luận văn the effects of interactive web based assignments on students learning english as a foreign language at nguyen trai high school

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BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE

<b>THU DAU MOT UNIVERSITY </b>

<b>MASTER THESIS IN ENGLISH LANGUAGE </b>

<b>BINH DUONG PROVINCE, 2022 </b>

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BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE

<b>THU DAU MOT UNIVERSITY </b>

<b>MASTER THESIS IN ENGLISH LANGUAGE </b>

<b>SUPERVISED BY NGUYEN HUU THE, Ph.D. </b>

<b>---BINH DUONG PROVINCE, 2022 </b>

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<b>ACKNOWLEDGEMENTS </b>

I would like to express my whole-hearted gratitude to those who have supported me to complete my research on time because without their valuable guidance, support, and assistance, this research would not have been able to be completed on time.

First and foremost, I would like to express my gratitude to Dr. Nguyen Huu The, my supervisor, for having the patience to reread my thesis drafts repeatedly. He also provided extensive and accurate comments on my entire thesis under his professional guidance. Additionally, he constantly gives me encouraging words to put the most recent studies into practice. Without his unwavering assistance, I could not manage to complete my thesis on time.

Secondly, my special thanks go to the school administrators of Nguyen Trai High School and my colleagues working here. They provided me with helpful guidance and a great deal of support while I worked to complete my thesis.

Thirdly, I want to convey my appreciation to the student participants who gave their time to filling out my questionnaires and participating in the interviews. I was able to complete my thesis because of their engaged participation in my lessons.

Last but not least, I owe a tremendous debt of gratitude to my husband and my beloved parents, who never fail to show me unconditional love, support, and understanding. Without them, I would have been unable to get over the challenges I faced when finishing my thesis.

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<b>STATEMENT OF ORIGINALITY </b>

<b>I hereby certify that the minor thesis entitled “THE EFFECTS OF </b>

<b>LEARNING ENGLISH AS A FOREIGN LANGUAGE AT NGUYEN TRAI HIGH SCHOOL” is the result of my own work. </b>

This minor thesis has never previously been submitted to or approved for consideration for any degree at any institution.

Thu Dau Mot City, October 4<small>th</small>, 2022

<b>Le Thi Trang </b>

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1.1. Background to the study ... 1

1.2. Aim(s) of the study ... 4

1.3. Significance of the study ... 4

1.4. Scope of the study ... 5

1.5. Definitions of key terms ... 5

<b>CHAPTER 2: LITERATURE REVIEW ... 7</b>

2.1. Interactions in e-learning... 7

2.2. Online learning ... 11

2.2.1. Web-based learning and teaching... 11

2.2.2. Interactive web-based apps ... 12

2.2.3. Benefits of online learning ... 14

2.2.4. Challenges of online learning ... 18

2.3. Assignments ... 19

2.4. Vocabulary and strategies ... 21

2.4.1. Vocabulary ... 21

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2.4.2. Teaching vocabulary strategies with Google Forms and Kahoot!

Application ... 22

2.5. Motivations ... 22

2.6. Review of previous studies ... 24

2.7. Conceptual framework of the study ... 27

3.4.1. The pre questionaire ... 34

3.4.2. The post questionnaire ... 34

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4.2. Discussion of results Findings ... 48

4.2.1. Research question 1: How do the interactive web-based assignments improve students’ vocabulary ability? ... 49

4.2.2. Research question 2: How do the interactive web-based assignments impact on students’ motivation in learning English? ... 51

4.2.3. Hypotheses ... 55

<b>CHAPTER 5: CONCLUSION ... 58</b>

5.1. Conclusion ... 58

5.2. Pedagogical Implications and suggestions ... 60

5.3. Limitation of the study ... 61

5.4. Recommendation for further study ... 61

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<b>LIST OF FIGURES </b>

Figure 2.7. Conceptual framework ... 277

Figure 4.1.1.1.a. Gender percentage of students ... 388

Figure 4.1.1.1.b. Years of learning English ... 388

Figure 4.1.1.1.c. Students perceived their vocabulary ability ... 3939

Figure 4.1.1.2.a. The frequency of teacher applying technology in class . 400 Figure 4.1.1.2.b. The frequency of teachers using Google Forms and Kahoot! to give tasks in class or at home ... 411

Figure 4.1.1.4.a. Students’ perceptions in the control group on motivation in learning English through Google Forms and Kahoot! ... 444

Figure 4.1.1.4.b. Students’ perceptions in the experimental group on motivation in learning English through Google Forms and Kahoot! ... 455

Figure 4.1.2.1. Statistics in pretest of Control group and Experimental group ... 466

Figure 4.1.2.2.a. Posttest total result in terms of Mean, Median, and Mode ... 477

Figure 4.1.2.2.b. Comparison of pretest and posttest experimental group’s results ... 488

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<b>ABSTRACT </b>

This research was carried out to investigate the effects of interactive based assignments on EFL students. The researcher used Google Forms and Kahoot! applications to design vocabulary assignments to detect how these types of assignments influence on students’ vocabulary development and motivation in learning vocabulary at Nguyen Trai high school. The research was conducted in 5 months over 84 students divided into control group and experimental group. Prequestionnaire and postquestionnaire, pretest and posttest, interview were employed to collect the data. Data results revealed that students were developed their vocabulary ability and motivation in learning English through interactive web-based assignments. Besides, the combination of these apps helped improving their technology skills, which has been one of the key components of the Project 2022 curriculum for English learning and teaching. Some suggestions were proposed to limit major problems occurring while applying theses apps to make use of advantages in teaching English and for further subjects in future.

<b>web-Keywords: Kahhot! gamification, Google forms, web-based assessments, </b>

students' vocabulary, motivation.

