INTRODUCTION
THE AIMS OF THE STUDY
The study aimed to enhance high school students' vocabulary through the use of Duolingo, making the learning process engaging and dynamic It focused on assessing the effectiveness and enjoyment of Duolingo as a tool for practicing English vocabulary, ultimately seeking to determine its impact on students' language acquisition.
SCOPE OF THE STUDY
This study exclusively examines vocabulary mastery, emphasizing the use of the Duolingo web platform as an effective tool for teaching vocabulary to 10th graders in high school.
METHODS OF THE STUDY
This study aims to provide effective solutions for utilizing the web-based tool Duolingo in 10th-grade classrooms A survey was administered to students following the treatment period, employing a quasi-experimental method to gather data The research involved 84 randomly selected students from two classes at a high school, all of whom had a minimum of four to five years of English learning experience and shared similar educational and language backgrounds Class 10C2 served as the treatment group, while class 10C3 acted as the control group Participants completed a general test, along with pre-test and post-test assessments, and their results were analyzed for the study.
CONTENTS
THEORETICAL BACKGROUND
Vocabulary is essential for language acquisition, especially in learning English, as it underpins speaking, reading, writing, and comprehension skills A limited vocabulary can hinder language learners' ability to effectively communicate and understand the language Various scholars have offered differing definitions of vocabulary, highlighting its significance in the learning process.
Vocabulary is essential for language proficiency, significantly impacting learners' speaking, listening, reading, and writing skills An extensive vocabulary, along with effective strategies for acquiring new words, is crucial Engaging with various language learning opportunities, such as listening to the radio, interacting with native speakers, utilizing the language in diverse contexts, reading, and watching television, enhances vocabulary development.
Mastering vocabulary is essential for students to enhance their speaking, listening, and writing skills in a new language Nunan (1991) highlights that vocabulary acquisition is often neglected in classroom settings, despite being one of the simplest aspects of language learning This lack of focus from teachers in junior and senior high schools hampers students' ability to understand the language effectively, as a strong vocabulary foundation is crucial for all language skills For instance, students struggle to comprehend reading materials when they are unfamiliar with the words, and limited vocabulary hinders effective communication in speaking Ultimately, learning a new language is challenging without a solid grasp of vocabulary, making it the cornerstone of language mastery.
2.1.1.2 The Importance of Learning vocabulary
Understanding the importance of vocabulary is crucial for mastering a target language, as it not only involves learning words and phrases but also applying them in context Effective language learning encompasses both oral and written skills, emphasizing the need for vocabulary to be taught within relevant discourse, such as themes like games To achieve optimal learning outcomes, educators must provide students with specialized vocabulary related to specific fields of study, as each discipline has its own unique terminology Continuous vocabulary enrichment is essential and can be achieved through focused learning in various areas.
Mastering vocabulary is crucial for language comprehension, enabling students to communicate effectively both verbally and orally To meet students' needs, teachers must ensure that the teaching-learning process includes adequate components for vocabulary mastery Consequently, focusing on words relevant to students' specific areas of interest—such as nouns, verbs, adjectives, and adverbs—can enhance their learning experience.
2.1.1.3 The component of effective vocabulary teaching
To be affective, a programme of teaching vocabulary should provide students with opportunities for word learning by:
Reading extensively is crucial for students to enhance their vocabulary, as they learn new words through text encounters According to the Tesas Education Agency (2002), the most effective way for teachers to boost vocabulary knowledge is to encourage increased reading Herman (1987) highlights that avid readers often develop extensive vocabularies without explicit vocabulary instruction Additionally, research indicates that while the likelihood of learning a specific word from context may be low, the cumulative benefits of vocabulary acquisition through reading can be significant.
Teachers play a crucial role in helping students develop effective reading strategies, enabling them to tackle more challenging texts with less frustration By teaching comprehension strategies, educators can motivate students to engage in more reading However, according to the Texas Education Agency (2002), wide reading has its limitations; it may not be suitable for very young students who cannot read independently and is not the most effective approach for teaching specific vocabulary needed for mastering particular texts or concepts in specific subject areas.
Word consciousness refers to an individual's interest and awareness of words, encompassing an understanding of word structure, parts, and order According to Grave & Juel (2000), it involves both knowledge of and curiosity about words Students who are word conscious enjoy learning new vocabulary and participating in word play, demonstrating a rich vocabulary and an appreciation for the nuances of word meanings and their impact.
