INTRODUCTION
Rationale
The World Wide Web has evolved into an essential resource for educators, facilitating global access to research findings and scientific materials As web-based teaching methods gain popularity, it is crucial for educators to enhance their understanding of online educational tools and stay informed about the latest developments in web-based education research In the context of learning English, vocabulary plays a pivotal role, as students need a robust vocabulary to comprehend others and articulate their thoughts effectively Wilkins (1972) emphasized that while grammar has limited communicative value, vocabulary is fundamental for conveying meaning Recognizing the significance of vocabulary in language acquisition, this study explores the integration of web-based activities to enhance English vocabulary learning, ultimately improving students' language proficiency for their specific needs.
Teaching vocabulary traditionally, such as using printed dictionaries, can be time-consuming However, computer technologies have been increasingly recognized for their ability to enhance learning processes (Gorjian, 2008) In English as a Foreign/Second Language (EFL/ESL) contexts, Computer-Assisted Language Learning (CALL) activities have become popular for vocabulary instruction (Son, 2008) The integration of multimedia—encompassing text, audio, and video—into these computer-based systems significantly supports vocabulary development and improves reading comprehension.
8 graphics, animation, and interactivity The key concepts of multimedia are thus 'computer-based' and 'interactive' transactions (Busch, 2003)
Recent advancements in enhancing text comprehension for students involve utilizing Moodle as a Web-based Language Learning (WBLL) platform (Zhang et al., 2011) As noted by Lomicka (1998), Moodle often provides glosses for unfamiliar words, typically found in the margins of a page This feature can significantly reduce the need for frequent dictionary consultations, which can disrupt the reading comprehension process in a second language (p 42).
This study investigates the impact of web-based activities, specifically online annotation through Moodle, on vocabulary acquisition among students at Anh Son 2 High School.
The study highlights the significant implications for education, particularly in addressing the decline of student interest due to traditional lecture-based instruction It aims to assist students whose learning styles do not align with their instructors' teaching methods, ultimately enhancing motivation and academic achievement The findings encourage teachers to incorporate engaging activities into their teaching routines, demonstrating that web-based learning can effectively meet diverse learner needs This shift transforms the teacher's role from instructor to facilitator, fostering an environment where students become active partners in the learning process.
Vocabulary is a crucial element of language knowledge and a strong predictor of language performance Research indicates that students learn languages most effectively when they engage with the language in context and practice it independently through speaking and writing Consequently, relying on word-for-word translations or memorizing vocabulary lists is not sufficient for effective language acquisition Instead, students should develop strategies to infer the meanings of new words they encounter Furthermore, simply learning a new word or phrase once does not guarantee retention or practical usage, highlighting the need for ongoing support in vocabulary development.
Learning to record and consistently review new vocabulary is essential for students, as it enhances their understanding of lessons and improves their speaking and writing skills in English This study emphasizes the importance of reviewing vocabulary at home to reinforce learning and boost language proficiency.
In Vietnam, vocabulary teaching is often overlooked, lacking dedicated focus as it is typically integrated within reading, writing, speaking, and listening lessons Many teachers rely on translation and word lists, while students frequently resort to rote memorization, leading to ineffective learning At Anh Son 2 High School, the challenge is amplified by large class sizes with varying student abilities, making it difficult for teachers to implement suitable instructional methods Additionally, the course book contains an overwhelming number of new words, causing confusion among students and hindering their retention Learners often passively absorb vocabulary through teacher explanations, merely writing down translations and struggling to remember them This approach results in boredom and a limited vocabulary, ultimately impacting their performance in National exams As an English teacher, I aim to enhance my students' language acquisition and improve their outcomes in these critical assessments.
Aims of the study
In this study, I posed two main objectives:
• To explore the impact of using web-based activities as a classroom resource to improve learners’ English vocabulary in the context of 10th graders at Anh Son
2 high school in Nghe An Province
• To analyze how web-based activities improve learners’ English vocabulary
Methods of the study
A study was conducted at Anh Son 2 High School, involving 67 learners Fifty students were selected based on a general test to ensure similar levels of English proficiency, and these students were divided into two pre-intermediate groups The experimental group consisted of 25 students from class 10A1, while the control group was formed from the remaining students.
