NGHIÊN CỨU THIẾT KẾ CÁC BÀI HỌC TỪ VỰNG DỰA TRÊN ỨNG DỤNG WEB QUIZLET VÀ EDMODO

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An experiment on designing the vocabulary learning lessons and practices using Quizlet and Edmodo was done and applied to students to improve the effectiveness of voc[r] (1)BLENDING QUIZLET AND EDMODO FOR DESIGNING ENGLISH VOCABULARY PRACTICES: AN EXPERIMENTAL STUDY Tran Minh Thanh1*, Nguyen Thi Bich Ngoc2, Nguyen Thuy Linh1 1TNU - University of Information and Communication Technology 2 TNU -School of Foreign Languages SUMMARY In ESL learning, successful English vocabulary learning is a vital part of acquiring English However, the current teaching and learning English vocabulary in University of Information and Communication Technology gained little success due to the traditional face-to-face instruction model and some limitations related to large class size, time constraints, students’ demotivation and ability In this experimental study, we presents meticulously the process to design the vocabulary lessons on Quizlet and vocabulary reading practices on Edmodo website, and then experiment these vocabulary learning activities on the experimental group The result collected from pre-test and post-test reveals that there is a significant improvement in vocabulary knowledge in experimental group in comparison with the control one This study is a useful source of reference for those keen on applying ICT for vocabulary teaching and learning in particular and in English education in general Keyword: Quizlet, Edmodo, vocabulary learning, experimental research, English vocabulary INTRODUCTION * Most linguists, language teachers and learners are aware that vocabulary is the vital component of learning a new language Vocabulary is like bricks used to build up a building One cannot learn a language without learning vocabulary Therefore, teaching and learning vocabulary has been the central part of language education In the University of Information and Communication Technology (ICTU), though much effort has been made by English teachers and students to enhance the effectiveness of English vocabulary teaching and learning, the progress is rather limited According to statistics declared by Division of Testing and Educational Quality Assurance, a vast number of students (up to 46%) get mark D or F for the final English exams [1] This poor learning outcome is due to a number of reasons which are both objective and subjective Objectively, the average number of students in each English class is 40 students which are really big for an English class, and the students themselves possess quite diverse levels of English proficiency As a result, teachers with the limited in-class time generally cannot take *Tel: 0979.046.855; Email: tmthanh@ictu.edu.vn (2)for educational change and reform [2] Quizlet is an interactive mobile and web-based study application that allows students to study vocabulary via learning tools and games It trains students via flashcards and various games and tests It is particularly suitable for designing vocabulary learning activity Edmodo is an educational technology company offering a communication, collaboration, and coaching platform to K-12 schools and teachers The Edmodo network enables teachers to share content, distribute quizzes, assignments, and manage communication with students, colleagues, and parents Edmodo is very teacher-centric in their design and philosophy: students and parents can only join Edmodo if invited to so by a teacher Teachers and students spend large amounts of time on the platform, both in and out of the classroom Inspired by the solution and realizing that the above two technological tools can be a answer to the current problem facing teachers and students, the ideas to blend the websites were outlined An experiment on designing the vocabulary learning lessons and practices using Quizlet and Edmodo was done and applied to students to improve the effectiveness of vocabulary learning in particular and English education in general LITERATURE REVIEW Vocabulary learning has been a great challenge for both teachers and students because there hasn’t been enough focus on vocabulary instruction in ESL class and many teachers employed a traditional approach to teach vocabulary However, with the growing number of interactive learning tools, there has been a breakthrough in vocabulary learning process and students have become active participants of this process Experience has shown that integrating these tools into vocabulary instruction has not only given learners the greatest opportunity to learn vocabulary better but also contributed considerably to their autonomy Quizlet is one of those interactive tools that is quite feasible to implement in class and greatly assists students in their journey of vocabulary acquisition Quizlet (quizlet.com) is a website that allows learners to create and use online flashcards to learn vocabulary Quizlet can be used on both computers and mobile phones Thus, students will be more flexible and active in learning and reviewing new vocabulary Recognizing the relevance and convenience, many scholars and practitioners of language teaching around the world used Quizlet to teach vocabulary to students Sevgi Şahin [3], Gilbert Dizon [4], Christine Bauer-Ramazani [5], and Henry Foster [6] These studies have all pointed out Quizlet is greatly beneficial to students to improve their vocabulary as well as their autonomy in learning In Vietnam, although Quizlet