Promoting word consciousness in students can enhance their understanding of the distinctions between Standard English and non-standard varieties without creating stigma According to Shirley Brice Heath (1983), classrooms where students act as “language detectives” to explore diverse speech patterns across various groups and contexts contribute significantly to their academic success Therefore, it is essential to seize opportunities that foster students' interest in words, encouraging them to engage with language playfully and to recognize the connections between words and concepts in different contexts.
Providing explicit instruction of specific words
While students primarily expand their vocabulary through extensive reading, direct instruction of particular words and their meanings plays a crucial role in vocabulary enhancement This explicit teaching is especially beneficial for students with limited exposure to literary English vocabulary.
2002) To be the most effective, explicit vocabulary instruction should be dynamic and involve a variety of techniques.
Students frequently require direct guidance on effectively utilizing dictionary entries to transform that information into practical knowledge They may find themselves perplexed by multiple meanings of a single word or struggle with comprehending the definitions provided The Texas Education Agency emphasizes the importance of clear instruction in this area.
(2002) suggested the ways how to resolve that problems:
* Use background knowledge about the content in the text
* Have the sense of the gramatical use in the text
* Read and understand more to each definition of the words.
Providing modeling and instruction in independent word - learning strategies
Teachers can effectively model and teach various techniques that empower students to independently decipher the meanings of unfamiliar words Since students often learn new vocabulary incidentally through extensive reading, it is crucial to equip them with a range of word-learning strategies to enhance their vocabulary development.
Teaching students to utilize information about word parts is an effective independent word-learning strategy that can significantly enhance vocabulary growth However, many students are unaware of this approach, and even those familiar with breaking words into parts during decoding may not recognize its application for understanding word meanings By modeling this strategy, teachers can clearly demonstrate its importance and benefits to students.
2.1.1.4 The problems of learning vocabulary
There are several strong reasons why mastering vocabulary can be important components of language course which needs to be carefully planned Muhibbin Shyah
(2005) classifies two factors that make learners facing problem in learning vocabulary. They are: individual factors and social factors.
Individual factors influencing learners include motivation, growth, attitude, and aptitude, while social factors encompass the support from families, teachers, and the surrounding environment and facilities.
Students often encounter significant challenges in mastering vocabulary when learning English as a target language A primary issue is their limited vocabulary, which hinders their ability to comprehend both written and spoken material Additionally, confusion arises in word usage, often stemming from a lack of understanding of the functions of the words they do know This insufficient vocabulary can impede their overall mastery of English skills.
PRACTICAL BACKGROUND
The study was conducted at a high school in Nghe An province, established in 1965, with approximately 1,200 students who begin 10th grade after a low-scoring entrance examination English is a mandatory subject; however, students demonstrate a low and mixed level of proficiency, primarily due to their backgrounds in poor rural families with limited exposure to native English speakers The school comprises 30 classes, each with over 40 students, spanning grades 10 to 12, where a three-year curriculum includes five periods per unit focusing on reading, speaking, listening, writing, and language While many students excel in grammar, they struggle with vocabulary, listening, and speaking, often viewing language learning as merely memorizing grammatical rules and irregular verbs The 45-minute class time allocated for listening skills proves insufficient, presenting significant challenges for both teachers and students to meet lesson objectives Consequently, teachers must be flexible and creative in designing engaging activities to enhance students' practical language use.
The school employs 83 young teachers, many of whom are pursuing a Master's degree Among the English teaching staff, there are 6 females and 1 male, with one teacher holding a Master of Education qualification These educators are dedicated to implementing effective teaching methods to enhance the quality of English learning at the school.
The teaching material is currently used for learners in this study is the English textbook
The Ministry of Education has published a comprehensive 16-unit English textbook for grade 10, designed for two semesters with 105 periods each The textbook is organized around engaging themes such as School Talks, People’s Background, Special Education, Technology, and more Each unit comprises five key components: Reading, Speaking, Listening, Writing, and Language Focus, which includes Pronunciation and Grammar These components are systematically introduced within a single period and are closely aligned with the unit's topic, ensuring a cohesive learning experience.
To enhance vocabulary acquisition, students should engage in group, pair, and individual activities that foster their communication skills Integrating these collaborative methods with various learning techniques is essential for a comprehensive development of foundational skills However, it is crucial to adapt these approaches to effectively motivate students in their learning journey.
Also, there are many problems and difficulties from the teachers and students and some unappropriate things from the textbook “Tieng Anh 10” that need to be taken into consideration.
