducted to gauge their attitudes towards vocabulary learning, while semi-structured interviews were carried out to gain a deeper insight into students' perspectives and sentiments regarding the Voicetube app utilized in vocabulary lessons.

<b>1.6 Significance of the study </b>

This research seeks to explore strategies for enhancing English vocabulary retention among young learners at an English centre in Hai Phong, which is an area with limited prior investigation. The anticipated findings aim to benefit contemporary teachers and the managers working at the English centre, enhancing their ability to teach vocabulary effectively. The study also aims to contribute theoretically to the broader literature on English teaching, particularly in the context of vocabulary instruction for English as foreign language learners. The diverse application of technology warrants consideration, especially in teaching lower secondary school students in non-English speaking countries, a topic open for further discussion. The researcher hopes this study will enrich methods for teaching English vocabulary to non-native speakers. In practical terms, the study aims to improve students'

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vocabulary retention, providing teachers and researchers with valuable insights for innovative and effective teaching and learning processes. The anticipated benefits include the improvement of vocabulary retention for students, a resource for teachers to implement innovative strategies, potential improvements in teaching methods, and a reference for researchers exploring English vocabulary teaching.

<b>1.7. Organization of the thesis </b>

The paper is structured into five main sections: Introduction, Literature review, Methodology, Findings and discussions, and Conclusion. Here is a breakdown of each section:

Chapter 1: Introduction. This section provides a concise overview of the reasons behind the research, the objectives of the study, the questions being investigated, the extent of the study, the importance of the study, and the structure of the study.

Chapter 2: Literature review: In this chapter, there various concepts, theoretical frameworks, and previous studies that are relevant to our research.

Chapter 3: Methodology: This chapter provides an overview of the research context and methodology of the study, covering aspects such as the research context, the subject of study, the instruments used for data collection, the procedure for data collection, and the analysis of the collected data.

Chapter 4: Findings and discussions: This chapter illustrates the major findings from the pre-test and post- test, questionnaires, and interviews.

Chapter 5: Conclusion: This section provides an overview of the main findings, implications, constraints, and potential avenues for future research.

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<b>CHAPTER 2. LITERATURE REVIEW </b>

This section covers certain concepts and theories background about using videos in teaching English vocabulary for young learners.

<b>2.1. Vocabulary </b>

<i><b>2.1.1. What is vocabulary? </b></i>

So far, there have been a lot of definitions of vocabulary. Vocabulary can be described as the collection of words within a particular language or as discrete linguistic units that possess semantic significance. Furthermore, the concept of vocabulary can be roughly characterized as the acquisition and comprehension of words and their respective meanings (Lehr et al., 2004). According to Lehr et al., the concept of vocabulary encompasses a higher degree of complexity than the definition implies. Words are not just limited to their vocal manifestations; they encompass those that are comprehended and employed in listening and speaking. They also extend to their written counterparts, which are encountered and produced through the acts of reading and writing. Furthermore, it is important to note that knowledge can be categorized into two distinct forms: receptive and productive. The term "receptive vocabulary" pertains to the collection of words that an individual is able to comprehend and identify when engaging in activities such as reading or listening. According to Lehr et al. (2004), productive vocabulary refers to the set of words that individuals are able to effectively utilize in both oral and written communication. Hence, vocabulary can be defined as the comprehension of word orthography, phonetics, collocations, and contextual suitability (Nation, 1990).

The multifaceted nature of vocabulary was explored in the preceding discussion. The concept of vocabulary encompasses the collection of words or a specific group of words within a language, as well as the understanding of

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their forms, meanings, and appropriate usage within a given context. The concept of vocabulary encompasses the various linguistic elements, including words, compounds, and idioms, within a language that serve as means of transmitting and receiving information through both oral and written forms of communication.

<i><b>2.1.2. Vocabulary learning and retention. </b></i>

The significance of the vocabulary learning process lies not only in students' comprehension of word meaning and spelling but also in their ability to retain the acquired vocabulary. The concept of retention can be defined as the capacity to store and recall factual information and numerical data within one's memory. The concept of vocabulary retention can be defined as the process of storing vocabulary in memory for later use. The ability of students to recall and use previously learned words in both productive and receptive language acquisition can serve as a measurement of vocabulary learning efficiency. The examination of factors influencing students' vocabulary retention is a crucial endeavor that warrants dedicated attention.