25 students from class 10B in the same school
In the present survey, three tests were used: General Test, Pretest, Posttest and questionnaires
Materials in the experimental study used 10 th Grade English Textbook as the main course book However, only six units were chosen for the experiment, from unit
The lesson plans utilized in this study were developed and selected based on the course book available on Moodle The materials for Moodle were sourced from various websites found through Google searches and incorporated additional resources, including pictorial, animation, and audio-visual elements.
The main method is experimental research and survey questionnaires.
Scope of the study
This study investigates the effectiveness of web-based activities as a resource for enhancing English vocabulary among 10th graders at Anh Son 2 High School in Nghe An Province It specifically emphasizes the importance of word pronunciation and usage, which are crucial for language learning and examination success However, the research does not address other vocabulary aspects such as word grammar and word formation.
11 used in the experimental course was 10th Grade English Textbook, published by Viet Nam Education Publishing House
This study explores effective strategies for teaching and learning vocabulary, highlighting the benefits of using educational applications in vocabulary lessons at Anh Son 2 High School The research findings will inform the development of tailored tasks aimed at enhancing students' English vocabulary skills.
Design of study
The thesis comprises four chapters:
Chapter 1 is the introduction, which provides a brief introduction, rationale and overview of the thesis
Chapter 2 presents the literature review, in which the definition and classification of vocabulary, vocabulary in language learning and teaching, techniques and principles in teaching vocabulary, web-based education and Moodle
Chapter 3 details an experimental research as the method of the study, the participants and the instruments to collect both qualitative and quantitative data
Chapter 4 consists of summarize of main findings, discussion, implications and limitations
Chapter 5 ‘Conclusion’ summarizes the main issues touched upon so far in the study Limitation and suggestion for further study are also discussed in this Chapter
LITERATURE REVIEW
Vocabulary in language teaching and learning
Vocabulary acquisition is a crucial element of language learning that has often been overlooked in the past However, recent insights have highlighted its significance in the overall language learning process.
2010) Nation (1994) identified five components of vocabulary learning:
- Meeting new vocabulary for the first time
- Developing fluency with known vocabulary
Vocabulary is of great significance in expressing thoughts and ideas in interaction activities Vocabulary acquisition is the main task of second language acquisition This
13 section will present vocabulary teaching and learning theory in connection with the study
Vocabulary is defined in various ways by linguists, with Peny Ur describing it as the words taught in a foreign language, noting that it can include multi-word compounds and idioms (Ur, 1996) Pyles and Algeo emphasize that vocabulary is central to language, as it is through words that sounds and meanings connect, enabling communication and the formation of sentences and discourse (1970) These insights highlight that vocabulary encompasses the entirety of a language's words and is crucial for effective communication, as Wilkins stated, “without grammar, very little can be conveyed; without vocabulary, nothing conveyed.”
Teaching vocabulary to foreign language learners is a significant concern for language educators, as it involves more than just establishing form-meaning connections and memorizing individual words Effective vocabulary acquisition is essential for successful language learning.
“Knowing a word, according to Nation (2001) means knowing at least its forms, its meanings and its basic usage”
In his book "How to Teach English," Barry Sesnan likens words to essential building materials, stating they are "like the bricks, blocks, planks and tiles which we need to build a house" (2001, p 123) Despite this insightful analogy, Sesnan does not provide his own definition of words.
Linguistics reveals that defining a word is complex, as noted by Lyons, who states that a word is "the union of a particular grammatical employment" (1974, p.200) This definition emphasizes that words are essential units that encompass meaning, phonology, and grammar.
Pyles and Ageo (1970) also had difficulty in giving the notion of words They talked about it but did not give their own definition of it
Words are remarkable tools that we often overlook in our daily lives, as noted by Quirk, who emphasizes that it requires considerable effort to appreciate their complexity Despite their fundamental role in communication, articulating the precise nature of a word can be surprisingly challenging.
In "An Introduction to Modern English Word Formation" (1973), Adams concludes that the inconsistent definitions of words across different languages suggest that words can only be defined in relation to the specific language in which they are used (p 7).
The understanding of vocabulary is evolving, with Hunt and David Beglar defining a word as encompassing its base form along with inflections and derivatives (2001) While this definition is widely accepted in vocabulary research, it is essential to recognize that vocabulary acquisition extends beyond merely learning individual words.
