Tài liệu The use of quizizz application in enhancing english vocabulary learning of students in grade 10 at hung vuong high quality school

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES ----------------------- NGUYEN THI HUYEN THU THE USE OF QUIZIZZ APPLICATION IN ENHANCING ENGLISH VOCABULARY LEARNING OF STUDENTS IN GRADE 10 AT HUNG VUONG HIGH QUALITY SCHOOL B.A. GRADUATION PAPER Field: English Methodology PHU THO, 2020 HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES ----------------------- NGUYEN THI HUYEN THU THE USE OF QUIZIZZ APPLICATION IN ENHANCING ENGLISH VOCABULARY LEARNING OF STUDENTS IN GRADE 10 AT HUNG VUONG HIGH QUALITY SCHOOL B.A. GRADUATION PAPER Field: English methodology Supervisor: NGUYEN THI PHUONG THAO, M.A PHU THO, 2020 i ACKNOWLEGGEMENTS I wish to express my sincere gratitude to the many people who gave enormous help during the implementation of my research. First and foremost, I would love to express my deepest gratitude to my supervisor Ms. Nguyen Thi Phuong Thao, M. A. for the patience in giving me guidance and helpful corrections during my consultations for this final project. She shared lots of helpful advice and valuable experiences. Secondly, my deep gratitude was dedicated to all lecturers of the English Language Department, and all staff of the English Language Department for giving me priceless knowledge and unforgettable experiences during my study. Thirdly, I was particularly grateful to all teachers and students of grade 10A at Hung Vuong High Quality School who enthusiastically participated in my questionnaires and my experiment. Moreover, I owned great debt of gratitude to my family and my friends, who have constantly supported and encouraged me during the time I carried out this research. Finally yet importantly, I would like to thank my readers for their interests and comments on my writing. Viet Tri, June 2020 Nguyen Thi Huyen Thu ii ABSTRACT This research has been conducted for the purpose of using Quizizz in enhancing English vocabulary learning for grade 10. There were 40 students of class 10A from Hung Vuong High Quality High School participating in this study. The data was collected from survey questionnaires for students. The result showed the real situation of learning English vocabulary as well as the effectiveness of using Quizizz in enhancing English vocabulary of students at class 10A. The study consisted of three main parts. Part A dealt with the rationale, research purposes, research questions, research methods, significance of the research, and scope of the study. Part B was content of the study consisted of 4 chapters. Chapter 1 provided the theoretical background of the study consisting of some basic knowledge of English vocabulary, game online, and Quizizz application. Chapter 2 mentioned the setting of the study, participants, research method, instruments used, and description about the step to carry out the research. Chapter 3 presented the current situation in learning English vocabulary in class 10A at Hung Vuong High Quality School and then gave description of the experiment on applying Quizizz in learning English vocabulary. Chapter 4 presented the result from questionnaire 2 and discussion. Part C summarized main issue of the paper, mentioning limitations of the study, and suggestions for further studies. It was hoped that the study would make a small contribution to the improvement of learning English vocabulary. iii TABLES OF CONTENT ACKNOWLEGGEMENTS .......................................................................................... i ABSTRACT ...................................................................................................................ii LIST OF ABBREVIATIONS .....................................................................................vi LIST OF TABLES.......................................................................................................vii LIST OF CHARTS ......................................................................................................vii LIST OF FIGURES ................................................................................................... viii PART A: INTRODUCTION........................................................................................ 1 1. Rationale ..................................................................................................................... 1 2. Previous researches .................................................................................................... 2 2.1 In the world ............................................................................................. 2 2.2 In Viet Nam ............................................................................................. 6 3. Research purposes...................................................................................................... 7 4. Research questions..................................................................................................... 7 5. Research methods ...................................................................................................... 7 6. Significance of the research ...................................................................................... 8 7. Research scope ........................................................................................................... 8 8. Research design.......................................................................................................... 8 PART B: CONTENT ..................................................................................................10 CHAPTER 1: LITERATURE REVIEW ..................................................................10 1.1 Vocabulary .............................................................................................................10 1.1.1 Definition of Vocabulary .................................................................... 10 1.1.2 Types of Vocabulary........................................................................... 11 1.1.3 The aspects of Vocabulary ................................................................. 12 1.1.4 The importance of Vocabulary ........................................................... 13 1.2 Vocabulary learning ..............................................................................................14 1.2.1 Vocabulary learning methods ............................................................ 14 1.2.2 Factors affecting Vocabulary learning .............................................. 