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<b>CHAPTER 1: INTRODUCTION </b>

<b>1.1. Background to the study </b>

The fourth industrial revolution has been advancing the applications of computer and smartphone technology in all fields and education has no exception. According to Sabry & Baldwin (2003), web technology is rapidly being employed for learning engagement in educational institutions. As the potential benefits it brings for education, web-based courses and programs have progressively been focused on developing by many academic institutions, organizations, and companies all over the world. Nam & Smith-Jackson (2007) stated that web-based learning teaching approach provides a new and broad range of teaching-learning experiences for teachers and students, including accessing information at any time and place, online presentation of information, interactive task-based activities, effective dissemination of information, and long-distance education, which may be difficult to achieve in traditional classrooms. Thanks to the tremendous advancements in communication and information technology over the last decade, education has undergone several significant changes. As a result, the transition from traditional educational methods to new ones based on e-learning programs was accompanied by a true transformation of the traditional form of education (i.e., teacher, student, and educational institution), transforming it into a more modernized process. Teachers should employ communication and information technology to manage a variety of educational activities that engage students in a variety of themes. The primary goal of implementing this technology is to enhance the productivity of teachers and students in the learning and teaching process (Law & Lee, 2010). Hung, et al. (2012) conducted that boosting learners' desire to learn is critical in learning and teaching new knowledge and skills since it influences how they interact with the courses they are taking. Furthermore, high learning motivations may inspire students to continue studying even after they have completed their schooling. Because of its enormous advancement, many software tools and systems exist that help teachers and students have better teaching experiences in the classroom.

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On the other hand, in 21st-century classrooms, teaching and learning is more student-centered than teacher-centered. In the twenty-first century, students can learn at any time and from any location (Yáez-Aldecoa, Okada, & Palau, 2015). To adapt with the 4Cs (known as four critical learning and innovation capabilities for the twenty-first century), which are the critical thinking and problem solving, creativity, collaboration, and communication (Partnership for 21st Century Learning, 2019), Jennifer (2019) claimed that educators and administrators are actively exploring for innovative ways to educate children for the future along with the changing of technology at a quicker rate than ever before.

The coronavirus (COVID-19) pandemic has been widespread around the globe affecting every sector, significantly education at all levels. According to UNESCO (2020), there have been nearly 1.6 billion students affected: 91.3% of the world’s student population as a result of the implemented nationwide closures of schools 188 countries. The sudden closures of schools, colleges and universities have disrupted the flow of learning and teaching activities, which makes online learning be considered as one of the best alternative selections to traditional learning. With the surpass in the variety of aspects, the global eLearning market is expected to reach $240 billion by 2022 (Erin Duffin, 2020). According to Erin Duffin in Statista eLearning data, the global eLearning market is predicted to increase to approximately $240 billion by 2022. These figures are hardly surprising, given the explosive expansion of eLearning in recent years. Based on research trends, the digital education and eLearning industries had a total value of $46 billion in 2016 and are predicted to expand to $243 billion by 2022. It can be seen that web-based activities have been surpassed during online classes, which makes teachers and leaners have a brighter overview on applying web-based interactive activities in teaching and learning. With the world approaching the post-pandemic age, the new period with optimism and renewed hope must be looked forward to. Thanks to vaccine, “the new normal state” was set up in Vietnam. However, is it possible to return to pre-pandemic normalcy state? According to some experts, the old normal was not normal because it

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placed too much emphasis on one style of training or learning even when traditional classrooms taken again later, especially in assignments.

Besides, according to the Vietnamese’s National foreign languages project 2020 by Ministry of Education and Training Vietnam, applying technology in teaching English is crucial. The project 2020 is presently in its second phase, with the goal of having all high school graduates exit with a minimal CEFR level B1 in their selected foreign language(s) by 2020. A working committee of six Vietnamese educational professionals has been formed to examine the project's success to date and to guide it through the second phase, which currently runs until 2025. This project has already completed tasks such as building a new National Foreign Language Assessment Centre, developing a national six-level competency framework mapped to the Common European Framework (CEFR), implementing a new National Curriculum for English, and introducing English as a foreign language in schools three years sooner than before (starting in Grade 3 instead of Grade 6). With the aim at a vast segment of the Vietnamese community and try to handle the challenging problem of boosting language competency levels, the plans for Project 2020 (2017-2025) are large-scale and ambitious. Access to online language learning resources is one of the following stages in the initiative for the National Foreign Language Resource Centre.

Vocabulary is one of the essential linguistic competences, which is thought to be crucial for successful second- or foreign-language learning (Schmitt, N, 2000). However, during teaching English in EFL classes at Nguyen Trai high school, the researcher found that many students have had obstacles in remembering vocabulary, which has influenced them on other skills of English because vocabulary determines how well individuals communicate, listen, comprehend, and write (Richard, 2002). The researcher concurs with Khany and Khosravian (2014) that students who lack adequate vocabulary or word-learning skills suffer throughout their academic careers, which creates a vicious cycle of dissatisfaction and repeated failure. The researcher has tried to help students in improving vocabulary ability and detected that using computers can give students

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opportunity to increase their vocabulary (Schmidt, 2004; Yanguas, 2009; Zarei, & Mahmoodzadeh, 2014). Additionally, based on the importance of innovating the applications information technology, the writer finds it necessary to adapt with the web-based assignments to ensure it is implemented as usual even though in traditional classes or in case pandemic or unexpected situations happen making online learning take place. Furthermore, with the importance of vocabulary in learning language, the writers hope to help students memorize the vocabulary, develop students’ vocabulary and motivation in each lessons applied web-based assignments.

From the background, the writer is fascinated in researching the effect of interactive web-based assignments in vocabulary era through Google

<i>Forms, and Kahoot! apps by the title “The Effect of Interactive Web-based </i>

<i>Assignments on Students Learning English as a Foreign Language at Nguyen Trai High School.” </i>

<b>1.2. Aim(s) of the study </b>

Despite the benefits and needs of eLearning, its use is still not taken full advantages. There are some powerful apps like Google Forms and Kahoot that can support teachers and students teaching and learning English especially in vocabulary. They are great tools to design interactive web-based assignments to help students concentrate and work more efficiently during the lessons. As a result, students get better grades and have motivate in learning English. Besides, teachers gain the success in teaching language, especially vocabulary aspect, and the workload significantly reduces thanks to the benefits of the two applications. The aim of the study was to improve students’ vocabulary ability and enhance students’ motivation in learning English through applying interactive web-based assignments.

