INTRODUCTION ………………………………… 4-6 1 Rationale of the study………………………………………………… 4-5 2 Objectives of the study
Method of the study
To achieve the study's objectives, both quantitative and qualitative analyses are employed as the primary methods for examining data collected from questionnaires and test results.
After the data is analyzed and discussed, the findings are shown and conclusions are drawn, followed by suggestions for the thesis.
Design of the study
The thesis is divided into five chapters:
Chapter 1 includes the rationale, the objective, the research questions, the scope, the method and the design of the study
Chapter 2 covers the information about vocabulary strategy research, some basis concepts related to teaching strategies online vocabulary games In addition, the importance and problems of using online vocabulary games are reviewed to set
7 up the theoretical framework for the investigation in the next chapter
Chapter 3 includes the context of the study, the research questions, the research method, the study participants and the findings of the study
Chapter 4 analyzes the data after using online vocabulary games for 10 lessons in the class to recognize the pros and cons of teachers and students in the research process.In the last chapter, it contains some conclusions and some limitations of the study as well as suggestions for further research
LITERATURE REVIEW…………………………… 8-23 2.1 Introduction ………………………………………………………… 8 2.2.Definition of vocabulary retention ….……………………… 8-9 2.3.The importance of using online games in teaching vocabulary… 9-12 2.4.Strategies of teaching online vocabulary games …………………… 13-14 2.5 Principles of teaching online vocabulary games …………………… 14-15 2.6 The problems of online vocabulary games ………………………… 15-16 2.7 Using online vocabulary games to help develop
Research questions
The study set out to seek answers to the following research questions:
- To what extent does the teacher’s use of online vocabulary games in the lessons increase the students’ vocabulary retention?
- What are the students' attitudes towards the teacher’s use of online vocabulary games in the lessons to increase their vocabulary retention?
- What problems did the teachers and learners encounter when using online vocabulary games in the lessons to increase the students’ vocabulary retention?
The study participants……………………………………………… 24-25 3.3 Action research procedure ………………………………………… 25-27 3.4 Data collection methods…………………………………………… 27-28 3.4.1 Questionnaire
This study focuses on a class of 36 ninth-grade students, approximately 15 years old, who have been learning English for around 7 years but lack fluency and daily usage of the language Initially, the students provided feedback on their experiences with current teaching methods and online vocabulary games Over the course of 8 lessons, they engaged with these online games, after which they completed a questionnaire assessing their vocabulary recognition and opinions on the teaching method By selecting students from the same class, the study ensures consistency in mindset, ability, and backgrounds among participants.
This research employs action research as the main study framework The concept of "action research" was first known by John Dewey in 1910 However, it
Kurt Lewin first introduced the concept of "action research" in his exploration of effective methods for addressing social issues (Burns, Collaborative Action Research for English Language Teachers, 1999) This approach is known by various names, including participatory research, co-investigations, and research for solutions, all of which share a common focus Action research involves a collaborative process where a group identifies a problem, implements a solution, evaluates the effectiveness of their actions, and, if necessary, revisits the process to achieve better results.
Action research, as defined by (1946, p.34), is a systematic study of social actions and their effects, characterized by a cyclical process of planning, action, and practical learning This research method is utilized across various sectors and is understood in diverse ways, distinguishing it from everyday activities through its structured, research-driven approach that emphasizes evaluation and reflection.
Action Research in English Language Teaching serves as a vital professional development tool for educators globally, particularly emphasized by the National Foreign Language Project 2020 in Vietnam to enhance teaching methods Its primary aim is to assist teachers in identifying challenges within the teaching process, exploring solutions, and testing these solutions to enhance instructional effectiveness and boost student achievement In the realm of English teaching, various approaches exist for conducting action research; however, this study adopts Kemmis’s four-step approach, which encompasses Planning, Acting, Observing, and Reflecting.
A selection of new vocabularies which later appears on the used vocabulary games will be picked for the test The vocabularies were not taught previously in
In a recent classroom study, students completed a pre-test and a questionnaire, ensuring that none of the new vocabulary words were included in the examination This approach allows teachers to pinpoint the challenges students face in retaining vocabulary By implementing a non-exposure policy to these new terms, the test guarantees that students have no prior familiarity with the words To enhance vocabulary retention, lesson plans incorporated online vocabulary games as effective strategies Additionally, the questionnaire aimed to assess students' psychological impressions, such as their motivation to study, interest in learning English, and willingness to engage in lesson development.