19 1.3 Educational online game .......................................................................................24 iv 1.3.1 What is educational online game ....................................................... 24 1.3.2 The importance of educational online game. ..................................... 27 1.4 Quizizz ....................................................................................................................27 1.4.1 What is Quizizz? ................................................................................. 28 1.4.2 Steps to use Quizizz ............................................................................ 29 1.4.3 Advantages of using Quizizz .............................................................. 35 1.4.4 Disadvantages of using Quizizz ......................................................... 37 1.5 Using Quizizz in enhancing English vocabulary ................................................38 CHAPTER 2: METHODOLOGY .............................................................................40 2.1 Research setting .....................................................................................................40 2.2 Subject of the research...........................................................................................40 2.3 Participants of the research ...................................................................................40 2.4 Data Collection Instruments .................................................................................41 2.4.1 Development of Questionnaire........................................................... 41 2.4.2 Content of Questionnaire ................................................................... 41 2.5 Data Collection Procedure ....................................................................................43 2.6 Data analysis...........................................................................................................43 2.7 Research procedure................................................................................................43 CHAPTER 3: EXPERIMENT ...................................................................................45 3.1 The current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School. ............................................................................45 3.2 Experiment .............................................................................................................50 3.2.1 Experiment procedure ........................................................................ 50 3.2.2 Description of the experiment ............................................................ 51 CHAPTER 4: RESULT AND DISCUSSION .........................................................54 4.1 The result of the experiment .................................................................................54 4.1.1 Result from Quizizz ............................................................................ 54 4.1.2 Data analysis of the questionnaire for students after the experiment 55 4.2 Major findings ........................................................................................................58 v 4.2.1 The current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School .......................................... 58 4.2.2 The class 10A students’ perceptions of using Quizizz in enhancing English vocabulary learning. ...................................................................... 59 PART C: CONCLUSION...........................................................................................60 1. Summary...................................................................................................................60 2 Implications ...............................................................................................................61 2.1 For teachers .......................................................................................... 61 2.2 For students ........................................................................................... 61 3 Limitations of the Study ...........................................................................................61 4 Suggestions for Further Research............................................................................62 REFERENCES ............................................................................................................63 I. In the world ...............................................................................................................63 II. In Viet Nam .............................................................................................................66 III. Websites ..................................................................................................................66 1.1 In Viet Nam ........................................................................................... 66 1.2 In the world............................................................................................. 67 APPENDIXES vi LIST OF ABBREVIATIONS ABBREVIATIONS MEANINGS BYOD Bring Your Own Device COVID COrona VIrus Disease EFL English as a Foreign Language ESL English as a Second Language ICT Information and Communication Technology SLA Second Language Acquisition % Percent vii LIST OF TABLES Table 3.1: Student’s opinion about the methods of ..................................................47 English vocabulary learning........................................................................................47 Table 3.2: Students' knowledge and attitudes toward using Quizizz in learning vocabulary.....................................................................................................................49 Table 3.3: Description of Quizzes ..............................................................................51 Table 4.1: Student Satisfaction Survey ......................................................................57 APPENDIX 4: JUSTIFICATION FOR QUESTIONNAIRE ITEMS ..................69 LIST OF CHARTS Chart 3.1: Student’s attitude toward the purposes of English vocabulary learning .........................................................................................................................45 List of Purposes ............................................................................................................46 Item 7: To use them in oral or written mode .............................................................46 Chart 3.2: Student’s reasons of learning English vocabulary less effective ...........48 Chart 3.3: Students' attitude toward using Quizizz in learning vocabulary ............50 viii LIST OF FIGURES Figure 1.1: The main screen of Quizizz application .................................................30 Figure 1.2: How to sign up to Quizizz .......................................................................30 Figure 1.3: How to search for quizzes on any topic or create new quiz .................31 Figure 1.5: Ready – made topics ................................................................................32 Figure 1.6: Creating a new quiz ..................................................................................32 Figure 1.7: Game code for joining a quiz ..................................................................33 Figure 1.8: Assigning homework for students ..........................................................34 Figure 1.9: Student’s screen ........................................................................................34 Figure 1.10: Doing a quiz ............................................................................................35 Figure 3.1: What is this? ..............................................................................................51 Figure 3.2: Listen. What word is this? .......................................................................52 Figure 3.3: Preposition.................................................................................................52 Figure 3.4: Synonym/ Antonym .................................................................................52 Figure 3.5: Fill in the Blank (Relative Pronoun) .......................................................53 Figure 3.6: Check box..................................................................................................53 Figure 4.1: General result of the unit 8 (1).................................................................54 Figure 4.2: General result of the unit 8 (2).................................................................54 1 PART A: INTRODUCTION 1. Rationale English has played an important role in daily life. It was the medium of communication, which people from different countries around the world can understand (Rakangthong, S., & Yimwilai, 2020). Reddy (2016) claimed that English played an important role in the modern world. This was because it was the most frequently used language on the World Wide Web. Therefore, English was no longer a mere subject to be learnt in the classroom but also emphasized social and practical use. English language was also a key success factor needed for educational purposes. English was vital for success at school and for further education (Rakangthong, S., & Yimwilai, 2020). Vocabulary knowledge was important for every learner in order to succeed in learning a foreign language, especially English. Harmer (2001) emphasized that in order to succeed in the foreign language learning, learners needed to focus on their vocabulary knowledge improvement. In addition, Schmitt (2000) stated that vocabulary learning has become one of the most essential parts in second language acquisition. Bromley (2007) stated that it was a principal contributor to comprehension, fluency, and achievement. Hence, vocabulary played a very crucial role in learning a foreign language. With the first teaching internship at Hung Vuong High Quality School, I realized that students’ English vocabulary was limited. They usually felt bored with vocabulary lessons. When being asked about method to learn vocabulary, most of them said that they used traditional methods such as: learn by heart, or write new words many times. They have not found out effectiveness way to enrich their vocabulary. There were so many techniques to improve students’ vocabulary. One of them was using games. Games had many advantages for both language teachers and the students. They supported learning the target language when students were involved in the games and had fun without noticing that they were learning the target language, and furthermore it was a pleasure for the teacher 2 to present the language in an enjoyable atmosphere. Another advantage of using games in a foreign language setting was to make less stressful moment gone. In a language learning atmosphere, stress-free environment should be provided (Gozcu & Caganaga, 2016). The integration of technology became a necessity in education to meet the requirements of 21st century learning by using an online learning platform, one of which was Quizizz application. Some researchers have found about the Quizizz Applications in improving students' vocabulary. According to Ju (2018) states that Quizizz was an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, smartphone and I Pad. It helped students check their knowledge and progress in learning and teachers can also assign homework to give students additional practice especially assess student language in their curriculum knowledge. For these reasons, the study entitled “The use of Quizizz application in enhancing English vocabulary learning of students in grade 10 at Hung Vuong High Quality School” was conducted to examine the effectiveness of Quizizz application in enhancing English vocabulary. The researcher hoped that the implementation of Quizizz application can attract students in grade 10 at HV High Quality School to the learning of English vocabulary. 2. Previous researches 2.1 In the world Meng, C. K., Nasir, J. S. B. M., Ming, T. M., & Choo, K. A. (2019) conducted a research “A Gamified Classroom with Technical and Vocational Education and Training (TVET) Students using Quizziz”. The study had implemented a gamification web application (Quizizz) into two groups of Technical and Vocational Education and Training (TVET) students, and also observed their engagement and eventually their quiz results for Human Computer Interaction (HCI) subject for five lectures were recorded. In total, 47 students were participated in this study. The lecturer gave short lectures to 3 students beforehand and followed by giving them simple quizzes through Quizziz. With leaderboard and points as a gamification benchmark, the performance of the students was tracked for 4 class session to evaluate the effectiveness of gamified classroom. Rajendran, T., Naaim, N. A. B., & Yunus, M. M. (2019) conducted a research “Pupils’ Motivation And Perceptions Towards Learning English Using Quizvaganza”. The research design for this study was action research and the procedure was according to Kurt Lewin Model’s Intervention Cycle. Forty pupils were chosen as the target group for this study. The Quizvaganza game was conducted for three different skills from the same topic after they completed the lesson each day. The data was collected using Likert Scale questionnaires consisting of 14 items and semi-structured interview questions