<b>1.3. Significance of the study </b>

This study assisted students in EFL classes at Nguyen Trai high school to improve vocabulary ability and enhance their motivation in learning English. The study detected the effect of applying interactive web-based assignments and what

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students on EFL perceive about the use of Google Forms and Kahoot! assignments after experimental time, from which measures are proposed so that the result of applying interactive web-based assignments at school will be better and implement other active online learning models for students in the next courses. Additionally, the findings of the study can be utilized as a model for other researchers’ interest on the similar affair of applying interactive web-based assignments in the combination between traditional classes and online classes (blended-classes) or even online classes in case serious pandemic like Covid-19 to raise students’ inspiration as well as gain higher achievement in learning EFL. Last but not least, this study combines two applications Google Forms and Kahoot applied in assignments, which usually separate in other previous studies.

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

The study was conducted from January 2021 to May 2022 with 84 students in EFL class at Nguyen Trai high school. With the essential role of technology in teaching and learning EFL and its benefits, the researcher primarily emphasized on two web-based applications which were Google forms and Kahoot! so as to improve students’ vocabulary ability and boost their motivation in vocabulary learning. Besides, after five months doing experiment, the researcher also found the effect of interactive web-based assignments on Google Forms and Kahoot! applications from the results of the study.

<b>1.5. Definitions of key terms </b>

<b>- Second language (L2): a language learned by a person after his or her </b>

native language, especially as a resident of an area where it is in general use.

<b>- English as a Foreign Language (EFL): “is the term used to describe the </b>

study of English by non-native speakers in countries where English is not the dominant language” (Nordquist, Richard, 2020).

<b>The first chapter, Introduction, displayed background to the study, which </b>

raised the crucial role of technology in teaching and learning EFL. In addition, this chapter explains why the current study was done. Furthermore, aims of the research, significance of the study, and scope of the study would be mentioned.

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The theoretical background used in the study would be provided in the next

<b>chapter which is known as Literature Review. </b>

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

This chapter presented theories relevant to the study's research objectives. The operational definitions of perception and other related words were offered in the first part. The sections that followed provided examples of listening tasks and listening skill theories. In addition, the study would analyze earlier research in order to look into the research gap. Finally, the conceptual framework for this study was created as the solid foundation to direct the researcher in putting the next chapters into practice.

<b>2.1. Interactions in e-learning </b>

Moore (1989), and Hirumi (2006) are examples of published categorisations that provide educators with insight into the nature and field of view of interactions that may take place in e-learning. Individual interactions with curricular content are included in this definition of interaction, which is typically interpreted as behaviors among persons. In distance education, Moore (1989) differentiated three types of interaction:

<i><b> Learner‐Information interaction (L-I): Students interacting with the </b></i>

subject matter under study to construct meaning, relate it to personal knowledge, and apply it to problem solving is referred to as student-content interaction. Moore (1989) defined student content interaction as "the process of cognitively interacting with the subject that results in changes in the learner's comprehension, the learner's perspective, or the learner's cognitive structures" (p. 2). Student content interaction can include searching for information, completing assignments, and working on projects, as well as using study guides, viewing instructional videos, interacting with multimedia, taking part in simulations, or using intellectual support software (e.g., statistical software).

<i><b> Learner‐Tutor interaction (L-T): The discussion between students and </b></i>

the instructor is the emphasis of student-instructor interaction. Moore (1989) asserts that the teacher's objectives throughout student-teacher contact are to” stimulate or at least maintain the student’s interest in what is to be taught, to

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motivate the student to learn, to enhance and maintain the learner’s interest, including self‐ direction and self‐motivation" throughout student-teacher contact (p. 2).

In online courses, Vrasidas (2000) stresses the instructor's actions and technologies must facilitate the transmission and information exchange required to support the creation of knowledge over a distance. On the other hand, studies, for instance Rovai (2001) have shown that in an interactive classroom setting, it is able to build an environment that promotes the creation of community. Swan (2003) concurs throughout learner–instructor interaction, the instructor tries to pique the interest of students in the course content, inspire them, and make the learning process easier for them. Wallace (2003) supposes that some models of distant education use a lecture format that does not promote students' active learning. As they strive to make sense of difficult knowledge, most learners sake from a two-way information flow and the facilitation of an instructor. Some researchers (Ouzts, 2006; Liu, Magjuka, Bonk, & Lee, 2007) agree that students’ satisfaction with online courses is influenced by the development of a community. However, in an online context, it is quite difficult to create a learning community (Vesely, Bloom, & Sherlock, 2007). Therefore, teachers must strategically select for the flow of information in an online education context by utilizing technology, equipment, and asynchronous activities to maximize learning. Instructors designing online courses demand scientific evidence to assist which course activities improve learner-instructor engagement and which have the greatest influence on community building. Further, McInnerney & Roberts (2004), Yang & Liu (2008) demonstrate that teachers may improve online community by developing courses with the goal of reducing student isolation. If instructors can build a good learning community, it values for social reinforcement according to Gallagher-LePak, Reilly, & Killion (2009) besides information exchange (Moller, 1998), and student outcomes (Anderson, 2008; Drouin, 2008; Exter, Korkmaz, Harlin, & Bichelmeyer, 2009).

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<i><b> Learner‐Learner interaction (L-L): Individual student engagement or </b></i>

interaction among students working in small groups is referred to as student interaction.

student-There are variety of categories for classifying interactions in the field. In Simms’ theory in 2000, student-student, student-teacher, student-content, and student-interface are four major types of interactions. This researcher offers a useful classification of interactivity from the perspective of an educational courseware designer. This classification highlights the importance of the many concepts in boosting motivation, engagement, and instructional exchanges in technology-enhanced education, as well as their interconnected characteristics. The variety and qualities of interactive notions are illustrated in the following descriptions:

<i>+ Object Interactivity: (proactive inquiry) is a type of application in </i>

which users activate objects (buttons, persons, and things) with a mouse or other touchpad to evoke an audio-visual reaction.

<i>+ Linear Interactivity: (reactive pacing) is a software program in </i>

which the user works through a planned linear order of educational material without receiving any response-specific feedback to their activities. "Page-turning" is the term for this form of interaction.

<i>+ Support Interactivity: (reactive inquiry) helps learners improve their </i>

performance in both overall and context-sensitive ways.

<i>+ Update Interactivity: (proactive) refers to particular application </i>

components or situations in which the user and computer-generated data have a conversation. This could include programs that offer or create difficulties, as well as dialogues that the student must answer to. A computer-generated update or feedback will be generated in response to the learner's reply. The degree to which the update or feedback gives a meaningful reply will be determined by the instructional rigor of the judging.