Vocabulary encompasses various meanings, including sight-word vocabularies for immediate word recognition, meaning vocabularies for understanding words, and listening vocabularies for comprehension of spoken language Content teachers often refer to academic vocabulary as specialized terms related to specific subjects In this context, vocabulary signifies students’ grasp of both oral and print words, which involves a deeper conceptual understanding beyond mere definitions Vocabulary knowledge develops gradually as students connect words, learn examples and nonexamples, and apply words accurately in sentences (Snow, Griffin, & Burns, 2005).
Why is vocabulary development such an important aspect of a student’s academic life? A number of studies have shown that vocabulary size in young children
Research indicates that a strong vocabulary by age 15 is a key predictor of academic success in later grades The National Reading Panel (NRP) found that students with larger vocabularies in primary grades achieve higher academic performance in upper grades Their analysis revealed a significant correlation between vocabulary and text comprehension, highlighting that students who learn key words prior to reading demonstrate better understanding than those who do not Consequently, the NRP emphasizes the importance of vocabulary instruction as a critical component of effective literacy programs.
Words possess two distinct types of meaning: grammatical (functional) meaning and lexical (notional) meaning Lexical words, which include nouns, verbs, adjectives, and adverbs, convey concrete meanings related to objects, actions, and qualities, such as "book," "to go," and "quickly." In contrast, functional words, including participles, articles, and prepositions, derive their meanings primarily from their relationships with other words in a sentence As Strang noted, "in some words lexical meaning is perhaps dominant, in others class - meaning (grammatical meaning) certainly is" (Widdowson, 1979, p 25).
Francis explains that a sentence consists of two types of meanings: the meanings of individual words and the meanings derived from their grammatical arrangements He emphasizes that the primary function of language is to convey meaning, which all languages achieve by organizing meaningful word units into coherent grammatical structures (1967, p.112).
Vocabulary items possess varying emotive values and stylistic aspects, leading to distinct levels of meaning known as denotation and connotation Denotation, as defined by Raeska (1971), refers to the widely accepted definitions of a word found in dictionaries This meaning can be direct, pointing straight to an object, or indirect, where the object is referenced through associations with other objects Conversely, connotation encompasses the emotional and cultural implications that a word carries beyond its literal definition.
The connotative meaning of a word encompasses the emotional responses and attitudes of the language user, as highlighted by Lyon (1977), who describes it as an emotive component that complements the word's central meaning Given that words possess multiple meanings, educators must thoughtfully select which meanings and how many words to teach within a limited class timeframe Failing to do so may overwhelm learners, hindering their ability to effectively absorb and understand the material.
When teaching English vocabulary, educators must focus on several key aspects to enhance learners' mastery According to Ur (1998), essential components include understanding the form of words, which encompasses pronunciation and spelling, as well as grammar and collocation Additionally, teachers should address aspects of meaning such as denotation, connotation, appropriateness, and meaning relationships, along with word formation By incorporating these elements, teachers can significantly aid students in expanding their vocabulary effectively.
According to Cross (1991) the procedure of teaching vocabulary can be divided into three stages, they are namely:
Web-based Instruction
2.2.1 Definition of web-based instruction (WBI)
Web-Based Instruction (WBI) refers to a range of cognitive instructional strategies applied in a collaborative and constructivist learning environment, leveraging the resources and features of the World Wide Web (Khan, 1997).
WBI, or Web-Based Instruction, is described as an innovative method for delivering education to remote audiences through the Internet (Khan, 1997, p 5) This approach leverages hypermedia-based instructional programs that utilize the features and resources of the World Wide Web, creating a supportive and meaningful learning environment (Khan, 1997, p 6).
2.2.2 Types of web-based learning activities
Constructivist theory serves as a foundational framework for designing web-based activities, emphasizing key characteristics that enhance online learning These include the learner's active construction of meaning, social interaction to facilitate understanding, and problem-solving within real-world contexts By incorporating these elements, web-based education can effectively support student engagement and cognitive development.