for 3 selected students. The results of the questionnaires and interview were shown in figures and tables. Findings of the study showed that it increased the interest of pupils in the class, and had a positive impact on pupils’ motivation. They enjoyed learning English using games and wish to have more games in the future. Pitoyo, M.D., Sumardi, & Asib, A. (2019) conducted a research ‘Gamification based assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform”. The study investigated the category of students test anxiety, students' attitudes toward Quizizz and the students' preference toward the elements of game in Quizizz. This study was a case study which the data were collected by using observation, interview, and questionnaires. The participants of this study were 14 students in an English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students' attitude toward Quizizz in reducing test anxiety also considered high (M= 3.94) and the kinds of elements of game which students preferred most were Points (M= 4.357), Test report (M= 3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M= 3.429) and Meme (M= 4 3.357). The implication of this study was Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it was a good option for teachers to use Quizizz on the exam. Akhtar, H., & Hasanati, N. (2019) conducted the research “Game-based learning: teachers’attitude and intention to use Quizizz in the learning process” .The purpose of this study was to investigate the teachers’ attitude and intention to use Quizizz as an online game-based learning platform in the learning process. This study used an action research method. Thirty-two high school teachers in Malang were selected as target groups for this study. The teachers were given training related to the use of Quizizz in the learning process. At the end of the project, they were asked to make their own test using Quizizz. The data were collected using close-ended questionnaires to determine the teachers’ attitudes and intentions to use Quizizz. The data were analyzed using descriptive analysis. Most teachers answered that the training provided was beneficial. Findings of the study also showed that teachers’ attitude towards Quizizz was positive, and they intended to use Quizizz in the learning process in the future. Intention to use Quizizz was also related to the age of the teacher. The older the teacher, the lower the intention to use Quizizz Amornchewin, R. (2018) conducted the research “The Development of SQL Language Skills in Data Definition and Data Manipulation Languages Using Exercises with Quizizz for Students' Learning Engagement” In this paper, the researcher applied the SQL (Structured Query Language) skill in data definition language (DDL) and data manipulation language (DML) exercises and engaged the student’s learning by using Quizizz on students’ Introduction to Database course. The sample consisted of 34 students who enrolled in an Introduction to Database course in semester 1 of the academic year 2017. The students applied SQL language skill exercises when working on SQL assignment statement syntax. The students' pre-tests and post-tests were assessed. Percentage, mean and standard deviation, and average score (t-test) were used to analyze the data. The result showed that the students’ scores from 5 the post-test was higher than the pre-test. There was a statistical significance at the level of 0.05. According to the result, it indicated that the students’ achievement was improved by the implementation. Chaiyo, Y., & Nokham, R. (2017) conducted a research “The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system” This paper showed the results from investigating the effect of using Kahoot, Quizizz, and Google Forms in classroom on how the students' perception of concentration, engagement, enjoyment, perceived learning, motivation, and satisfaction. The results showed that students learned something from doing the quiz via Kahoot, Quizizz and Google Forms. But, there were significant differences in the concentration, engagement, enjoyment, motivation, and satisfaction. Kahoot and Quizizz had presented a lot of positives over Google forms when used in the classroom. Arttırmak, O. D. Ö. K. B., & Samet, B. A. L. (2018) conducted a study to investigate the effectiveness of Quizizz in enhancing pre – intermediate student’s vocabulary knowledge. In this study, 60 students who studied at a University in Turkey were divided into two groups and they have been observed over a 4 week period and an achievement test was administered to both groups. The experimental group used an app called “Quizziz” during these 4 weeks and the control group went on learning vocabulary through traditional paper-based activities. Results from this observation and the test showed that the experiment group slightly outscored the control group. However, no significant difference was observed between the scores of these two groups. Permana, P., & Permatawati, I. (2020) examined the effect of using Quizizz as a formative test tool in German classrooms. This study involved a group that consisted of two classes, namely class A with 32 students and class B with 29 students. The two classes received equal treatment, namely the Quizizz application. A survey questionnaire and test were used in this study. The results showed that the application of Quizizz was effective to be used as 6 a formative test tool in learning German. In addition, students also showed a positive response to the use of Quizizz in the classroom. Zhao, F. (2019) investigated the effectiveness of Quizizz on enhancing students’ learning experiences in an accounting classroom. 130 1st-year students of the accounting class at a university in American participated in this study. After doing in-class exercises using Quizizz, students reported that this app brought positive impact on their learning experiences. Class section in which Quizizz was applied more frequently reports higher scores on the satisfaction of using this app and higher scores on the instructor’s teaching evaluation. Ju, S. Y., & Adam, Z. (2018) conducted a research “Implementing Quizizz as game based learning in the Arabic classroom”. The main purpose of this research was evaluating the effectively interesting of students for Arabic class by implement of Quizizz as a game based learning in the Arabic classroom of Sultan Idris Education University Malaysia. The researchers tested 85 students for 3 sections during Arabic course titled “Arabic skill”. The results of the questionnaire showed that the students displayed the position attitude for Quizizz as an online teaching and assessment tool during the Arabic class. 