According to various researchers, memory, language exposure, and effective vocabulary learning strategies are the three main factors that affect vocabulary retention. The close relationship between these three factors is evident.

<i><b>Memory </b></i>

In his seminal work, Nation (1990) introduced a comprehensive categorization of memory, distinguishing it into two distinct forms: short-term memory and long-term memory. The researcher asserts that short-term memory is commonly described as the capacity to simultaneously process and retain information. The human mind has a limited capacity to hold a small amount of information, usually no more than seven items, in an active and readily

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accessible state for a brief duration, typically ranging from 10 to 15 seconds or occasionally extending up to a minute.

Long-term memory is designed to facilitate the retention of knowledge for an extended period of time. In contrast to the limited capacity of short-term memory, long-term memory appears to possess an extensive capacity, seemingly capable of accommodating an unlimited amount of new knowledge. Despite the common perception of forgetting in our daily lives, it is probable that long-term memory experiences minimal deterioration over time and possesses the capacity to retain a seemingly boundless quantity of information for an extended duration.

In order to maximize knowledge retention, it is imperative for foreign language learners to ensure that all acquired linguistic information is effectively transferred into long-term memory. The inquiry pertains to the mechanisms via which this occurrence can transpire. The process by which short-term memories are transformed into long-term memories is known as consolidation, which entails the activities of rehearsal and meaningful association. In contrast to short-term memory, which predominantly utilizes an audio code and, to a lesser degree, a visual code for the retention of information, long-term memory employs semantic encoding, wherein information is stored based on its meaning and associations. In essence, the primary mechanism for transitioning information from short-term memory to long-term memory involves the identification of pre-existing knowledge within long-term memory to which the new information can be linked. Nation (1990) demonstrated that the acquisition of a word cannot be anticipated after a single or even two instances of encountering it. Instead, a minimum of 5 to 16 exposures is required to facilitate students' word acquisition. Furthermore, Gairns and Redman (1986) have reached the conclusion that during the initial encounter

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with unfamiliar vocabulary, pupils tend to store these words in their short-term memory. The utilization of vocabulary may diminish if it is not routinely employed. According to Thornbury (2002), it is similarly argued that a significant proportion of content, specifically 80%, is forgotten within a 24-hour period following the initial learning phase. This phenomenon holds true in both the immediate timeframe, such as from one lesson to another, as well as in the extended timeframe, such as following the completion of a whole course. Put simply, failure to review and engage in the application of acquired knowledge will result in its eventual erosion or loss. So, we can assume that when students are first exposed to new words, they will only be able to remember a few in their short-term memory. These memories will slowly fade over time if the process of consolidation, which includes practice and

<i><b>meaningful association, is not put into action. </b></i>

<i>Language exposure </i>

While the term "memory" typically pertains to the subsequent storage and retrieval of information, "language exposure" primarily pertains to the processes involved in the initial acquisition or encoding of information. There are numerous instances in which a learner may acquire an understanding of a novel term or phrase, including encountering it in written text, hearing it being employed, or receiving explanations from fellow individuals. Nevertheless, it is difficult to ascertain with certainty whether individuals will retain knowledge of vocabulary items and their corresponding meanings, as acquiring an understanding of a new vocabulary item does not necessarily guarantee its

<i>long-term retention. </i>

<i>Effective vocabulary learning strategies. </i>

Vocabulary acquisition procedures are the third determinant in facilitating the retention of vocabulary. Language educators have placed a lot

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of emphasis on teaching English vocabulary. Nevertheless, the outcomes of achieving proficiency in vocabulary acquisition are not favorable, since words have a tendency to be readily forgotten and lack long-term retention. Hence, it is vital to employ efficacious techniques for acquiring vocabulary. Similar to broader learning strategies, English vocabulary learning strategies encompass several techniques that aid learners in effectively retaining and storing newly acquired material.