The experiment focused on eight lessons designed to teach a specific set of new vocabulary, aiming to assess the effectiveness of online vocabulary games in enhancing students' vocabulary retention After the lessons, a brief questionnaire was administered to evaluate the psychological impact on students, similar to a pre-test This survey aimed to confirm students' perceptions of the online vocabulary games approach Furthermore, at the conclusion of the ten lessons, students were asked similar questions to gauge their recognition of the vocabulary words.
The teacher meticulously documented each lesson in diaries, observing the process closely The action research demonstrated that incorporating online vocabulary games significantly enhanced students' vocabulary retention, as evidenced by the outcomes of the class observations.
A post-test was given to the students to evaluate their improvement in vocabulary retention
A questionnaire and an interview were carried out to get information from students on using online vocabulary games in increasing students’ vocabulary
Given the outcomes from stage 3, conclusions and recommendations will be made with considerations to Vietnamese teaching environment
To gather data for the study, we employed a combination of methods including a questionnaire survey, interviews, pre-tests and post-tests, and writing diaries These instruments were selected for their simplicity, familiarity to students, and efficiency, making them less time-consuming compared to other data collection methods.
The student questionnaire comprises 11 questions designed to assess their attitudes toward the use of online games for vocabulary teaching and the challenges faced in this learning method It highlights the psychological differences between students who engage with vocabulary games and those who do not, aiming to reveal the disparity between expectations and reality regarding this teaching approach Additionally, the questionnaire addresses parental skepticism about the benefits of online games Consisting of multiple-choice questions with five response options reflecting varying degrees of agreement or disagreement, the survey takes approximately 10 to 15 minutes to complete The questionnaire is divided into two main sections, each targeting specific objectives, with all questions presented in English Detailed information can be found in the Appendix Section.
Part 1 (question 1–8, 10) was designed to identify the students’ attitude toward the use of online games in teaching vocabulary
Part 2 (question 9) aims to find out students’ difficulties encounter when learning vocabulary using online games
These questions were designed to answer briefly and void students from boredom in answering the questionnaire
Following each lesson, interviews were conducted with six randomly selected students to gather insights into their attitudes The questions, derived from a questionnaire survey, aimed to uncover students' preferences regarding the lessons, including their opinions on using online games for vocabulary teaching Each interview lasted approximately 2 to 3 minutes.
After each lesson and interview, diary entries were documented to track the progress of the course These entries detailed the benefits and limitations of each lesson, identified the causes of challenges faced, and proposed potential solutions Additionally, they captured the attitudes and difficulties experienced by both students and the teacher throughout the process.
Data analytical framework
To achieve the study's objectives, both quantitative and qualitative analyses were employed to evaluate data collected from questionnaires, interviews, diaries, and pre- and post-test results.
Sampling population Students in a class at a secondary school in Nghe An, Viet
Nam Sample size 36 nine-grade students in the same class
Data analysis methods Both quantitative and qualitative
- Pre-test and post-test to investigate the students’ improvement in vocabulary retention after the intervention
A comprehensive study was conducted using a questionnaire survey, interviews, and diaries following each lesson to explore students' attitudes towards utilizing online games for enhancing vocabulary retention The research also aimed to identify the challenges students faced during these lessons.
The research was carried out over a period of 10 weeks:Week 1: Preparation (Planning phase)
- Week 2: o Pre-test and Questionnaire (Planning phase) o Lesson 1 (Acting and Observing phase)
- Week 3 – Week 8: Lesson 2 – Lesson 7 (Acting and Observing phase)
- Week 9: o Lesson 8 (Acting and Observing phase) o Post-test
- Week 10: o Results and Analysis (Reflecting phase) o Findings and Recommendation (Reflecting phase) Phase/
Table 2: The procedure of the research
Ethical issues ……………………………………………………… 30-31
This research adheres to ethical standards by informing participants and obtaining their consent, which is crucial in studies impacting physical or mental health Ensuring that each individual understands the potential risks and benefits is essential for their willingness to participate Researchers are responsible for providing comprehensive information to study subjects.