2.2 In Viet Nam Ha Anh Phuong (2019), an English teacher of Huong Can High School, Thanh Son district, Phu Tho province who was one of the global teacher in Viet Nam. She applied Quizizz for her students in learning English vocabulary. They all felt engaging by funny cartoon images corresponding to the right or wrong answers, to make players surprised and excited. She also Quizizz gave homework for students to practice more. Nguyễn Hoàng Thảo (2019) used Quizizz to make test and check homework for students in Math. In his research, he showed that Quizizz was used as a form of homework, making learning time more enjoyable. The teacher could observe the number of questions the student has completed, true or false. 7 The highlight of Quizizz was the use of funny cartoon images corresponding to the right or wrong answers, making the player surprised and excited. 3. Research purposes The study aimed to find out current situation in learning vocabulary of students in class 10A at Hung Vuong High Quality School, and then applied Quizizz application in learning English vocabulary for students. Basing on the results, gave an evaluation about the effectiveness of using Quizizz application in enhancing English vocabulary learning of students in class 10A at Hung Vuong High Quality School. 4. Research questions Towards achieving the above research purposes, the research found out the answers to the two following research questions: 1. What is the current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School? 2. How is the class 10A students’ English vocabulary learning be enhanced after using Quizizz? 5. Research methods - Theoretical research method: This method helped review the literature of vocabulary, Quizizz application, helping to know the importance of vocabulary in learning English. - Investigating method: This method was used to investigate the current situation of learning English vocabulary of students at Hung Vuong High Quality School and the effectiveness of using Quizizz application in learning English vocabulary. - Experimental method: This method was employed to apply Quizizz application in learning English vocabulary for students at Hung Vuong High Quality School. - Mathematical statistical method: It was used to calculate the data collected from survey questionnaires to get the final results. 8 6. Significance of the research This study was very important for a lot of reasons. Firstly, the result of this research was expected to give some contributions for the improvement of the English language learning at high schools in general and at Hung Vuong High Quality School in particular. Secondly, this study also provided teachers a new educational tool beside traditional methods in teaching to make the students interested in the subject. Thirdly, the application of Quizizz in learning English vocabulary would bring students a new learning experience as they could learn and play at the same time rather than memorize long lists of words. It made their learning English vocabulary process easier, more interesting, and effective. Finally, it enabled other researcher to get reference about the implementation of applying Quizizz in enhancing English vocabulary. 7. Research scope With the development of technology, many online games were appeared to support learning, especially for language learning. In this study, only Quizizz was applied to enhance English vocabulary learning of students because Quizizz had a full library of ready – made quizzes, I could choose and edit for my purposes. In addition, with the first teaching internship at Hung Vuong High Quality School, I was assigned to teach English at class 10A. I realized that student’s vocabulary was at a low level. Besides, due to time constraint, I only focused on small context of grade 10 students at hung Vuong High Quality High School. The author would choose class 10A which included 40 students to carry out the study. 8. Research design This study consisted of 3 parts: PART A: INTRODUCTION This chapter presented the overview of thesis including the rationale for the research, research purpose, research question, research methods, significance of the research, and scope of the study. 9 PART B: CONTENT CHAPTER 1: LITERATURE REVIEW This chapter provided the theoretical background of the study consisting of some basic knowledge of English vocabulary, English vocabulary learning, game online, and Quizizz application. CHAPTER 2: METHODOLOGY In this chapter, the researcher mentioned research setting, the participants, instruments used, and description about the steps to carry out the research. CHAPTER 3: EXPERIMENT Chapter 3 presented the current situation of learning English vocabulary of students in class 10A at Hung Vuong High Quality School and then carried out the experiment. CHAPTER 4: RESULTS AND DISCUSSION This chapter gave the results and some major findings after the experiment. PART C: CONCLUSION This chapter presented summary of the study, limitations of the study, and suggestions for further studies. 10 PART B: CONTENT CHAPTER 1: LITERATURE REVIEW 1.1 Vocabulary 1.1.1 Definition of Vocabulary Neuman & Dwyer (2009) cited vocabulary as “words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)”. Alqahtani (2015) also highlighted that vocabulary is the total number of words that are needed to communicate ideas and express the speakers' meaning. Linse (2005) stated that vocabulary is the collection of words that an individual knew. Neuman and Drawyer as cited in Bintz (2011, p. 44) said that vocabulary could be defined as the words someone must know to communicate effectively: words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). According to Lehr, Osborn, & Hiebert (2004) stated that vocabulary referred to the kind of words that students had to know to read increasingly demanding text with comprehension. Words that were considered appropriate were words that were comprehensible by learners and were coherent to their proficiency level (Allen, Namara, & Crossley, 2012). In the case of vocabulary acquisition, the input needed to convey meanings and be comprehensible so that learners were able to attach form to meaning (Ismail, Zaid, Mohamed & Rouyan, 2017). While, Nguyen Ba Ngoc and Nguyen Bang (2011) claimed that vocabulary of a language were all its words, compounds and idioms used to convey and received information in oral and written communication. According to Cambridge Advanced Learner’s Dictionary Online, vocabulary was defined as: - All the words that a person knows or uses, - All the words in a particular language, - The words that people use when they are talking about a particular subject and