It is imperative for language instructors to possess an understanding of the variables that impact students' ability to retain vocabulary, as well as the distinctive attributes of the instructional environment, in order to employ

<i>appropriate pedagogical approaches for enhancing vocabulary acquisition. </i>

<i><b>2.1.3. The methods and strategies to develop vocabulary for students. </b></i>

The efficacy of explicit vocabulary education was established by the National Reading Panel in 2000. In order to deliberately enhance vocabulary acquisition, it is imperative for educators to provide clear instruction on both targeted vocabulary terms and effective word-learning techniques to pupils. In order to enhance students' understanding of word meanings, it is imperative that the training provided for individual words be comprehensive and thorough (Beck et al., 2002). Numerous tools and methodologies have been utilized in order to enhance pupils' vocabulary acquisition. To begin with, the acquisition of vocabulary might occur in a haphazard manner through active and regular engagement in language-related endeavors. Additionally, the acquisition of language can be facilitated through explicit instructional methods. Students will acquire comprehension of the semantic significance and syntactic role of words within various sentences and contextual frameworks. Furthermore, educators have the ability to motivate students to utilize dictionaries, explore synonyms, and acquire effective writing skills in order to expand their lexical

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repertoire. Alternatively, educators may employ vocabulary games and interactive vocabulary walls as instructional strategies to facilitate students' acquisition of captivating and unfamiliar words.

In 2006, Michael Graves proposed a framework program aimed at facilitating effective vocabulary learning programs, with the goal of enhancing vocabulary acquisition and development among learners. The program presented above outlines a comprehensive, four-part methodology for enhancing vocabulary acquisition. There are three key strategies that can be employed to enhance vocabulary development: (1) offering diverse and extensive language experiences; (2) instructing students on particular word meanings; and (3) teaching effective vocabulary acquisition techniques. (4) Foster an increased awareness of vocabulary.

According to Gee (2003), pupils in the modern era exhibit swift adaptation to navigating and processing various modes, as evidenced by their utilization of digital devices like the iPad. Kress (2010) asserts that film offers a diverse range of modes, making it a good resource for reproducing the multimodal environment that learners encounter beyond the confines of the classroom.

In general, there are many suggested vocabulary-learning methods and strategies. The current pedagogical movement, however, which seeks to increase student involvement with their language learning experiences outside of the school, has recently supported the use of multimedia. Learning about any social platform application in teaching and learning in this modern era is very necessary and urgent in order not to fall behind before the explosion of technology. 4.0.

<b>2.2. Voicetube </b>

<i><b>2.2.1. Application of information technology and multimedia </b></i>

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Information technology is a major achievement of the scientific-technical revolution at present. It penetrates and dominates most areas of scientific research, technology applications in manufacturing, education, training, and other political and social activities. The remarkable effectiveness is that the quality of education has increased both in theory and practice. Currently, the application of information technology to teach students has been clearly demonstrated through "e-lectures." Students are passionate, exciting, and have highly effective work in most of the lessons with IT applications. The mission of educational researchers and teachers is to find the most effective ways and stages to integrate information technology into teaching English to students.

Young and Bush (2004) emphasized that English teachers should consider the context and objectives of the application of IT in teaching. The strength of using interactive technology and multimedia in teaching and learning English is that it helps students not get bored with hard-core, vocabulary-based, grammatical lessons in a traditional way. Instead, the learner will be exposed to the visual world through visual, sound, and color, as well as interacting with live characters from comics, stories, or online classes on the internet (Cunningham, 1998). This approach has the potential to ignite enthusiasm among students and foster a sense of excitement in both teachers and learners, ultimately resulting in optimal educational outcomes. English language learners may face difficulties in comprehending the target language due to it not being their native tongue. Consequently, it is imperative for English instructors to incorporate audio-visual aids into their lessons to enhance the effectiveness and engagement of the learning process (Daniel, 2013).

<i><b>2.2.2. Voicetube overview </b></i>

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As its name suggests, VoiceTube is the voice-focused version of YouTube. The application helps English learners visually through videos with transcripts and subtitles. Here, you can find English videos from famous channels on Voicetube and other sources like Ted Talks, BBC... The videos are organized by topic and level, from basic to advanced, to help users easily. It is easy to choose according to your preferences and level. Outstanding features of the VoiceTube application:

• Outside of the videos, there is a US or UK pronunciation.

• Diverse and attractive themes: cartoons, life, music, entertainment... • Quality English/Vietnamese bilingual subtitles, which can be turned off

or hidden depending on learning needs. • There is a repeat mode for each sentence.

• Word lookup feature: when you encounter a new word in the video, you can click to get the meaning and vivid example, and the vocabulary will automatically be stored in "Collection."

• There are speaking exercises after each video; learners can record their own voice and compare it with the original. To increase effectiveness, repeat each sentence until it is as close to the original as possible. Developed based on personalization, VoiceTube allows learners to actively choose video, speed, sound,...