- the purpose of the study
- the time and procedure to be followed
- the potential benefits of the study
- possible inconveniences or any negative impact the study may cause
- commitments on confidentiality and limitation of those commitments
This study aims to explore the effectiveness of teaching with online vocabulary games in 9th grade speaking lessons while ensuring minimal risk to participants It is a non-commercial research initiative, with findings intended solely for academic purposes, and the researcher has no financial incentives The study adheres to Vietnamese regulations regarding appropriate educational materials, ensuring that it does not disrupt the students' curriculum The focus is on assessing the suitability of this teaching method without significantly impacting students' academic performance or mental well-being Consequently, the author seeks only the necessary permissions from the school and the teachers involved.
The author must prioritize the confidentiality of students' identities when collecting questionnaire responses, as the questions pertain to teachers' capabilities and teaching methods.
This research paper adheres to the Professional Code of Conduct, ensuring that all data is obtained legally and confidentially while maintaining originality The author has conducted the study genuinely, with all ideas and statements from other works properly referenced to avoid plagiarism As an academic action research, it meets professionalism requirements by informing relevant parties prior to conducting the research, thereby respecting those who may be indirectly affected The data utilized in this study is primary and has not been copied from any similar works.
DATA ANALYSIS AND FINDINGS ……………… 32-66 4.1 The extent to which the teacher’s use of online vocabulary games
Pre-test data ……………………………………………………… 32-33 4.1.2 Post-test data …………………………………………………… 33-34 4.2 The students’ attitudes toward the teacher’s use of online vocabulary
The pre-test results for the 36 students indicate a significant disparity in their English vocabulary abilities, with only 6 students scoring 17 or above, while 9 students scored 9 or below, and the majority scored between 13 and 16 points This aligns with previous research suggesting that vocabulary teaching in Vietnam is effective in the short term, despite large class sizes, primarily focusing on grammar and memorization However, the retention and practical application of this vocabulary remain questionable, as many students struggle to use learned words in real-life situations The literature highlights that simple memorization without visualization is insufficient for long-term retention Thus, the introduction of online vocabulary games in teaching could potentially enhance learning outcomes, as indicated by improved post-test results compared to pre-test scores.
The methodology's appropriateness is crucial, as exposing students to the visualization of vocabulary significantly impacts their ability to retain and use these words in real-life situations.
Table 3: Statistics of the pre-test for the data sample
After completing eight lessons, students demonstrated significant improvement in their post-test scores compared to their pre-test results, indicating the effectiveness of online vocabulary games in teaching The results reveal a reduction in score variation, with many students achieving notably higher scores Specifically, among the 36 students, there was a remarkable increase in the number of students scoring between 17 and 20.
Between the ages of 6 to 18, there was a significant improvement in student test scores, with the average rising from 14.42 to 15.83, indicating a gain of 1.41 points per student The number of students scoring between 13 and 16 was more than halved, and those scoring below 12 also decreased by three This improvement suggests that the teaching approach, which utilized online vocabulary games and focused on relevant topics before the test, was more effective than traditional methods in enhancing students' performance.
The analysis of teaching vocabulary revealed significant improvements in test scores across all ranges, indicating that students generally benefited from the instruction However, some students, particularly those in the lower score range, faced challenges in enhancing their marks This suggests that factors such as study habits, attitudes, and motivation may influence the degree of benefit experienced by students.
Table 4: Statistics of the post-test for the data sample
4.2 The students' attitudes towards the teacher’s use of online vocabulary games in the lessons to increase their vocabulary retention
The analysis of students' attitudes towards the teacher's implementation of online vocabulary games revealed positive feedback regarding their effectiveness in enhancing vocabulary retention This assessment was based on students' responses from questionnaires and interviews, along with observations recorded by the researcher during lessons.
Questionnaire data ……………………………………………… 34-41 4.2.2 Interviews and diaries …………………………………………… 41-63 4.3 The problems the teachers and learners encountered when using … 64-66
The majority of students showed a positive attitude towards the use of online games by teachers in lessons Specifically, certain types of games were particularly appealing to students, as they facilitated easier retention of vocabulary.
6 and 7 showed their views as follows:
Which among the following online games do you like playing most?