A survey conducted at my high school reveals that while all teachers possess a basic understanding of Communicative Language Teaching (CLT), misconceptions hinder their effectiveness in the classroom Four out of seven teachers believe that CLT does not prioritize learners as the focal point of instruction, and half feel it fails to foster an engaging language-learning environment This misunderstanding results in limited opportunities for students to actively practice English, as many teachers still rely on traditional vocabulary teaching methods and simple instructional aids Additionally, their explanations often lack clarity and motivation, with a noticeable scarcity of visual aids in lessons To enhance vocabulary learning, it is essential for teachers to adopt engaging teaching strategies that capture students' attention and stimulate interest Ultimately, the effectiveness of vocabulary acquisition is significantly influenced by the appropriateness of teaching methods, necessitating a variety of instructional styles tailored to accommodate diverse student learning preferences and interests.
The students’ difficulties are categorized into low English proficiency; mixed- able- level; lack of motivation; overuse of Vietnamese.
A recent survey revealed that students' low proficiency in English is the primary barrier to their engagement in reading, listening, and speaking lessons Despite seven years of English education, students reported limited vocabulary, insufficient background knowledge, and difficulty expressing their ideas A significant factor diminishing their interest and motivation was the overwhelming amount of vocabulary, with 92% of respondents struggling to comprehend listening passages or articulate their thoughts in speaking lessons They noted that the limited vocabulary presented—only 8 to 10 words—was inadequate for understanding longer texts, leading to frustration and disengagement Consequently, students lack the necessary words and phrases to express themselves, resulting in a growing disinterest in learning English, particularly in expanding their vocabulary.
The success of stimulating activities in English listening lessons hinges on effective teacher organization and student participation However, mixed-ability groups pose significant challenges, as stronger students tend to engage actively and express their ideas confidently, while weaker students struggle to contribute This disparity hinders vocabulary acquisition and overall learning success Therefore, it is crucial for teachers to recognize these challenges and implement strategies to support all students in overcoming their limitations.
Motivation is essential for effective English listening skills, as students are more likely to engage in activities and study diligently when they find them enjoyable A lack of confidence stemming from low English proficiency often leads students to disengage, even when they recognize the importance of vocabulary learning Many students lose interest in lessons due to lengthy and complex passages, demonstrating a negative attitude towards listening skills Weaker students tend to shy away from participation in games and group activities, becoming silent and reluctant to share their ideas Without appropriate teaching methods to foster motivation, these students miss valuable opportunities to practice and express themselves in English.
Many students rely on Vietnamese during activities due to their limited English proficiency, often expressing frustration about their inability to articulate ideas despite understanding the topics This challenge stems from inadequate vocabulary and background knowledge, leading them to use their mother tongue in English lessons Additionally, the habit is reinforced by teachers who often conduct lessons in Vietnamese, hindering students' ability to think in English and impeding their listening skills Consequently, even those who can express themselves in English may struggle to do so effectively.
Quasi-experimental designs establish a comparison group that closely resembles the treatment group in baseline characteristics, allowing researchers to infer causal effects of the intervention by comparing outcomes In this study, propensity score matching will serve as the comparison method When presenting results from a quasi-experimental evaluation, it is crucial to detail the specific methodology and data collection processes, as the effectiveness of these designs hinges on the quality of the collected data Additionally, providing assurance of data quality and discussing the validity of the underlying assumptions is essential for robust findings.
In order to gain the valid data, some instruments were used They are explained as follow.
The general test is used to measure students' proficiency level in English
To ensure the study is conducted on groups with similar proficiency levels, a test based on Vietnam's six-level Language Proficiency Framework was administered This assessment evaluates four key skills: reading, writing, speaking, and listening, with a total score of 100 Both the control and treatment groups participated in the test, and the results were subsequently collected and analyzed.
Pre-test and Post-test
To evaluate the impact of the study on students' performance, both selected groups underwent pre-tests and post-tests aligned with the B1 level of the Common European Framework of Reference (CEFR) These tests, derived from Cambridge English First Certificate (FCE) materials, assess students' ability to understand spoken content related to everyday life Each test consists of 40 questions divided into four sections, including 10 multiple-choice, 20 gap-filling, and 10 word-form questions, with a total duration of 45 minutes The use of answer sheets simplifies the grading process, ensuring efficient assessment of students' English proficiency.