VoiceTube is an app to learn English through video, providing a lot of information sources for professional English, English news, and automatic English language learning (TFLAT). More than 40,000 videos with English subtitles filtered from YouTube, Ted, the BBC news channel, and CNN help students learn and practice English effectively.

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To sum up, the most prominent function of the Voicetube application is that it contains videos with subtitles to help learners learn and practice vocabulary at an appropriate level.

<i><b>2.2.3. The effects of using Voicetube in vocabulary learning </b></i>

The acquisition of vocabulary holds significant significance in the process of acquiring new languages, as vocabulary serves as the fundamental building block of any given language. The one way that students can enrich their vocabulary knowledge is by learning the new vocabulary in context. When learners encounter a context like a whole reading or even just some paragraphs, they can learn better, and they do not forget words easily. Although books give written input to students, other tools and materials that could provide aural input could provide better opportunities for students to learn vocabulary. According to Wang (2012), "We remember images better than words; hence, we remember words better if they are strongly associated with 14 images." The results of plenty of studies by Chun and Plass (1996), Akbulut (2007), and Lin and Tseng (2012) conclude that videos are practical sources for learning vocabulary because they provide images and other input for students to understand the meaning of words much easier.

Voicetube is a website that allows users to watch the hottest video clips on Voicetube to create exercises for all levels. VoiceTube also allows users to look up difficult words directly and save learned words and watched clips into the user's "collection." This will be an effective support tool for teachers and learners in the process of conquering English. The video is a form of audio-visual content that combines audio-visual imagery with accompanying audio to enhance the viewer's understanding of the depicted events. It is often regarded as a highly favorable resource utilized in the realm of language acquisition and pedagogy.

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Video captioning is a feature offered by Voicetube that facilitates vocabulary acquisition via the use of technology. According to Danan (2004, p. 232), the term "same-language subtitles" refers to the combination of on-screen text in a specific language with corresponding audio in that language. Language learners often encounter challenges when it comes to deciphering the spoken language of native speakers in their desired language of study. Video captioning is a valuable tool for language learners as it facilitates the comprehension of spoken language by native speakers in video content. Captions serve as a valuable tool for learners to establish a connection between written text and its corresponding spoken form. Utilizing captioned video as a means of language acquisition proves to be a highly efficacious method for enhancing one's English proficiency, particularly in terms of vocabulary enrichment. If one has become weary of lengthy literary works and laborious, intricate grammatical courses, it may be beneficial to engage in English language learning through the medium of video content available on Voicetube. Scholars like Smith (1997) and Miller (2012) have emphasized the effectiveness of visual representations in facilitating vocabulary acquisition. These researchers say that the utilization of visual aids enables students to enhance their vocabulary learning by visually representing new terms. The use of video in the educational setting is supported by the prevailing pedagogical movement that seeks to enhance student involvement with their cultural and extracurricular experiences beyond the confines of the school.

The integration of multimedia, which combines auditory input with extensive visual content, has improved the accessibility of language acquisition in modern times. The utilization of the Voicetube application facilitates the exploration and utilization of its vocabulary-enhancing feature, which is achieved through engaging videos available on the platform. There is a higher

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likelihood that subtitled movies, which include words and pictures in both oral and visual formats, will engage and stimulate both coding systems in the processing stage as compared to the isolated use of words or pictures alone. The semantic interpretation of words exhibits a strong correlation with the audiovisual content of a video. Captioning is considered to be a significant element that can contribute to the academic success of students. By providing captions, students are able to fully comprehend the content of a video by simultaneously listening to the audio and reading the accompanying captions (Markham & Peter, 2002). Secules and Tomasello (1992) conducted a study that experimentally examined the efficacy of visual cues. The researchers compared the efficiency of video-based training to traditional approaches, which mostly emphasize exercises and drills, in the context of university English speakers studying French. The results of their study indicate that the group receiving video-based training demonstrated superior performance compared to the group following the traditional technique when it came to comprehension tasks. According to Paivio's (1971) dual-coding theory, the inclusion of visual imagery in communication enhances the number of signals associated with the message. Subsequently, it is likely that viewers will retain the message more effectively. Hence, it can be inferred from previous research findings that the utilization of subtitles facilitates a multi-sensory processing experience involving the integration of auditory, visual, and textual modalities. These foundational elements of information input serve to enhance the language learning process, improve material comprehension, and expand vocabulary through the examination of subtitled words within meaningful and interesting contexts.