Table 5: Students’ attitudes towards online vocabulary games 1
Students showed a clear preference for engaging and easy-to-play games, such as "Which Letter Team?" (36.1%) and "Aim 2 Spell" (25%), citing factors like ease of completion, competitive elements, and enjoyable participation In contrast, games with monotonous designs, like "Vocabulary Memory Match" (5.5%) and "Sound It Out" (13.9%), failed to excite students due to their lack of visual appeal Inferential games, including "Crossword" (0%), "Match It Definitions" (0%), and "Word Search" (0%), were also unpopular, as they required excessive time to complete, leading to pressure and difficulty in retaining vocabulary.
The survey results revealed students' attitudes towards the gravity of various games, with the majority finding easy-to-play options like Which Letter Team (94.5%) and Sound It Out (75%) to be "stimulating." In contrast, the Crossword game failed to resonate with the students, as none expressed a preference for it.
In a recent evaluation, 60% of students found Question 1 to be "stimulating," while 100% rated Aim 2 Spell as their favorite Despite the simplicity of the Match It Definition game, 79.5% of students reported that it was not enjoyable, although no games were deemed "tedious."
Please evaluate the online vocabulary games as:
Number of students Percent (%) Number of students Percent (%) Number of students Percent (%) Number of students Percent (%) Number of students Percent (%)
Table 8: Students’ attitudes towards online vocabulary games 2
Most students said that they got difficulty with degree "Very much" when playing Crossword (69% students) and Word Search (72,2% students) These were
In a recent study of 37 inferential games, students engaged in extensive discussions with teammates, resulting in longer game completion times The games Memory Match (63.8% of students) and Aim 2 Spell (66.6% of students) were rated as "Moderately" appropriate for learners Additionally, 63.8% of students found the games Sound It Out and Match It Definitions to be "Somewhat" easy to play Notably, a significant majority of the class (72.2% of students) reported that the game Which Letter Team posed no challenges, highlighting its ease of play and the excitement it generated among participants.
To what extent do you find it difficult when learning vocabulary using online games?
Extremely Very much Moderately Somewhat Not at all Total
Number of students Percent (%) Number of students Percent (%) Number of students Percent (%) Number of students Percent (%) Number of students Percent (%) Number of students Percent (%)
Table 7: Students’ attitudes towards online vocabulary games 3
The study on students' attitudes toward online vocabulary games revealed a positive impact on vocabulary learning and retention Notably, none of the students reported that these games were "Not at all" helpful While a small percentage (5.5% - 11.1%) felt that online games offered limited assistance and preferred traditional learning methods, the majority (41.6% - 58.4%) found them "Very much" beneficial, leading to a significant shift in their approach to vocabulary acquisition Furthermore, a notable 14% - 25% of students rated their experience as "Extremely" positive, expressing excitement about the effectiveness of online games in enhancing their vocabulary skills.
To what extent do online vocabulary games help you in learning vocabulary?
To what extent do online games change your habit in memorizing the vocabulary?
To what extent do online games increase your vocabulary retention?
Table 8: Students’ attitudes towards online vocabulary games 4
The survey results revealed that students showed a preference for group work in online gaming, with 36.1% favoring this collaborative approach compared to 22.2% for pair work and 25% for whole class participation Individual play was the least preferred, with only 16.7% of students choosing it This indicates that students value the competitive and teamwork aspects of group work, which enhances their learning experience and skills.
How do you like to play online vocabulary games?
Table 9: Students’ attitudes towards online vocabulary games 5
One concern I had was the amount of vocabulary provided and whether students required additional practice time in class or at home According to the results of question 8, 58.4% of students expressed interest in receiving more vocabulary instruction.
Students reported that having more time to practice in the classroom led to increased excitement and opportunities to engage with classmates However, 33.3% preferred online games for home training, as it allowed them unlimited practice time, which enhanced their vocabulary retention compared to classroom settings Additionally, 8.3% of students felt that teachers needed to provide extra vocabulary, particularly those with strong academic performance who could absorb new words more quickly.
"Provide less vocabulary" option They told that the number of words (not more than 10 words) provided per lesson were reasonable and moderate
What would you like your teacher to do when you learn vocabulary using online games?