There are 4 types of web-based learning activities:
Majority of online educational resources are lesson plans that teachers download and integrate
Most popular Teachers identify online enhancements that augment their curricular goals and extend and deepen their students’ understanding
-Completely Online Courses and Curriculum
Range from courses designed and developed from major online institutions to individual courses delivered in traditional schools
-All-Inclusive Online Courses, Curriculum, and Online Learning Environment
Provide flexibility of choosing and adapting the resources needed
Web-based activities can significantly improve learning outcomes, yet they require considerable time and effort to create and execute effectively Designing these activities to achieve meaningful and positive impacts on student learning can be challenging.
Web-based project learning is a “student- driven, teacher facilitated approach to learning.” Students develop an inquiry based on their natural curiosity and conduct research under the teacher’s supervision (Bell, 2010)
Web-based project learning significantly boosts student motivation and fosters self-directed learning, as it often addresses engaging problems that capture students' interest (Lam, Cheng & Ma, 2008).
2.2.3 Web-based learning and vocabulary teaching
Web-based learning serves as a powerful interactive platform that enhances learners' knowledge while ensuring a high quality and quantity of language input and output This shift also transforms the teacher's role, making it more adaptable to students' self-directed learning Various web-based activities have been shown to improve students' language skills and boost motivation, positively impacting the teaching-learning process Furthermore, these activities provide teachers with low-cost opportunities to explore online content resources for classroom integration Even teachers with limited Information and Communication Technology (ICT) skills can effectively utilize web-based activities for cognitive brainstorming, real-world task identification, resource examination, and task adaptation to meet their instructional needs.
According to Gass, Mackey, and Pica (1998), interaction is crucial for second language acquisition, as learners gain essential input through engagement with others and learning materials Similarly, Simina and Hamel (2005) highlight that constructivist principles support the integration of computers in language learning environments Web-based learning fosters collaboration and social interaction, allowing learners to construct knowledge through meaningful activities, such as engaging with diverse reading materials Consequently, web activities create an optimal context for second language learning by offering multiple representations of real-world complexity, facilitating authentic tasks, and promoting context-dependent knowledge construction (Simina & Hamel, 2005) Ultimately, computer-based activities enhance interpersonal interaction with target language materials.
My research focused on utilizing Information and Communication Technology (ICT) to enhance vocabulary skills, which I believe are crucial in a knowledge-driven society Vocabulary plays a vital role in decoding written language and comprehending texts Ultimately, literacy encompasses the abilities to read, write, and engage in critical and coherent thinking.
The integration of Information and Communication Technologies (ICTs) into literacy instruction, particularly vocabulary teaching, remains a challenge for educators despite their widespread presence in 21st-century education Enhancing students' vocabulary is crucial for achieving the advanced literacy necessary for academic and future success (Biancarosa & Snow, 2006; Graves & Watts-Taffe, 2008) Teachers are seeking effective instructional strategies and materials to support vocabulary development (Berne & Blachowicz, 2008) We propose that the digital tools and media available in most schools can be effectively utilized to engage students and provide supportive contexts for more meaningful vocabulary learning.
2.2.4 The Role of Multimedia in Vocabulary Learning
In multimedia tasks the same content is presented through texts, graphics,
Incorporating 30 sounds and motions into learning experiences caters to diverse learning styles and enhances memory retention When students engage with information through both auditory and visual channels, recall becomes easier (Healey, 2000a) Multimedia drills, often presented in game formats, promote quick responses and foster a positive attitude towards learning, facilitating habit formation A significant benefit of computer-based drills over traditional paper-based methods is the provision of immediate feedback to learners.
The World Wide Web serves as a multimedia platform, integrating graphics, audio, and video content Students can access free programs online to listen to and view news segments from radio and TV Experts like Carrier predict that CD-ROMs and DVDs may eventually become obsolete, with the future leaning towards Internet-based transmission of all media The rapid advancement of Internet technology has established the World Wide Web as a key player in information dissemination, though traditional media still hold significant importance in people's lives.
2.2.5 The Computer as a Teaching Tool
Computers, much like tape recorders and overhead projectors, serve as powerful teaching tools that significantly enhance student motivation and engagement As an information technology teacher, I have witnessed firsthand the enthusiasm students display when working with computer programs, which energizes their learning experience According to Scrimshaw (1993), computers have the potential to transform language curricula, promoting effective and engaging learning opportunities They captivate students' interest and facilitate active participation, making it easier for them to develop language skills, as their attention remains focused when interacting with technology.