The utilization of captioned video within educational settings, namely its implementation in the classroom, is a subject of interest. Voicetube might be

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seen as a potential approach to enhance learners' cognizance of metacognitive processes or capture their interest in the educational resources accessible outside of the traditional classroom setting. Voicetube plays a significant role in facilitating an engaging learning environment for pupils.

<b>2.3 The research gap </b>

Many researchers have been steadily starting to discover the potentially extensive benefits of applying the social platforms in an English lesson with such an enormous range of videos. Firstly, one such study conducted by Secules and Tomasello (1992) experimentally examined the efficacy of visual cues. The researchers compared the efficiency of video-based language training to traditional approaches, which mostly emphasize exercises and drills, in the context of university English speakers studying French. The results of their study indicate that the group receiving video-based training demonstrated superior performance compared to the group following the traditional technique when it came to comprehension tasks. According to Paivio's (1971) dual-coding theory, the inclusion of visual imagery in communication enhances the number of signals associated with the message. Subsequently, it is likely that viewers will retain the message more effectively. According to Wang (2012), "We remember images better than words; hence, we remember words better if they are strongly associated with 14 images." The results of plenty of studies by Chun and Plass (1996), Akbulut (2007), Hall and Dougherty (2012), and Lin and Tseng (2012) conclude that videos are practical sources for learning vocabulary because they provide images and other input for students to understand the meaning of words much easier.

Hence, it can be inferred from previous research findings that the utilization of social platforms containing appropriate videos with subtitles facilitates a multi-sensory processing experience involving the integration of

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auditory, visual, and textual modalities. The utilization of captioned video within educational settings, namely its implementation in the classroom, is a subject of interest.

Vietnamese research has made notable advances to comprehending the utilisation of suitable movies to enhance the memory of vocabulary. Nguyen (2018) conducted a study that aimed to enhance vocabulary acquisition among primary school pupils in Vietnam by utilising video materials with caption modes. The research findings indicate that the utilisation of subtitled movies has an impact on pupils' acquisition of vocabulary. Students experience heightened enthusiasm towards the class and exhibit enhanced capacity for retaining new words, thereby facilitating the process of vocabulary acquisition. Vũ (2019) conducted a study which proposed the utilisation of social networking sites as a means to enhance the vocabulary of tenth grade pupils at a high school in Nam Dinh province. The research findings established the advantages of incorporating a social networking platform into English instruction, particularly in enhancing students' vocabulary proficiency. The study recommended that teachers include social media into their teaching practices. The study conducted by Nguyễn.D.L. (2022) examines the impact of utilising visual aids on the vocabulary retention of 10th grade students at a high school in Bac Giang province. A total of forty students from the class were chosen to participate in the action research. The analysis of the obtained data demonstrated that the utilisation of visual strategies by the teacher in vocabulary instruction resulted in enhanced vocabulary retention among the pupils. In addition, the pupils exhibited favourable dispositions towards acquiring language using visual methodologies.

By conducting this study, it is expected to contribute to the existing literature by providing localized evidence and practical recommendations. The

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investigation of the specific challenges faced by grade 6th students at lower secondary school will help inform future teaching practices and improve vocabulary teaching approaches in the Vietnamese lower secondary school context. Additionally, the study aims to bridge the gap between theoretical perspectives and classroom implementation, laying a strong foundation for the current study on employing the application of social platforms Voicetube to enhance 6th graders' vocabulary retention in a language center in Hai Phong.

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<b>CHAPTER 3. METHODOLOGY </b>

Chapter 3 aims at providing a detailed discussion of methodological design of the study including: summarizing the research questions; providing research context and participants; discussing methods, research instruments, data collection procedures, data analysis. The overall aim of the chapter is how the study is designed to answer the research questions.

<b>3.1. Restatement of research questions </b>

As mentioned, the main aim of this study was to examine the effect of Voicetube in enhancing student's language learning at an English center in Haiphong. The second aim is to enhance motivation of learning English vocabulary by using Voicetube for students by answering the two following questions:

1) To what extent does Voicetube improve students’ Vocabulary retention for 6th graders at an English center in Hai Phong?