has been used by many people to teach language, but the number of users is limited [7] In particular, the research on the effectiveness of using combination of Quizlet and Edmodo applications is not available At ICTU, An D.T.H [8] has conducted a project to pilot and implement an integrated website for teaching and learning English However, the website is restricted to level A2 and has not yet deeply supported for students to study vocabulary Moreover, the cost for renting a server is somehow expensive METHODOLOGY Research questions (3)Participants The subject of the study is two groups of students in two different classes of 40 students each: control group and experimental group Each group had 20 selected students who had completed three prerequisite English courses (English 1, English and English 3), and now doing the course in English They all are between A2 and B1 level of English language proficiency (CEFR) The researcher is the instructor of both classes Data collection instrument To collect the data, the author used vocabulary pre-test and post-test which are adapted from the APTIS Vocabulary and Grammar Test The adapted test consists of a total of 20 target words divided into 04 sections following three formats: word usage, word matching, and word pair or word combination The words’ levels were checked on http://www.vocabulary.englishprofile.org to achieve the validity of the test out of 20 target words are at A2 level, and the rest are at B1 level The first versions of both pre-test and post-test were converted to Web format and piloted on two other small groups of 20 students each at the same level in order to refine them Based on students’ comment, changes were made in the wording of several items Cronbach’s alpha for each a priori construct in both groups was 76 above, suggesting that the reliability of the instrument was satisfactory The pre-test then was launched to both groups The followed experiment underwent two main activities Activity 1: Designing vocabulary lessons on Quizlet This activity has three steps: + Step 1: Making target wordlists To be aligned with the syllabus and achieve the aim of the study, the author selected five popular topics in the coursebook English Unlimited B1 namely Sports and Exercises, Shopping, Weather, Tourism and Feelings respectively The author then selected the target words to make a full list The levels of the selected words for each topic were checked on vocabulary.englishprofile.org ranging from A2 to B1 according to CEFR before uploading to Quizlet Each complete wordlist was made up of 50 English words + Step 2: Uploading the wordlists to Quizlet After the five wordlists were made, the author uploaded them to Quizlet This consists of several sub-activities including providing Vietnamese meaning and selecting the presenting images or photos the words which can be visualized + Step 3: Distributing links of wordlists to students The final step in this activity was to distribute all five links to students in the experimental group The teacher guided students how to use each vocabulary learning activity on Quizlet, such as using flashcard, writing, spelling, pronouncing and playing games Noticed that these links should be fully distributed to students because some of active students even learned the new vocabulary outside the class before the official in-class lesson took place Activity 2: Designing vocabulary reading practices on Edmodo Corresponding to five vocabulary wordlists, the reading practices with linguistic input based on these topics were designed on Edmodo This activity also has three steps + Step 1: Selecting the reading practices and format types of questions (4)but still remained challenging to students The questions designed around the reading texts follow some types of formats, such as true – false, gap-filling, matching, multiple choice, and open-ended questions In total, 30 reading practices with 432 questions had been completed Step 2: Uploading the reading practices to Edmodo After the reading practices had been completed, they were uploaded to Edmodo Technically, in this step the selection of question types on Edmodo was the same as the design on the readily-prepared reading practices Step 3: Assigning the reading practices for students In contrast with the distribution of all vocabulary links, the assignment of reading practices was made after the students had studied the English lessons After every lesson, the teacher assigned three reading practices of the same topics for students to them at home as the homework The end result of the reading practices on Edmodo was calculated as one progress test This assessment criterion is of importance because it created the extrinsic motivation for students to learn seriously Data collection procedure The pre-test was launched to both English classes at the beginning of the semester The results were collected and analyzed to form control group and experimental group with equal scores After finishing the course and the experimental period, the post-test was launched to both control group and experimental group Finally, the results of the both tests were analyzed and compared FINDINGS The results of the Pre-test The pre-test was administered to both two classes of students (40 students in each) Then, to make samples, students with similar scores were taken out of to form an experimental and a control group The specific pre-test results of both groups after sampling were the following Table Students’ pre-test scores The