Hirumi (2006) examines four factors of published e-learning interaction categorisations:

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<i><b>+ Communication-based categories define the interaction's sender and </b></i>

receiver. Student-student, student-teacher, student-content, and student-interface interactions are examples of fundamental interactions.

<i><b>+ Purpose-based categories describe interactions with a specific goal </b></i>

in mind. Learners take actions such as acknowledge, moderate, query, explore, and discuss.

<i><b>+ Activity-based categories characterize learners' levels of interaction </b></i>

experienced by learners. A variety of activities to enhance critical thinking, innovative thinking, and interactive group work have been suggested in the literature.

<i><b>+ Tool-based categories concentrate on the capabilities provided by </b></i>

various e-learning platforms. E-mail, asynchronous messaging, network connectivity and postponed collaboration software, actual creativity and discussion tools, and real-time multimedia and interactive media collaboration software are among these tools.

Jaggars et al. (2013) appreciated the benefits of technology tools in teaching. “When optimized, technological tools can help instructors to establish a knowledgeable and approachable presence, a vital element of strong online courses”.

In the views of Banna et al. (2015) and Nguyen et al. (2018), they supposed interaction is essential for online learning to be successful. Students engage and exchange information and knowledge, resulting in the production of new knowledge (Jou et al., 2016). Luo et al., (2017) believed it is necessary for continued use of online learning platforms because these interactions assist students in becoming more active and involved in their online courses, as well as strengthening their feeling of community (Seo et al., 2021; Martin et al., 2018). Based on the theory of Moor (1989), Martin and Bolliger (2018) developed and detected that the learner–instructor interaction is the most crucial among three types of interactions. By offering a range of communication channels, assistance,

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encouragement, and timely feedback and resources, instructors can boost learner motivation (Martin et al., 2018).

Pickett et al. (2000) stated that computer-assisted interactivity employs computer programs to promote learning by presenting users with tasks to which they may respond. Furthermore, Achenreiner (2001) claimed that more research is needed to link current pedagogies with technology interfaces. Even though much has been printed about how computer-aided interactivity improves students' learning, there seems to be little actual evidence about how students learn with technology (Close, Dixit, and Malhotra 2005).

Because the requirement of innovating technology in teaching, most teachers may select to supplement lecture-based teaching approaches with materials that come with textbooks and computer-aided presentation or exercises. However, O'Connor and Girard (2006) supposed combining traditional pedagogical (face-to-face) methods with interactive tools may be difficult for teachers. The writer believes that if properly applied, interactive web-based assignments can benefit student learning.

<b>Web technology </b>

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Moore (1989) argues that instructional design models must be changed to include a variety of interactions, each with its own goal and expected effect. McGraw-Hill (2002) discovered that web technology is increasingly being employed in educational institutions for learning interaction. However, although developing technologies provide a wide range of potential for increasing cooperation in learning environments, Beldarrain (2006) adds that distant education programs around the world face constraints that may limit or prevent the adoption of these technologies. Beldarrain (2008) states that it also important to pick the right digital tools to help with cooperation, communication, and cognition. In addition, instructional design models must incorporate student engagement into the instructional objectives and tactics that establish, support, and improve learning environments.

<i><b>2.2.2. Interactive web-based apps </b></i>

<i>2.2.2.1. Google Forms </i>

The majority of the material on the usage of Google Forms is centered toward it being a useful tool for surveys and assessment. Google Forms can be used "to create a pretest or posttest to assess student learning outcomes," according to Whicker, Shields, and Chadwell (2012). Frutchey (2012) demonstrated this by establishing a Form to evaluate his own instruction or encounter with a consumer. Koury and Jardine (2013) extend the discussion by emphasizing how "Google does all the work" when it comes to organizing and analysing the data collected through evaluations (p. 166). They also mention how "students appreciate the anonymous nature of the surveys," which may be shared with students through email or in class (p. 166). Google, on the other hand, enhanced the functionality of its forms in 2016 (Google workspace, 2016). Quizzing, assignment, and presentation templates have been added to the revised Google Forms, making them more educational. It also has more distribution options, and user or creator-friendly design, and the ability to switch to an older version of Google Forms if desired. With these upgrades, Google Forms are no

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longer only a great tool for assessing students; they've also opened more options to interact with them during and after class.

Batubara (2016) investigates there are some uses for Google Forms in education, including:

+ Online task/assignment distribution via the web page.

+ Gathering information from other people's findings via website pages.

+ Using web pages to gather relevant student/teacher data.

Also, Mardiana & Purnanto (2017) characterize Google Forms is a tool that comes in the form of form templates or worksheets that may be used separately or together to collect data from users. Google Forms is a free service provided by Google that can be accessed using a browser. We can use laptops, PCs, and even smartphones to construct Google Forms (Astuti, 2020). Mulatsih (2020) adds, Google Forms can be used to plan events, send surveys, administer examinations to learners or other individuals, or gather data in a simple and quick manner.

From the above explanation, Google Forms is a Google app in the mode of form layouts or worksheets that learners may free internet access, and it is excellent for carrying out tests, surveys, and gathering information or assignments efficiently and effectively.

<i>2.2.2.2. Kahoot! </i>

Kahoot! is a game-based student response system (GSRS) that briefly turns the classroom into a game show with the teacher as the host and the students as contestants (Wang, 2015). Wang (2015) also stated that when Kahoot! was first released, it stood out from the rest of the Student Response Systems (SRS) because it was primarily focused on being a game-based platform. As a result, it is classed as a Game-based Student Response System (GSRS). Kahoot!, according to Atilano (2017), is a free online gaming application and learning platform that allows instructors to create and share interactive quizzes, surveys, discussion topics, and scramble games with an

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unlimited amount of students in the classroom. McLaughlin & Yan (2017) stressed that with capability for video, photos, music, scoring, and ranking, Kahoot! was regarded as a game-like student response system that was more dynamic than some other tools, which has quickly gained popularity throughout the world with over 30 million users (Plump & LaRosa, 2017, p. 151)

Kahoot! is an ever-evolving platform. On the website, anyone can create a free Kahoot! account. We may now create four other sorts of Kahoot games using the 'create' option: quiz, conversation, jumble, and survey. It enables users to share photos or videos from YouTube to Kahoot! projects. It is also feasible to perform the project open to the public or to keep it private. Using the explore option, we can duplicate and change hundreds of ready-to-use Kahoot projects. We can select alternative time limitations for students to answer the question (5, 10, 20, 30, 60, 90, 120 seconds) or offer extra marks to students who give answers correctly speedier than others to make the game more competitive while creating a Kahoot quiz. Before beginning a test in the classroom, the instructor logs into her free account at and selects the 'play' option to begin the game in traditional (player vs. player) or team (team vs. team) mode. The projection should be on a huge screen. The participants must next use their mobile devices to access to kahoot.it and enter the distinctive pin code displayed on the screen. Students are given a maximum of four options, each represented by a different symbol: a triangle, a diamond, a circle, or a square. By the time the time restriction expires, all pupils must have thickened on the applicable icon. With a tick or ticks on the right choice, the following screen presents the distribution of replies throughout the options (s).