2) What are the attitudes of 6th graders at an English center in Hai Phong

<b>towards using Voicetube? 3.2. Participants </b>

To achieve research aims and answer research questions, 38 students of Class 6A1 of the English center were selected to participate in the study basing on non-random sampling method. Their native language is Vietnamese, and so there was no need to exclude any participants. They were chosen to participate in a 10-week study to access learning vocabulary with the use of Voicetube. In general, students of the center are interested in learning English, but when it comes to vocabulary learning, they find it very difficult to remember new vocabularies. Students remember the vocabulary of the previous lesson and forget the words in the previous lessons. Moreover, at their age, the level of concentration is also poorer. Therefore, I found that it is necessary to apply

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interesting teaching methods by using an application to attract students, motivate them to learn vocabulary and achieve higher results.

<b>3.3. Context of the study </b>

<i><b>3.3.1. Research site </b></i>

The study was conducted at an English center in HaiPhong. The researcher chose this center because this is where the researcher works. Besides, it matches the conditions and circumstances as well as research facilities. Furthermore, the vocabulary of the students is quite low, expressed through the vocabulary test, and the author observes the student's distraction during the vocabulary lesson. The manager decided to allow the researcher to do this study at this school.

<i><b>3.3.2 English textbooks </b></i>

The assigned textbook for this level is titled “Global success 6”. The book is designed with communicative approach, helps students initially take shape and develop communicative competence in English. In this book, each unit mentions one topic with three lessons: lesson 1, lesson 2 and lesson 3. These lessons are often taught in six periods of forty-five minutes for each period.

The vocabulary section is designed as Part one "Look, listen and repeat", and Part two "Point and say" of Lesson 1 and Lesson 2 of each unit. The aim of these parts is to introduce vocabulary and sentence patterns. In these parts, the teacher introduces vocabulary and students can learn new words through the topics.

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<i><b>Table 1. 10 Units in Global success 6 textbooks </b></i>

4 MY NEIGHBOURHOOD 10 ^{OUR HOUSES IN THE}_FUTURE 5 ^{NATURAL WONDERS}_{OF VIET NAM} 11 OUR GREENER WORLD

Normally, a lesson at the English center is conducted with the following basic parts. Firstly, learners are taught natural pronunciation from A to Z in association with vocabulary teaching. Secondly, simple structures or grammatical phenomena are solved. While teaching these parts, language skills are practiced. Especially, contents are reviewed and consolidated by lots of useful activities with the support of different materials. In one lesson, vocabulary is one of the focused parts in most of teaching-learning time. Therefore, Voicetube is the application that the researcher wants to choose to apply in this study with hoping to help teachers improve the effectiveness of English vocabulary lessons with learners.

<b>3.4. Research approach </b>

The present study employs an action research approach. The action research approach has established a framework that researchers can utilize to develop a well-defined research strategy and enhance their comprehension of the subject matter. In the subsequent sections, this paper will provide a concise and explicit elucidation of key aspects pertaining to the action research technique, including its definition, underlying principles, and model.

<i><b>3.4.1. Definition of action research approach </b></i>

Numerous definitions have been put out with respect to the action

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research approach. Action research is a methodology employed to explore inquiries and generate resolutions to challenges encountered by individuals in their daily existence (Moen and Solvberg, 2012; Stringer, 2014). Action research is commonly linked to educational research, although it is also utilized in various other fields (Mills, 2014; Sagor, 2011; Shanks, Miller, & Rosendale, 2012). According to the definition provided by Reason and Bradbury (2018), action research is a collection of methodologies that involve active inquiry, with the objective of establishing connections between practical application and theoretical concepts, ultimately contributing to the enhancement of human well-being. The approach might be characterized as an inclination towards investigation rather than a strict methodology. Its aim is to foster collaborative communities of inquiry, where active involvement, inquisitiveness, and the ability to ask meaningful questions are applied to address important real-world problems. In contrast to alternative research methodologies, action research involves a change in the locus of control from "objective" professional or academic researchers to individuals who have historically served as research subjects (Herr and Anderson, 2005). Action research frequently manifests as a collaborative endeavor between a practitioner and a researcher, when they join forces to address a specific problem. Practitioner-researchers engage in the process of posing inquiries on challenges or concerns within their immediate surroundings, aiming to develop answers that are contextually appropriate. Practitioner-researchers assume responsibility for their work within the specific context in which they are actively involved. Moreover, practitioner-researchers endeavor to produce theories with the aim of utilizing this information to facilitate the acquisition of new knowledge that will be advantageous to others (McNiff and Whitehead, 2011).