More time to practice in class 21 58,4
Provide more online vocabulary games to practice at home 12 33,3
Table 10: Students’ attitude toward online vocabulary games 6
Students have a positive attitude towards using online vocabulary games in their lessons, with none selecting "Somewhat" or "Not at all." While 16.7% of students rated their interest as "Moderately," the majority, at 47.2%, expressed an "Extremely" enthusiastic outlook towards learning vocabulary through these engaging online games.
"Very much" (36,7%) Actually, the ratios of students responding to each type of answers for the question was exactly the same that teacher expected Meaning,
41 using online games in teaching vocabulary were an effective method It stimulated students' learning vocabulary and helped them learn vocabulary better and more excitement
To what extent do you want to continue learning vocabulary using online games?
Table 11: Students’ attitudes towards online vocabulary games 7
Over the past two and a half months, I taught eight lessons that incorporated online vocabulary games to enhance learning I utilized vocabulary.co.il for in-class presentations, sharing links exclusively through Facebook or Twitter, and quizlet.com for students to practice at home After each lesson, I provided students with a link to review the material independently.
To recognize the student's expression after each lesson, I used interviews (the checklist for interviews are provided in the Appendix) and wrote diaries
Unit 5: The media – Lesson: Getting started and Listen and read
Time for vocabulary teaching: 7-10 minutes
Activities:https://www.spellingcity.com/view-spelling- list.html?listIdT216055
Link for students’ training at home: https://quizlet.com/_50g7bz
Period 28 - Unit 5: THE MEDIA Lesson: Getting started & Listen and read (P 40-42)
A Objectives: By the end of the lesson, students will be able to listen and read the dialogue between Paola and Lan to understand the general and details
* Vocabulary: crier, channel, interactive, remote control, control, benefit, viewer
C Skills: Listening , speaking, reading and writing
D Teaching aids: Textbook, pictures, online games
+ Which of these is your favorite activity in your free time?
+ What do you read/ watch/ listen?
Watching TV Using the Internet
- Teacher uses online game “Word Study” to teach new words
(https://www.spellingcity.com/view-spelling-list.html?listIdT216055)
- Teacher uses online game “Vocabulary Memory Match” and asks students to play game individually The person who finishes the game fastest is the winner
(https://www.spellingcity.com/view-spelling-list.html?listIdT216055) Rule of game: Vocabulary Memory Match is a memory card game in h
Vocabulary Memory Match is a memory card game in which students turn over two cards at a time to match the vocabulary word to either a picture, synonym, antonym or definition
3 Activity 3: (17’- 19’) a Listen and put the statements in orders a Television is a cheap and convenient entertainment b Vietnamese enjoy reading the “KienThucNgay Nay”, one of the most popular magazines c Long time ago, criers had to shout the latest news as they were walking I the street d Interactive is the development of TV
Answer key: 1 – c 2 – b 3 – a 4 - d b Completing the table: (a P 41)
1 Remote controls are used to interact with TV D
2 One of the most popular magazines B
3 People of different ages like this magazine B
5 People got the news from town criers A
6 Interactive TV is available now D c Comprehension questions: (b P 42)
1 A town crier was a person whose job was to go through city streets ringing a bell to shout the latest news as he was walking
2 The KienThucNgay Nay is one of the most popular magazines and is widely read by both teenagers and adults
3 People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way
+ What kind of media is most familiar to you?
+ Which one is popular in Viet Nam?
-Learn vocabulary by using online games (https://quizlet.com/_50g7bz)
- Write about your favorite type of media and the reason why
Unit 5: The media – Lesson: Read
Time for vocabulary teaching: 8-11 minutes
Activities:https://www.spellingcity.com/view-spelling- list.html?listIdT217530
Link for students’ training at home: https://quizlet.com/_50g8pu
Period 31- Unit 5: THE MEDIA Lesson: Read (P 43, 44)
A Objectives: By the end of the lesson, students will be able to read the forum on the Internet for details and answer the questions
* Vocabulary: forum, spam, surf, email, limitation, deny, access, wander, communicate
C.Skills: Listening, speaking, reading and writing
D.Teaching aids: Textbook, posters, pictures
- What subjects can help you in using the computers?
- Have you ever used the Internet?
- Do you find the Internet useful?