Computers offer a significant advantage over traditional classroom methods by allowing tasks to be tailored to individual language abilities, making computer-assisted instruction a learner-directed approach.
31 that students get immediate feedback from the computer, which allows them to evaluate their own answers while the questions are still fresh
When utilized effectively, computers significantly enhance language teaching, particularly through the Internet, which presents innovative opportunities for computer-assisted language instruction According to Windeatt, Hardisty, and Eastment (2000), the Internet serves as a powerful tool in the language classroom; however, its success largely hinges on how teachers and students leverage its capabilities.
Teachers encounter significant challenges when integrating computers into language lessons, requiring substantial time and effort to master effective usage To prevent confusion, careful advance planning of lessons is essential, and instructions provided to students must be thoughtfully crafted until they become familiar with the program.
The Moodle and Gnomio Website
Moodle is an open-source virtual learning environment (VLE) designed by educators for educators, offering a secure space for creating online courses with flexible content and collaborative activities What sets Moodle apart is its community-driven development model, which relies on funding from certified Moodle Partners rather than investors, ensuring user data privacy This makes Moodle a cost-effective solution for both individual learners and classroom-based education.
Moodle is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments
Moodle is built by the Moodle project which is led and coordinated by Moodle
HQ, an Australian company of 30 developers which is financially supported by a
38 network of over 60 Moodle Partner service companies worldwide
The design and development of Moodle is guided by a "social constructionist pedagogy" From a constructivist point of view, people actively construct new knowledge as they interact with their environments
Our understanding of the world is shaped by our prior knowledge, which helps us evaluate new information through our senses When we successfully apply this knowledge in real-life situations, it becomes more robust We are active participants in the learning process, not merely passive recipients of information, as knowledge cannot be simply transferred by reading or listening.
While reading a web page or watching a lecture can provide valuable insights, it's essential to recognize that the process involves more than simply transferring information from one person to another; it also requires interpretation and engagement from the learner.
Moodle is a powerful Virtual Learning Environment (VLE) that facilitates online course support by offering a centralized web space for students and staff to access tools and resources anytime, anywhere The Department's staff and students particularly value its user-friendly communication features, enabling seamless interaction regardless of location.
The news feature automatically sends emails to all students and staff enrolled in the course, ensuring everyone stays informed Additionally, forums serve as a valuable resource for addressing frequently asked questions, reducing redundancy, and fostering informal discussions among peers, as well as facilitating online tutorials.
- A quick way to share documents:
Moodle offers a user-friendly platform for creating web pages that showcase course information and provide easy access to essential resources such as Word documents, slides, and other materials for students.
- Easy access to relevant and useful online resources:
The department and the university provide a wealth of materials and resources,
Catering to a diverse range of students can make it challenging for learners to identify the most relevant resources By utilizing Moodle, we can streamline access to essential materials, including e-library resources, skills courses, and local recommendations, such as popular pubs in Oxford, ensuring students find what they need efficiently.
Online assignment handling streamlines the process for both students and tutors, saving time and effort Whether assignments are submitted digitally with feedback provided on paper or the entire workflow is transitioned online, this method reduces the need for postage and paper, enhancing efficiency for all parties involved.
- Save time and money – making resources available online can save time and money in photocopying
- Control access to different areas – can make a space for dispersed tutors to communicate with each other as well as students
To reduce paper usage, maintain a centralized online copy of essential documents like course handbooks, ensuring easy access to the most current version for everyone Additionally, offer handouts digitally, allowing students to print only what is necessary.
- Designed to encourage collaborative learning – Moodle makes it easy to model the oxford tutorial system online if you want to use it with globally distributed students
- Easy to experiment with new ideas and tools – a low risk way to incorporate new tools and ideas into your teaching
- Manage your materials – if all your course information is on Moodle this is easy access this year after year
The course calendar serves as a vital tool for highlighting important events for all participants, while profiles and contact information facilitate connections among students and staff at the beginning of the course, consolidating essential details about the course team and students in one accessible location Additionally, content delivery is streamlined through the posting of slides and other materials.
Video and audio – many academics find it easy to record lectures as podcasts or even arrange for videos of lectures or special events– posting these online and making
40 it available to students is straight forward with Moodle
Group tools for students – there are many tools that students can use for collaboration with each other e.g forums, wiki and chat