The primary objective of action research is to enhance the efficacy of

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individuals' personal engagement in their work (Stringer, 2014). This is accomplished by analyzing the specific dynamics inherent in a localized context, implementing a designated course of action within said context, and assessing the outcomes of said action. The iterative cycle of planning, implementing, and assessing results in subsequent iterations of planning, implementation, and assessment (Burns, 1999; Coghlan & Brannick, 2010). Action research is commonly recognized as a qualitative methodology for conducting investigations. Data in action research projects are typically collected from diverse sources, such as scores, interviews, survey responses, grades, and conversations. These projects commonly consist of three distinct phases: pre-study preparation, implementation of action, and post-study analysis (Craig, 2009). In the context of presenting an action research project, it is possible for Institutional Review Boards (IRBs) to exhibit opposition towards certain elements of the approach that deviate from established norms. These elements may include the active involvement of the researcher, a cyclical approach to inquiry, and the inclusion of shared organizational and community participation (Herr and Anderson, 2005). The pragmatic and collaborative characteristics of action research are highly praised for their ability to yield tangible results within specific contexts.

In summary, action research is a methodology that seeks to enhance teaching practices among educators, improve the language teaching environment within an institution, and enhance learning outcomes for students in specific areas of study. Action research frequently emerges from the discontent experienced by an individual or a collective of language educators who express dissatisfaction with the existing instructional approach used within their educational institution or the proficiency level exhibited by their students.

<i><b>3.4.2. Principles of an action research </b></i>

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Action research in many research is considered as reflective critique, validity and credibility.

The concept of validity is subject to debate within the field of augmented reality (AR). Critiques regarding the quality and validity of educational augmented reality (AR) have been consistently raised in academic discourse. These criticisms primarily revolve around methodological limitations, such as the absence of scientific rigor, replicability, and generalizability, as highlighted by Ellis (2010). Additionally, the tentative and unpredictable nature of the initial design of AR systems hinders the establishment of predetermined validity measures. Another concern is the localized nature of AR, which makes it difficult to replace or replicate in different contexts. Furthermore, the ability of practitioners to design and conduct robust research in the field of AR has been questioned, as evidenced by studies conducted by Jarvis (1983) and Dörnyei (2007). The level of rigor in research design, as discussed by Brumfit and Mitchell (1989) and Mackey and Gass (2005), as well as the adequacy of data analysis, as examined by Elliott and Sarland (1995) and Winter (1987), have also been subjects of criticism. Nevertheless, advocates contend that these arguments misinterpret the essence and objective of augmented reality (AR). Similar to the inherent nature of augmented reality (AR), the concept of validity within AR exhibits a considerable degree of dynamism and susceptibility to fluctuation. This is primarily influenced by the continuous and evolving objectives of the study being conducted. Due to the intricate nature and controversial connotations associated with the concept of "validity," as well as its close ties to positivist and quantitative-experimental frameworks, commentators in the field of action research tend to refrain from employing this term. Instead, they often opt for alternative terms such as "trustworthiness" (Zeichner & Noffke, 2001), "worthwhileness" (Bradbury & Reason, 2001), or "credibility" (Greenwood & Levin, 2007).

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Trustworthiness pertains to the extent to which the data analyses, reports, and interpretations accurately and faithfully represent the research and the knowledge that has been generated within the social context. Additionally, the value that participants derive from engaging in the research contributes to its overall significance.

Credibility, in the context of research, pertains to the persuasiveness of arguments and the methodologies employed to establish trust in the findings (Greenwood & Levin, 2007, p. 67). Internal credibility refers to the meaningfulness of the knowledge produced for the participants involved in its generation, whereas external credibility concerns the ability to convince individuals not directly involved in the research that the outcomes are plausible.

<i><b>3.4.3. Models of an action research </b></i>

Over the years, there have been many suggested models on which action research can be based. A few of such models are discussed below.

One may argue that the most appropriate starting point is with the pioneer of Action Research, Kurt Lewis. Lewis is credited with introducing the notion of shifting focus away from the purely academic dimension of research and instead examining the efficacy of findings and theories in practical application. In my perspective, Action Research serves to individualize a theoretical framework by assessing its potential benefits for a practitioner or a collective of practitioners, as well as determining the methods by which they might enhance their practices. Lewin argues that study alone resulting in the production of books is insufficient. According to Lewin (1947), the process of Action Research consists of four distinct steps, which include planning, taking action, and gathering factual information regarding the outcomes of the implemented actions (p. 206). These phases would constitute a component of a cyclical process of ongoing Action Research.