percentage (%) of students with pre-test scores of Scores Grp 7.0 – 7.5 6.0 – 6.5 5.0 – 5.5 4.0 – 4.5  4.0 Con 0 12 88 Exp 0 13 87 It can be seen from Table that the percentages of students with similar scores is quite the same in both groups The pre-test results also shown that the majority of students (up to 88%) did not get high scores below out of 10 in their pre-tests Even only 12% of them got 4.0 or 4.5, and none of them got or above From analysis of the test data, the 12% of students who got 4.0 or 4.5 had correct answers for A2 vocabulary quizzes This result revealed that students’ vocabulary knowledge was not very satisfactory, and this can be an obstacle to their performance in classroom in general The results of the Post-test By the end of the semester, the post-test was administered to both groups The data driven from post-test were presented below Table 2: Students’ post-test scores The percentage (%) of students with post-test scores of Scores Grp ≥ 8.0 7.0 – 7.5 6.0 – 6.5 5.0 – 5.5 4.0 – 4.5  4.0 Con 28 24 20 20 Exp 20 24 44 12 0 (5)of traditional in-class instruction Also, the number of student who got the scores of 6.0 – 6.5 and 7.0 – 7.5 had increased sharply to 44% for the former and 24% for the later Noticeably, in experimental group there appeared 20% of students achieving the scores of or above whereas there were no ones in control group getting 8.0 points or above The percentage of students who got the scores of 6.0 – 6.5 and 7.0 – 7.5 in control group was 28% and 8%, respectively In short, the study had clearly shown the effectiveness of designing the vocabulary practices using Quizlet and Edmodo in improving the students’ vocabulary knowledge CONCLUSION Methods to teaching and learning English vocabulary have been changing over the time Research have proved the application of ICT in English vocabulary learning in particular and in English education in general to be effective In this study, the application of Quizlet and Edmodo in teaching and learning English vocabulary proved to be an effective and practical model for teachers of English to apply in their similar setting The study was limited at assessing the increase in students’ vocabulary knowledge (meaning, usage and collocation), it could explore the other aspects of using the websites to the learners’ autonomy, the development of ICT skills, challenges, and attitudes towards using ICT to learn vocabulary In conclusion, the study have presented meticulously the process to design the vocabulary lessons on Quizlet and vocabulary reading practices on Edmodo website, and then experiment these vocabulary learning activities on the experimental group This is a useful source of reference to teachers or researchers of similar context Acknowledgements The article is the scientific product of the basis-level project entitled “A study on designing vocabulary lessons on Quizlet and Edmodo” coded T2018-07-07 financially supported by TNU-University of Information and Communication Technology REFERENCES 1 Division of Testing and Educational Quality Assurance – ICTU (2017), Summary report on academic results of academic year 2016 – 2017, an internal used document 2 Fu J S (2013), “ICT in Education: A Critical Literature Review and Its Implications” International Journal of Education and Development using Information and Communication Technology (IJEDICT), 9(1), pp 112-125 3 Sevgi Şahin (2017), An innovative technique of teaching vocabulary: Quizlet, Retrieved from: http://www.slovakedu.com/products/an-innovative -technique-of-teaching-vocabulary-quizlet/ Gilbert Dizon (2016), “Action Research: Using Quizlet for Mobile Vocabulary Learning and Retention”, Proceedings of TESOL 2015 International Convention and English Language Expo, Metro Toronto Convention Centre, 26 – 28 March 2015 5 Christine Bauer-Ramazani (2015), “Research-Oriented Presentation: Action Research: Using Quizlet for Mobile Vocabulary Learning and Retention”, Recorded Presentation, 49th TESOL Convention and Exhibition, Toronto, Canada, March 26-29 (6)TÓM TẮT NGHIÊN CỨU THIẾT KẾ CÁC BÀI HỌC TỪ VỰNG DỰA TRÊN ỨNG DỤNG WEB QUIZLET VÀ EDMODO Trần Minh Thành1*, Nguyễn Thị Bích Ngọc2, Nguyễn Thùy Linh1 1Trường Đại học Công nghệ Thông tin Truyền thông – ĐH Thái Nguyên 2Khoa Ngoại ngữ - ĐH Thái Nguyên Trong việc học tập tiếng Anh ngôn ngữ thứ 2, học từ vựng tiếng Anh thành công phần thiết yếu để thụ đắc tiếng Anh Tuy nhiên, trường Đại học Công nghệ Thông tin Truyền thông, việc dạy học từ vựng tiếng Anh đạt thành cơng mơ hình học tập trực tiếp (face-to-face) truyền thống số hạn chế liên quan tới số lượng sinh viên lớp học lớn, áp lực hạn chế thời gian, hứng học lực sinh viên Trong nghiên cứu này, chúng tơi hướng dẫn cách tỷ mỷ q trình thiết kế học từ vựng luyện tập từ vựng 02 ứng dụng web Quizlet Edmodo, thực nghiệm hoạt động học từ vựng nhóm thực nghiệm Kết nghiên cứu thu thu thập từ pre-test post-test sinh viên nhóm thực nghiệm có tiến đáng kể việc học từ vựng tiếng Anh so với sinh viên khơng thuộc nhóm thực nghiệm Nghiên cứu nguồn tham khảo hữu ích cho người đam mê giảng dạy học tập từ vựng tiếng Anh nói riêng đào tạo tiếng Anh nói chung Từ khóa: Quizlet, Edmodo, học từ vựng, nghiên cứu thực nghiệm, từ vựng tiếng Anh Ngày nhận bài: 22/8/2018; Ngày phản biện: 17/9/2018; Ngày duyệt đăng: 28/9/2018
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Xem thêm: NGHIÊN CỨU THIẾT KẾ CÁC BÀI HỌC TỪ VỰNG DỰA TRÊN ỨNG DỤNG WEB QUIZLET VÀ EDMODO, NGHIÊN CỨU THIẾT KẾ CÁC BÀI HỌC TỪ VỰNG DỰA TRÊN ỨNG DỤNG WEB QUIZLET VÀ EDMODO