- Teacher uses online game “Word Study” to teach new words
46 https://www.spellingcity.com/view-spelling-list.html?listIdT217530
The teacher engages students in the online game "Sound It Out," where each student plays individually The objective is to complete the game as quickly as possible, with the fastest player being declared the winner This interactive approach not only enhances learning but also adds a competitive element to the classroom.
"Sound It Out!" is an engaging tool designed for beginning readers to practice the relationship between phonemes (letter sounds) and graphemes (sound spellings) This interactive game allows students to drag and drop letters to correctly spell words, enhancing their literacy skills With two exciting game themes to choose from, learners can enjoy a fun and educational experience while mastering essential spelling concepts.
3 Activity 3: (16 - 18’) a True or false statements prediction: a Internet is a wonderful invention of modern life b The Internet is available not only in cities but also in the countryside c People use the Internet for two purposes: education and entertainment d Bad program is one of the limitations of the Internet e You should be alert when using the Internet b Read and check their prediction:
Answer Key: a T b F c F d T e T c Answer the questions: ( 1 – 5 p 44)
1 Sandra uses the Internet to get information and to communicate with her friends and relatives
2 Because she lives in the countryside, where the Internet is unavailable
3 People use the Internet for education, communication, entertainment, and commerce
The Internet is used for multi – purposes: for getting information, for communication, education, entertainment, and commerce
5 Yes There are some disadvantages: time – consuming, costly, dangerous because of viruses and bad programs
Do you agree or disagree with the responses? What are your responses to this forum?
-Learn vocabulary by using online games https://quizlet.com/_50g8pu
- Practice reading the text at home
Unit 6: The environment – Lesson: Getting started and Listen and read Time for vocabulary teaching: 8-10 minutes
Activities:https://www.spellingcity.com/view-spelling- list.html?listIdT217762
Link for students’ training at home: (https://quizlet.com/_50g8xw)
Period 37 - Unit 6: THE ENVIRONMENT Lesson: Getting Started & Listen and read (P 47, 48)
A Objectives: By the end of the lesson, students will be able to know the environmental problems and ways to solve them
* Vocabulary: garbage, dump, deforestation, pollution, dynamite, spray, pesticides, spoil, disappointed, rock
C.Skills: Listening , speaking, reading and writing
D.Teaching aids: Textbook, pictures, online games
Students match each picture with its meaning in the box
- Teacher uses online game “Word Study” to teach new words https://www.spellingcity.com/view-spelling-list.html?listIdT217762
CONCLUSION
Summary and Implications ………… …………………………… 67 5.2 Limitations and suggestions for further study …………………… 67 - 68
This study reveals that online games can enhance vocabulary learning and motivate students to review class material after school However, it is crucial for curriculum designers, teachers, and students to adopt a balanced approach, especially for foreign language learners in resource-limited rural areas where access to English language and culture is scarce Relying solely on individual word learning neglects essential aspects like communicative competence and overall vocabulary knowledge Therefore, teachers should take a more proactive role in vocabulary instruction, providing systematic guidance to foster learner autonomy This approach aims to empower students to effectively learn vocabulary both in and out of the classroom, leading to more productive outcomes.
This thesis examines a study of 36 secondary school students in Nghe An, revealing that the use of online vocabulary games significantly enhances student outcomes The findings advocate for the integration of this teaching approach in homework assignments, highlighting its potential impact on the future of English language education in Vietnam.
5.2 Limitations and suggestions for further study
This action research project provided a limited overview of vocabulary retention among secondary school students in Nghe An To achieve more generalizable findings, a larger and more diverse sample is recommended It is important to note that the study's conclusions are based on a small classroom dataset and should not be considered definitive or applicable to other student groups with varying backgrounds and capabilities.
Online learning has become a prominent trend, enabling students to study English anytime and anywhere My research extends beyond just online games for vocabulary enhancement; it also explores online teaching methods Currently, my focus is on improving students' vocabulary retention, but I recognize that this alone does not sufficiently develop the four essential skills: listening, speaking, reading, and writing Therefore, I aim to incorporate activities that enhance these skills, paving the way for more comprehensive investigations in this field.