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In essence, Burns (2010) demonstrates that several models share a shared objective of conducting a methodical investigation to address classroom issues or facilitate the implementation of instructional enhancements through a sequentialprocess encompassing Planning, Action, Observation, and Reflection.

<i><b>Figure 1. The 4 Stages Action Research Cycle by Burns (2010) </b></i>

The aforementioned four stages, characterized by their breadth, are part of a cyclical research process that has the potential to persist indefinitely, forming a recurring spiral of cycles. This iterative approach continues until the action researcher attains a satisfying outcome and determines that it is appropriate to conclude the research endeavor. Through the systematic progression of a four-stage cycle process, educators who also engage in research activities have a deeper understanding of both practice and action inquiry. They then apply this knowledge to effectively implement desired enhancements in the realm of learning and teaching.

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<i><b>Figure 2: The Two Cycles Kemmis Classroom Action Research Spiral Model (Kemmis, 2007) </b></i>

Kemmis and McTaggart (2007) recommend a four- stage model. The process is composed of a spiral of cycles, each of which covers four stages. Firstly, a plan of well-informed action is developed to improve the current situation. Next, the plan is implemented. Afterward, the effects of the planned action are observed. Finally, the effects are reflected as the basis for other cycles.

In conclusion, the researcher employed the action research methodology as outlined by Kemmis and McTaggart (2007) because it was appropriate and practical for her study. This model includes four stages (plan, action or implementation, observation, and reflection) and is conducted in two cycles.

<b>3.5. Procedures of the study </b>

The study followed a specific process, which involved four main stages of the action research method designed by Burns’ model (2010): plan, action

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or implementation, observation, and reflection. To implement this method, the researcher spent 8 weeks and carried out 4 lesson plans which included six steps of preparation, planning, research, conclusions, presentation, and evaluation, as outlined by Papandreou (1994). These lesson plans were conducted in the Global Success for grade 6. The process was described in detail in an earlier section.

The first stage:

<b>“plan” </b>

The researcher asked students to participate in a pre-test1 to have the data on their learning abilities, then instructed the students to implement 4 lesson plans through two cycles (each cycle has 2 lesson plans).

The second and third stage:

<b>“implementation & observation” </b>

Do the treatment for 8 weeks from units 8, 9, 10 and 11 in the Global success for grade 6. Participants learned English vocabulary with the use of Voice tube. After 2 units, the lesson plan was revised for better improvement in Unit 10 and Unit 11. While implementing the lesson plans, the researcher also made the observation.

The last stage

<b>“reflection” </b>

Teacher continuously assessed students’ vocabulary retention and gave necessary feedback after implementing all lesson plans. Besides, peer evaluations for group work and feedback on the team were shown to enhance strengths and reduce weaknesses. As a result, necessary changes were shown clearly for the next lesson plans in the future.

<b>i) Planning the action </b>

Before applying the intervention, the researcher carried out a pre-test for the students to assess their vocabulary retention. After completing the tasks, the teacher determined the problems that students needed to improve in vocabulary retention. The teacher began to instruct about using Voice tube. All planning

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including lesson plans, media and teaching aids were well prepared. The teacher designed the corresponding activities to familiarize students with equip students, necessary knowledge and skills to apply Voice tube with a view to improving these conditions.

The researcher made a deliberate choice to select a video that had been pulled from an appropriate film for children available on Voicetube and relation to the topics of "Tieng Anh 6" Global success.

Due to temporal constraints, certain segments of the video were omitted. A total of 4 videos were considered when choosing the research sample. The development of the selection criteria was informed by the assessment criteria proposed by earlier researchers (Borras, 1993; King, 2002) for the purpose of selecting audio-visual material, including both films and video clips. The selection criteria were as follows:

✓Ensuring that the language used is suitable for learners' proficiency level, taking into account grammatical and semantic challenges.

✓ Excellent visual clarity.

✓ Enhancing the conversation by incorporating visual stimuli or establishing a connection between auditory and visual elements.

✓ Ensuring the speech is delivered at an appropriate pace. The content is suitable and fitting.

✓ Intrinsically captivating valuable content. ✓ Aligning with cultural norms and beliefs. ✓ Appropriate length.

The researcher selected short videos that were found to be the most representative based on the criteria. The video can be accessed with conventional captioning options. Once the characters in the video commence

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