A questionnaire focused on emotion, behavior, and cognition was administered to explore learners' attitudes toward vocabulary use in their learning process and identify improvement strategies To ensure accurate responses, a Vietnamese version of the questionnaire was provided It aimed to assess participants' English listening and viewing habits during their free time, which was crucial for addressing the research questions.
Analysis of the General Test
To ensure the validity of the research, a preliminary test was administered to assess the participants' proficiency levels This test, based on the Common European Framework of Reference for Languages (CEFR), evaluated four key skills, with each skill having a maximum score of 100.
Table 3.1 The Scores of the Control and Treatment Group in the General Test
No Control Treatment No Control Treatment
The test was conducted simultaneously for both the control and experimental groups, with their scores detailed in Table 3.1 The results indicate a highest score of 82 out of 100 and a lowest score of 42.
Table 3.2 A Comparison of Scores between Control and Treatment Group
CONCLUSION
SUGGESTION
Duolingo serves as an effective tool for teaching vocabulary to beginner-level students, garnering positive responses due to its engaging and easy-to-understand format It provides equal opportunities for all learners to practice, effectively reducing boredom and fostering new ideas in the learning process.
Based on the findings from Pre-Experimental research, the study offers valuable recommendations for students, teachers, and researchers interested in utilizing Duolingo to enhance vocabulary mastery The suggestions aim to optimize the application of Duolingo, making it a beneficial tool for language learning.
To enhance the learning experience, educators should incorporate suitable media into their teaching methods In addition to traditional textbooks, utilizing audiovisual tools like Duolingo can significantly benefit students This platform aids in vocabulary acquisition, improves comprehension of the material, and reinforces vocabulary retention effectively.
Duolingo enhances students' ability to learn new vocabulary while also teaching them how to effectively use these words in everyday situations.
This research serves as a valuable reference for scholars focusing on vocabulary teaching methods Duolingo can be utilized not only for self-directed learning but also in classroom settings and other language learning activities Prior to implementing these strategies, it is essential to assess the students' environment to enhance their learning experience Future studies can build on these findings, potentially exploring the impact of Duolingo on specific aspects of the learning process, such as listening skills and learner motivation.
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APPENDIX 1A: GENERAL TEST(90 minutes) PAPER 1: READING AND WRITING (60 minutes)
For each question, choose the correct answer.
A The bicycle that’s for sale was built for a child
B Some parts of the bicycle must be changed
C Debbi is selling the bike because she is too big for it now
A Tim thinks Ben should look on the concert website.
B Tim hopes that Ben will be able to come with him.
C Tim wants to know if Ben can pay him back today.
A You get into the park by going this way
B It is more expensive to go here alone.
C You will have fun if you come with friends.
A Emma knows that Lyne can’ t be at the party when it starts.
B Emma wants to go to the party a bit later than Lyne.
C Emma wants to go out with Lyne.
A The ice cream shop is open for only 2 hours.
B Two ice cream will cost the same as one.
C You can get free ice creams all afternoon.
Read the information about William Perkin For each question, choose the correct answer.
Complete the second sentence so that it has the same meaning as the first one.
1 I am really happy to take you to the airport in my car
2 Would you like to join our local drama group?
3 The last time I saw him was in 2001.
William Perkin, born in London in 1838, developed a passion for chemistry at a young age, alongside hobbies like model making and photography By the age of 15, he pursued his interest in chemistry by enrolling in college to study the subject.
During his time working on a medicine from coal, William stumbled upon an inexpensive method to produce the color purple, which was previously costly for clothing production Recognizing a business opportunity, he collaborated with his father and brother to establish his own factory dedicated to manufacturing this new color The purple dye quickly gained popularity, leading to a surge in demand for purple clothing across England and beyond.
1 I don’ t have any money now, so I can’ t lend you any.
2 They don’ t live in London anymore.
You want to go swimming on Saturday with your English friend, Toni Write an email to Toni (25 words or more).
ask Toni to go swimming with you on Saturday
say where you want to go swimming
say how you will travel there
PAPER 2 LISTENING (approximately 30 minutes, including 8 minutes transfer time)
You will hear five short conversations, each one twice There is one question for each conversation For questions 1-5, choose the correct answer.
1 Where will Claire meet Alex
2 What time should the man telephone again?
3 When are they going to have the party?
4 What was the weather like on the picnic?
5 How much are the shorts?
You will hear Robert talking to his friend, Laura, about a trip to Dublin. For each question, choose the correct answer.