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APPENDICES Pre-test: The test took content from unit 1,2,3,4 in textbook - Tiếng Anh 9
(https://hoc247.net/tieng-anh-9/trac-nghiem-unit-1-lop-9-vocabulary-l5782.html)
Choose the best answer to complete these following sentences
1 I was very impressed the efficiency of the staffs
2 The project’s success depends the support of everyone concerned
3 They moved away five years ago, but we still
A keep pace with B keep in touch C get out of D take up on
4 He failed the test because he didn’t follow his teacher’s
5 US dollars are considered common in international transaction
6 Lan and Maryam are pen pals They with each other twice a week
7 Many people go to my village on the weekends to have a rest after
A hard working week B a working hard week
C a hard working week D a hard week working
8 There is a big old banyan tree at the to the village
9 The bus stopped at the a/an to get some more fuel
A air-port B pond C store D gas station
10 Mr.Parker grows maize on his farm He is a
11 Minh is new to English He should attend the class
12 Van is a/an student in the USA
13 What do you think about his of coin
14 If you want to know about a word, check it up in a
15 My memory is poor I can’t learn these new words
A in mind B in heart C of mind D by heart
16 After completing the basic class of computing, you can a high course
17 Our classes always at 7 and at 11 am
A begin/finish B start/end C come/leave D both a and b
18 She told me to pass the written before taking the oral exam
19 What of learning English do you find most difficult?
20 I want to go to the international language school
All the teachers there are ………
Post-test: The test took content from unit 5,6,7,8 in textbook - Tiếng Anh 9
(https://hoc247.net/tieng-anh-9/trac-nghiem-unit-1-lop-9-vocabulary-l5782.html)
Choose the best answer to complete these following sentences
1.How much time do you spend the web a day?
2 We can communicate with friends by of e-mail
3 Enter a user name and to get into the computer system
4 The crier shouted the news as he was working
5 Today TV can watch a lot of interesting local and international programs
6 If you don’t pay the bill within two weeks, electricity will be
A turn off B come off C cut off D take off
7 The villagers are interested in natural resources but they don’t know how to do so
A to conserve B conserve C conserving D conserved
8 If we wasting water, there will be shortage of fresh water in a few decades
A turn on B turn off C go on D look for
9 We are taking about the preservation of resource
A natural B naturally C nature D all are correct
10 It is your policy to forest and increase forestation
A protect B protecting C to protect D protection
11 I suggest using energy-saving bulb our electricity bill
A to reduce B reducing C reduces D reduced
12 Solar panels on the roof of a house to receive the energy from the sun
A is put B is installed C are putting D are installed
13 In winter, heating for 50 percent of our electricity bill
14 Energy can be collected by solar on cloudy days
15 If we don’t find sources of power, we will use up all the fossil fuels in the near future
16 Passover is celebrated in Israel and by all people
17 The moon festival which celebrated in
18 Auld Lang Syne is an old song which is sung on
19 My father is a man who is loved by all his friends
20 Tet is a festival which in late January or early February
Please spare a few minutes of your valuable time to answer this simple questionnaire
(Your answer is used for research purposes only.)
Put an “” in the answer of the appropriate choice
1 Which among the following online games do you like playing most? Why?
A Vocabulary Memory Match E Which Letter Team?
B Sound It Out F Aim 2 Spell
C Match It Definitions G Word Search
2 Please evaluate the online vocabulary games as:
Online games Tedious Not very interesting
3 To what extent do you find it difficult when learning vocabulary using online games?
Online games Extremely Very much Moderately Somewhat Not at all
4 To what extent do online vocabulary games help you in learning vocabulary? Extremely Very much Moderately Somewhat Not at all
5 To what extent do online games change your habit in memorizing the vocabulary?
Extremely Very much Moderately Somewhat Not at all
6 To what extent do online games increase your vocabulary retention?
Extremely Very much Moderately Somewhat Not at all
7 How do you like to play online vocabulary games?
A Individual B Pair work C Group work D Whole class
8 What would you like your teacher to do when you learn vocabulary using online games?
C More time to practice in class
D Provide more online vocabulary games to practice at home
9 What difficulties did you encounter when learning vocabulary using online games?
A Not being able to focus on the games (lack of attention to the games)
B Not having enough time to complete the games
C Some difficult games make learning vocabulary ineffectively
D No access to the Internet at home (Not being able to play the games at home because you couldn’t get access to the Internet at home.)