<i><b>2.2.3. Benefits of online learning </b></i>

At the start of each class, most online learning systems require students to contribute a personal biography. The bios serve as a source of information for students to exchange during the semester. It allows students to construct their own online personas, which encourages more in-depth discussion (Muirhead, 2004).

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A number of teachers and students remarked on their ability to concentrate more on the course topic and less on difficulties in parking, traffic, and other issues that can occur in a traditional classroom setting (Thomson, 2010). Gikas and Grant (2013) stressed the convenience of online learning in accessing information anywhere and at any time through the use of mobile devices such as smartphones, tablets, and laptops. Paper assignments, according to Flannery et al. (2013), can better prepare students for end-of-term written tests than online systems. However, they discovered that students who studied online had a higher completion rate and performed better on some aspects of the exams.. You & Kang (2014) supposed students who prefer self-directed learning have found that online courses are beneficial and investigated that self-regulated students are more likely to employ a variety of "cognitive and metacognitive strategies to accomplish their learning goals". Today's educational technology has resulted in a plethora of innovative learning approaches. Learning via electronic devices (e-learning), such as Compact Discs, which include information to be learned and delivered over the mail; distance learning; and online learning, where studying material/media is hosted on a platform that can be accessed via the internet. Kumar & Nanda (2018) found that social media platforms such as Facebook and Instagram can be used to learn online whereas Sobron et al. (2019) assumed online learning also could provide students with more meaningful learning experiences. Abidah et al. (2020) evaluated a variety of infrastructure and services that facilitated online learning for free, were simple to use, and could be reached via smartphones, notably Google Classroom, WhatsApp, Kelas Cerdas, Zenius, Quipper, and Microsoft.

When the Covid-19 pandemic devastated the global education system, local and provincial governments implemented strategies to phase out face-to-face schooling in favor of 'study from home' via internet or online learning. This policy is in effect at all levels of education, including elementary, secondary, and higher education. Although a relatively modest survey conducted by certain researchers revealed that adoption in the area is still varied, this step is regarded

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adequate to avoid the spread of Covid-19 in the classroom or campus environment. Herliandry et al., (2020) suggested that given the tremendous threats during this epidemic, online learning can be an ideal way for active classrooms even if schools or institutions have been shut. In the research of Dewi (2020), it was shown that the applying of online learning in primary schools during the Covid-19 pandemic could be highly successful thanks to home learning collaboration between teachers, students, and parents. The results of Firman & Rahayu’s studies (2020) approved that: (1) Students already possessed the necessary tools to participate in online learning; (2) Online learning was adaptable in its application, allowing for the development of learning independence and incentive to become more engaged in learning; (3) To lessen the risk of Covid-19 spreading on campus, distance learning stimulated the formation of social distancing behavior and significantly reduced the emergence of crowds. Zhafira et al. (2020) demonstrated that WhatsApp and Google Classroom were the most prominent online learning media during Covid-19 social distancing. He added though prior to the start of online lectures, 53% of survey participants were able to use different online learning media. Furthermore, the semi-two-way model was the most preferred communication model, indicating that more work on online learning studies using problem-based, collaborative, and other patterns was required. Miaty (2020) claimed that educators' capacity to master technology would really be increasingly pushed to improve with online learning.

<i><b>Advantages of Google Forms </b></i>

Sadiyani, et al (2021) find out few benefits of Google Form when it comes to offering English assignments, which are as follows:

+ Creating assignments is an easy and flexible process.

+ The platform includes audio and graphics to aid in the composition, structure, listening, and reading of a variety of assignments.

+ After completing the work or assignment, the students are automatically informed of the outcome.

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<i><b>Advantages of Kahoot! </b></i>

In Dellos’ study in 2015, he underlined two benefits of Kahoot! which are fostering learning by creating an amusing and competitive atmosphere and benefiting both instructors and learners because of its user-friendly characteristic. Besides, Başol et al. (2017) mentioned when it comes to the formative evaluation benefit of online exams, it can be said that because of the usual and immediate responses facility, learners' improvement can be tracked over time and their wrong decisions and misunderstandings can be identified and corrected promptly, teachers can effectively aid slow learners or underachievers. Başol et al. (2017) highlight such digital apps are claimed to correspond to the requirements and interests of younger students, sometimes known as "digital natives.". Because this generation grew up in a digital age, smart technologies have become an inextricable part of their daily lives (Varannai, Sasvári, & Urbanovics, 2017). Ismail & Mohammad (2017) and Plump & LaRosa (2017) demonstrate the advantages of Kahoot below:

+ Anyone can utilize it at no cost.

+ Educators will find it simple to learn and use.

+ Kahoots of many forms, such as quizzes, formative assessments, and surveys.

+ Capable of working with desktop computers, tablets, and cellphones. + Each question's reaction time is flexible and customizable to meet the demands of students.

+ Easy to use for students (no need to create an account or download an application)

+ Music and colors increase the enjoyment and vitality of students. + Real-time findings assist educators in providing needed

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A study of prior studies in the same year 2017 such as Alsancak Sırakaya, Atilano, Barnes, Budiati, Chaiyo & Nokham, Ismail & Mohammad, Medina & Hurtado, Omar, Plump & LaRosa, etc. found positive outcomes for the influence of digital evaluation tools, and specifically Kahoot!, associated with student feedback or experimental investigations. Omar (2017) explains what the engagement provided by Kahoot makes quizzes more involving, intriguing, and motivating is an assessment of the causes behind this positive impact. Barnes (2017) corroborates that Kahoot! has established a competitive environment, which improves the learner's interest in what they're learning. Zengin, Bars & Şimşek (2017) agree with him that it is most effective for formative evaluation during the lesson.