6 Who has already decided to go with Robert?
A family members B colleague C tennis partners
8 Laura must remember to take
9 Why does Laura like Dublin?
10 Robert’s excited about the trip to Dublin because
A he can’t wait to go to the music festival.
B he loves the food there
C he wants to go to a new art exhibition.
Choose one of the familiar topics to talk:
* Introduce yourself * Family * School * Music * Sport EXAMPLE:
- Tell me about your family
- How many people are there in your family?
- How many brothers and sisters do you have?
- Can you tell me about your parents?
- Which secondary school did you go to?
- What ‘s the name of your high school?
- What subjects do you like best?
- Can you tell me about the tests and examinations at your school?
- What kind of music do you like?
- Why do you like it?
- When do you listen to it?
- What kind of sport do you like best?
APPENDIX 1B: KEYS OF THE GENERAL– TEST PAPER 1: READING AND WRITING (50 points)
1 I don’ t mind taking you to the airport in my car
2 Are you interested in joining our local drama group?
4 If I had money, I could lend you some.
5 They used to live in London.
Are you free at this weekend? I would like to invite you to go swimming with me on Saturday And I think it would be nice to have you, Tony.
We will go to Sunflowers swimming pool It’s not far from my house, so we can walk there We will meet at 5p.m in front of my house
I look forward to see you soon I hope we will have a fun and refreshing afternoon together!
Topic: Students can choose one of the familiar topics to talk:
* Introduce yourself * Family * School * Music * Sport REQUIREMENT AND KEY:
- Content: 10 points - Ways of expressing: 7 points
14 (a/ an/ the) musical (show/ play)
11 radio 12 (news)paper(s) 13 jackets 14 people 15 business
I For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap
Why we need to play
Humans are unique in their capacity for enjoyment, dedicating significant time to fun and leisure throughout their lives While many animals, including birds, engage in play, no other species embraces the pursuit of enjoyment as thoroughly as humans do, carrying this sense of fun into adulthood.
Humans dedicate significant time to play due to the availability of leisure, unlike animals that primarily focus on survival activities such as sleeping and foraging for food.
So, is play just an opportunity for us to (3)….in enjoyable activities or does it have a more important (4)… ?
Scientists emphasize that play is not just enjoyable; it plays a crucial role in our physical, intellectual, and social development Engaging in play prepares us for future experiences, allowing us to simulate responses to unexpected or potentially dangerous situations with minimal risk.
II For questions 9-16, read the text below Use the word given in brackets to form a word that fits in the gap.
Tea is a highly popular beverage, consumed by millions around the world In England, tea consumption is estimated to exceed 165 million cups daily Interestingly, this beloved drink was virtually unknown in England until approximately 400 years ago, marking a significant shift in beverage preferences.
…….to tea in England comes in a diary written in 1660 However, its (popular) (11)
… really took off after the (marry) (12)…….of King Charles II to Catherine of
Braganza It was her great love of tea that made it (fashion) (13)….
Tea has long been regarded as beneficial for its ability to uplift spirits and alleviate minor ailments Some historians even argue that tea significantly contributed to the Industrial Revolution by enhancing workers' productivity The caffeine in tea provided laborers with increased energy, enabling them to work longer hours in factories.
APPENDIX 2B: KEYS OF THE PRE – TEST
I For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap
II For questions 9-16, read the text below Use the word given in brackets to form a word that fits in the gap.
I For questions 1-8, read the text below and decide which answer (A, B, C or D) best fits each gap
Living in a foreign country, I quickly observed that conversations with locals followed a predictable pattern, often featuring standard responses to common questions Most inquiries elicited minimal engagement, resembling a dance where both partners skillfully avoid stepping on each other's toes.
The question "When are you going home?" often left me pondering my life’s direction Over the past decade, I’ve lived in twelve different countries and traveled through many more, typically driven by a purpose or to visit someone, and occasionally to explore popular attractions.
This kind of travel is not (7)… wandering, but is the extensive exploration of a wide
(8) of cultures However, it doesn’ t allow you to put down roots At the back of your mind, though, is the idea of home.
II For questions 9-16, read the text below Use the word given in brackets to form a word that fits in the gap.
Ellte competitors like the Jamaican Boit have regularly been clocked running at nearly
Recent studies indicate that humans may be capable of speeds exceeding 45 kilometers per hour, potentially reaching up to 65 kilometers per hour This advancement in understanding challenges previous beliefs about human speed limits.