<i><b>2.2.4. Challenges of online learning </b></i>

Munezero, Irura, Kirongo, Etiegni, and Suhonen (2016) agreed that when online learning methodology is put in place, there are six significant challenges for colleges, teachers, and students, which are ICT infrastructure, online ability required, platform security, university support, motivation for teachers and students while using the online method, and context specific. Mustofa et al. (2019) assumed that students, lecturers, learning resources, and existing technology all play a key role in the success of online learning systems. To have a clearer overview, the findings of (Purwanto et al., 2020) investigations including 15 participants from two primary schools in Tangerang, Indonesia, revealed many issues and obstacles faced by children, instructors, and parents in online learning. Limited communication relating to socialization among students, inability for pupils with specific educational needs, and increased screen time were among the barriers. Parents, on the other hand, believed that the issues that occur are more attributed to an absence of learning regulation at home, a lot of time spent by parents helping children learn at home (particularly for primary schoolchildren under Grade 4), a lack of technical abilities, and higher internet fees. Putria et al. (2020) discovered that there were various supportive elements for teachers in the online learning procedure, including the availability of

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smartphones, quotas, and a good internet network due to the fact that not every student has a smartphone.

<i><b>Disadvantages of Kahoot! </b></i>

In comparison to the more established paper-and-pencil assessment tools or procedures, there is limited study on the benefits or drawbacks of this or other popular digital response systems in education. In terms of feedback quality, Omar (2017) assessed the effectiveness of Kahoot! exercises. She discovered that production ranking is not based on clear guidelines, which aren't always related to critical thinking skills; it doesn't provide students with high-quality details about their learning; and it doesn't promote instructor as well as peer conversation about learning, because answers are only displayed for a few seconds, leaving little time to discuss them.

<i><b>Disadvantages of Google Forms </b></i>

As a platform of online learning, besides the general disadvantages of online learning it takes, the background of Google Forms is inflexible for young learners Sadiyani, et al (2021).

<i><b>Web-based assessment </b></i>

In recent years, as computer technology has become more widely used in education, the use of computers to administer tests has become more common (Bonham et al. 2000; Buchanan 2000). It is said that Internet-assisted educational applications have made it easier for teachers to improve learner interaction, motivation, and active involvement by allowing them to do fast assessments and receive immediate feedback on their students' achievements. Gardner et al. (2002) created CECIL, a computer-supported learning system with an unusual

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feature: 'Self-Assessment,' to improve students' learning effectiveness. Teachers can quickly conduct and build examinations using the 'Self-Assessment' tool, which is supplied with item pools. They also mentioned that item pools have the benefit of allowing teachers to integrate big item banks (item pools) from textbook publishers and group load these questions with minimal manual work. Gardner et al. (2002) also mentioned that teachers who conduct and build exams over the Internet have the benefit of assisting students in checking their grasp of the learning resources at any time.

Classroom response systems are the general name for these systems. Chaiyo & Nokham (2017) detected that “wireless handheld devices like smart phones and tablets to collect and aggregate student responses instantly then display the aggregated results in the class and gather immediate feedback in response to questions posed by instructors” are used in classroom response systems. Google Forms, Kahoot!, and other educational software have benefited from this shift. These online assessment devices enable students to answer quickly to questions using computers, smart phones, or tablets, allowing teachers to provide instant results for individual or group evaluation in a joyful and competitive manner (Ylmaz, 2017). Furthermore, a wide range of item forms, such as true-false, multiple-choice, matching, sorting, and cloze-test, can be simply generated and governed through web portals (Başol et al., 2017). While multiple-choice examinations have been available for a long time, tools like Google Forms and Kahoot have improved their interactivity and engagement in the classroom (Howell, Tseng, & Colorado-Resa, 2017).

<i><b>Digital assessment tools and gamification </b></i>

During the process of learning, online games involve and motivate students to participate in relevant and enjoyable activities (Dellos, 2015). These platforms are often known as gamification tools because of their amusing and competitive atmosphere (Ucar & Kumtepe, 2017). Gamification is defined by Iaremenko (2017) as “the application of game elements into education which makes it more relaxed, fun and comfortable for students.” Iaremenko (2017)

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assumed gamification's appeal is also due to the fact that it is “one of the most effective strategies to break with routine and boredom and to encourage active learning.”. Gamification, it may be said, stimulates people to learn more through these apps and Kahoot!, in the viewpoints of Ismail & Mohammad (2017), is one of the most widely utilized game-based learning platforms in education.

Multiple-choice and matching assignments were the types of assessments used in the study. Besides the applications forms of assignments through Google Forms, with the out-standing advantages of gaming, Kahoot! would be organized as games in the forms of the two types of assessments.

<b>2.4. Vocabulary and strategies </b>

<i><b>2.4.1. Vocabulary </b></i>

The prominent linguist Wilkins (1978) says that: “Without grammar, little can be expressed; without vocabulary, nothing can be expressed”. The importance of vocabulary is emphasized by Decarrico (2001), who claims that “vocabulary acquisition is central to language acquisition, whether the language is first, second, or foreign". While Beck and McKeown (2007) declare that person's vocabulary is thought of as a key to opening or closing informational doors, and it frequently indicates how well-educated they are. KilicKaya, F. and Karajka, J. (2010) supposed teaching and learning vocabulary is an extremely difficult process which we must face while learning any language. Thus, learners have to try to find out the more suitable method or even the best one. Besides, teachers play an important role in this process. Rogers’ view (2018) agrees with Khany and Khosravian’s view (2014) that in order to maximize their learning both inside and outside of the classroom, students require their professors' direction and guidance as they grow their vocabulary.

Alqahtani (2015) defines vocabulary is the quantity of words required to communicate or communicate a concept and reflect the speaker's meaning, which also reveals the important of vocabulary in a language.

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<i><b>2.4.2. Teaching vocabulary strategies with Google Forms and Kahoot! Application </b></i>

A variety of strategies can be employed in the online learning or assessment process, including:

<i>+ Short answer: Kearns (2012) states that online assessment using the </i>

short answer is a type of assessment which has been used for a long time, and it is thought to considerably assist teachers in assessing student replies and results during learning. Kulkarni et al., (2013) adds teachers have been conducting online assessments using the short response approach for a long time, therefore they have grasped the technique and will find it much easier to determine the learners' abilities using this technique, according to.

<i>+ Multiple-Choice: Brader et al., (2014) claimed that Multiple choices </i>

can be utilized while providing tasks, especially online assignments, because this method makes it far easier for learners and ensures that the answer is correct.

<i>+ True or False: True or false is a form of assessment which has been </i>

broadly utilized and is simple to deliver to learners from high school to the next level, according to Brader et al (2014).

<i>+ Fill in the blanks: Demirkan et al. (2017) supposes one way for </i>

improving learners' abilities is to fill in the blanks. This method is divided into two types: those with pre-determined responses and those where learners fill in their own answers. This strategy is particularly well suited to enhancing students' talents.

<i>Basing the gamification tool of Kahoot!, the researcher applied </i>

<i>multiple-choice and true or false assignments. Meanwhile, Google Forms was used to </i>

<i>complete Kahoot! by short answer and fill in the blanks. Thanks to the perfect </i>

combination, the vocabulary teaching gained the highest results.

<b>2.5. Motivations </b>

Motivation is one of the most fundamental cognitive affective factors of language acquisition (Bernaus et al., 2004; Bernaus & Gardner, 2008). According to several experts (Baker, 2006; Dörnyei & Ushioda, 2011), learners who have a

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strong linguistic motivation and, for instance, a favorable attitude toward a second language (L2) or third language (L3) are more likely to succeed. Hall (2011) supposes motivaion is a critical aspect in completing a specific task. He adds, “It is difficult to imagine anyone learning a language without some degree of motivation”. In Tohidi & Jabbari’s points of view in 2012, motivation is a factor that pushes individuals to behave in a certain way and, from the perspective of management, delivers numerous advantages to them. Furthermore, Gopalan, et al (2017) indicate that motivation is a persuasion sensation that always encourages students to complete a task or assignment to the conclusion and achieve in it, as challenging or painful it may be.

There are a variety of viewpoints on what types of motivations are generated in learning English. V.D. Shadrikov (2020) asserts that “motivation is determined by the needs and goals of the individual, the ideals of a person, the conditions of his activity”. According to R.A. Gottlieb (2009), “motivation is such a driving force that encourages a person to successfully learn a foreign language”. Hence, the motive is defined as the student's internal desire for learning activity, which is driven by the student's own demands. The researcher finds out that there are two basic types of motivation based on the theory of Kong (2009) which are intrinsic motivation and extrinsic motivation.

<i><b>Intrinsic motivation: Intrinsic motivation refers to the internal motivation </b></i>

that learners have that leads to interest, curiosity, and a desire to compete or grow. Alternatively, when learners complete activities out of an internal desire to complete them successfully, rather than due to external pressure. Furthermore, learners love studying by completing the assignment or activity process rather than for the sake of applause or rewards.

<i><b>Extrinsic motivation: Extrinsic motivation is derived from the outside, </b></i>

such as praise, reward, or expectancy. In other words, when learners are in need to of win a competition because of their parents' approval, they should seek out teachers' praise. Giving learners praise and awards, in any situation, may motivate them to learn more efficiently.

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Language learning learners should be motivated by a combination of both types of motivation, as Hall (2011) highlights. Thus, in order to reach such goals or goals, a learner may be “intrinsically motivated by the inherently enjoyable" (i.e., the linguistic environment, passing an exam). Motivation for language acquisition should be developed, maintained, and terminated based on students' learning experiences. According to Sardiman, who was quoted in Suprihatin (2015), there are a number of techniques to boost students' motivation including: scoring, reward, competition, ego-involvement, quiz, know the result, praise and punishment.

<b>2.6. Review of previous studies </b>

In recent years, many studies have been implemented in the field of computer-aided assessments and web-based interactive exercises. In the world,

<i>there was Gráinne Colone and Bill Warburton (2005) writing A Review of </i>

<i>Computer-assisted Assessment. The rapid growth of communication and </i>

information technology and alternative educational theories are intertwined, regulating the evolution of language education elements in this context. Z. Xu and Y. Shi (2018) explored that there have been developments in behaviorist computer-aided language teaching, interactive computer-aided language teaching, and integrated computer-aided language teaching. The education industry has fulfilled the digitalization of the educational environment, educational content, and educational management with the use of personal computers and the Internet. L. Yang (2018) found out that The United States launched the "Digital Library Initiative Project" and the "National Digital Library Project" to promote digital libraries in towns and schools; the digital publishing industry has grown up thanks to Internet distribution channels, and the mass has shifted the traditional publishing industry's pattern by accepting online payments. Ann Rosnida Md Deni & Zainor Izat Zainal (2018) discovered that the instructional approaches used had an impact on students' use of Padlet, and that some of these approaches, despite their good intentions, had created hurdles to learning. When using Padlet in the classroom, other pedagogical approaches are

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proposed. With the innovation of Google Forms, Sianipar, A. Z. made a survey

<i>Use of Google Form as a Student Service Satisfaction Assessment Tool Sianipar, </i>

<i>A. Z. (2019). Computer-Aided English Education In China: An Online Automatic </i>

<i>Essay Scoring System study was done by Dapeng Li, et al. in the next year 2021. </i>

To solve challenges, the integration of computer networks and language teaching does not depend entirely on studies in one or two areas. Its emergence is based on numerous theory research, as well as the ongoing streamlining and incorporation of existing field findings (Y.Gao, 2020). Moreover, Z. Zhou (2020) also detected that The United States proposed constructing a “national information infrastructure”. Since the development of technology, especially the advent of smartphones, there have been more studies about new forms of applications supporting education. Wang (2020) wrote a literature review to investigate the effect of using the game-based learning platform Kahoot! in the classroom. Amira H. Saad and Dr Jayanthi Rajendran (2021) contributed to address the most successful approaches for building a productive, technical-based, theoretical approach and assessment for teaching undergraduate engineering EFL in

<i>Subsuming Effective Methods and Approaches Towards Designing and Adopting Learning Assessment Tools for EFL Learners. In today's computer network </i>

context, S. Hua and F. Liu (2021) have shown that relevance learning theory is the ideal platform for making language teaching frameworks. It argues that teaching is the link between the exchange of information and recirculation, and that information technology is the sole medium that can facilitate this. This perspective is more suited to teaching children how to learn on their own in a creative and personalised way. C. Wang (2021) indicated that various learning theories such as behaviorism, cognitivism, constructivism, and relevance should be scientifically linked and integrated. In Vietnam, Thom Thi Nguyen (2018), conducted experimental research at an engineering university about how Kahoot

<i>game improved students’ grammar accuracy named Employing Kahoot game to </i>

<i>improve first year students’ English grammar accuracy: an experimental research at an engineering university in the North Vietnam. Thuy Thi Thanh </i>

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<i>Nguyen and Takashi Yukawa wrote Kahoot with smartphones in testing and </i>

<i>assessment of language teaching and learning, the need of training on mobile devices for Vietnamese teachers and students in 2019, which was published in </i>

the International Journal of Information and Education Technology. In the next

<i>two years, An investigation into students’ motivation and learning effectiveness </i>

<i>in gamified learning experiences via Kahoot! at an higher education institution in Vietnam was done by Anh Thi Van Pham et al, (2021). In primary school, Implementation Of Kahoot Online And Google Form Toward Students’ </i>

<i>physics of high-school students: a case study was done by Anh Thi Ngoc Tran, et </i>

al (2021). In the university, Udur Delima Sibatuara (2021) carried out a research

<i>named The Effectiveness of Kahoot in Improving Vocabulary: The Case of a </i>

<i>Private University English Study Program. Recently, Kahoot! was also </i>

introduced in Mathematics by a study of Tuan Anh Bui et al (2022), with its

<i>name Applying Kahoot! in teaching and learning mathematics: an empirical </i>

<i>study at Vietnamese high schools. In high school, The effect of using Kahoot! Application on students’ vocabulary was conducted by Syahputri, R. H., & Solo, </i>

L. (2022) on 40 students at grade seventh. Besides, in the same year, Rinaldi, R., Wiyaka, W., & Prastikawati, E. found out that Google Form helped to improve

<i>students’ vocabulary ability proved by the research Google Form as an Online </i>

<i>Assessment Tool to Improve the Students’ Vocabulary Mastery. </i>

It can be said that the previous studies mostly focused on one single app to examine. However, there have not been many studies about effects of interactive web-based assignments in teaching and learning EFL in high school with the combination of Google Forms and Kahoot!. Thus, the writer hopes to contribute to further studies.

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<b>2.7. Conceptual framework of the study </b>

<i><b>Figure 2.7. Conceptual framework </b></i>

INPUT : refers to the students’ prior knowledge about interactive based assignments.

web-PROCESS : to help students in English language learning, there is a method of research was applied in this study. The writer used Google forms and Kahoot! in giving English assignments in class by Statistical Package for the Social Sciences (SPSS) software.

OUTPUT : refers to boosting students’ vocabulary improvement and motivation development in learning English.

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<b>This chapter, which is known as Literature Review, supplied the </b>

theoretical background perceptions about the interaction with its types, based learning and teaching, interactives web-based apps which were used in the research. Also, the benefits and challenges of online learning were also mentioned besides the motivation in L2 acquisition. Moreover, the researcher demonstrated reviewing of previous studies this chapter. Finally, the conceptual framework is constructed as a guidance for conducting research and analyzing data.

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<b>web-CHAPTER 3: METHODOLOGY </b>

This chapter provides a thorough explanation of the methods utilized to gather the data for the entire study and respond to the research questions. Particularly, the careful description of the research design, research site, research setting, participants, research instruments, data collection technique, and data analysis procedure.

<b>3.1 Research design </b>

In this research, experiment data were collected quantitatively, and the authors employed an experimental study design with T-tests including a pretest and posttest. With the questionnaires and interview, researcher used qualitative to collect data and quantitative method was used to analyze data of T-tests.

The research examined two groups in this study, namely control group and experimental group. At first, two groups were delivered pretest to ensure that their levels of English vocabulary were the same. Then, students in the experimental group were taught vocabulary in the conventional method and did vocabulary assignments on Google Forms and Kahoot! while students in the control group were taught vocabulary and did vocabulary exercises using their conventional methods. After four-month experimental period, posttest papers with the same format and levels were given to students in both experimental group and control group so as to evaluate whether the results of students in the experimental group when learning through Google Forms and Kahoot! on vocabulary assignments were much better or not.

<b>3.2. Research questions and Hypotheses </b>

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<i><b>3.2.2. Hypotheses </b></i>

The following theories were created in response to the above questions: 1. The pretest scores of experimental groups are lower than the posttest ones.

2. The scores of the experimental group are higher than the control group’s scores in the posttest.

3. The participants in the experimental group will have higher motivation, engagement, enjoyment in learning English.

<b>3.3. Setting and sample data </b>

<i><b>3.3.1. Pedagogical setting </b></i>

This study took place at Nguyen Trai High School, which is located in Nguyen Van Tiet Street, Lai Thieu ward, Thuan An city, Binh Duong province. Its predecessor was Nguyen Trai Secondary-High School and officially went into operation in 1998. It was not until 2005 that Lai Thieu Semi-Public School was merged into Nguyen Trai Secondary-High School, at the same time it was separated into Nguyen Van Tiet Secondary School and Nguyen Trai High School today. In terms of facilities, there are 30 rooms equipped with Active board smart boards in Nguyen Trai High School. There are enough practice rooms and functions as prescribed, including: 1 library room, 2 computer rooms, 1 equipment room, 1 listening room used for English, 1 Chemistry-Biology practice room, 1 Physics practice room, training ground (2936 m2), multi-purpose house (1064m2 completed and put into use September 2016). Nguyen Trai High School achieved national standards in the 2014-2015 school year, continuing to strive to maintain the title of re-standardization in the 2020-2021 school year. In the school year 2021-2022, there are 102 officers, teachers and employees. They are divided into 11 departments comprising Officials, Maths, Physics, Chemistry, English, Literature, Biography- Engineering and technology, History, Geography-Civic education, Physical education- National defense education, and Inforamtion technology. The number of classes is 43 with more than 1700 students in all grades (10,11 and 12).

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