Background of the study
In the 21st century, the integration of information and communication technology (ICT) skills is essential for educators to enhance their professional development and foster positive relationships with students As technology becomes increasingly accessible, language teachers must adapt to the evolving educational landscape by incorporating technological tools into their teaching practices The significant global investment in ICT over recent years highlights its importance in the field of language education Among various ICT tools, the Interactive Whiteboard has emerged as a vital resource, revolutionizing the way language is taught and learned.
The Interactive Whiteboard, which consists of a computer, data projector, and electronic screen, is a valuable educational tool that enhances student engagement and motivation (Wood & Ashfield, 2008) Its key features, including mobility and internet connectivity, significantly contribute to learners' academic success by promoting high levels of participation and interaction in classroom activities (Khoo et al., 2014) Originally designed for office use, the Interactive Whiteboard began to be adopted in higher education before gaining traction in primary schools in the late 1990s (Higgins et al., 2007) Today, countries like the United Kingdom, Australia, Canada, and the United States are leveraging the potential of Interactive Whiteboards to improve educational outcomes.
Since the 1990s, developed countries have widely adopted Interactive Whiteboards (IWBs) to enhance teaching and learning, investing millions in this technology (Morgan, 2010) In contrast, Vietnam, a developing nation in the Asia-Pacific region, has seen limited implementation of IWBs, with only a few schools equipped with this tool until 2014 The high cost of approximately $8,000 per unit has been a significant barrier In Vietnamese primary schools that do have IWBs, funding typically comes from a combination of national budget allocations and parental contributions (Mai, 2018; Tran, 2019).
Vocabulary is essential for language acquisition and is fundamental to mastering the English language It plays a crucial role in facilitating effective communication and conversation, while also enhancing the four core skills: listening, reading, speaking, and writing Given the extensive vocabulary of the English language, frequent learning and engagement with new words is the most effective strategy for achieving language proficiency.
In other words, vocabulary is believed to be the fundamental mechanism and process in achieving a more fruitful learning output of a new language (Schmitt,
According to Daniels and Zemelman (2004), effective vocabulary learning for young learners relies on engaging with words in meaningful contexts through seeing, hearing, and practicing, rather than merely memorizing spellings and definitions (Mai, 2018).
As per Mai (2018), one of the contemporary technology tools that fortify language teachers’ vocabulary delivering quality and young learners’ vocabulary
The Interactive Whiteboard is a powerful tool for vocabulary classrooms, significantly enhancing learning attitudes and vocabulary achievement, as noted by Katwibun (2014) and Alshaikhi (2016) Young learners are particularly enthusiastic about integrating technology into their education, eagerly anticipating the introduction of new digital tools, as highlighted by Prensky (2010) The Interactive Whiteboard effectively caters to diverse learning styles and environments, making it an ideal resource for vocabulary acquisition among young learners (Solvie).
Problem Statement
The demand for mastering the English language has surged in Vietnam due to its widespread importance in various workplaces and daily life Consequently, English has become a mandatory subject in the Vietnamese primary school curriculum However, achieving success in teaching English at this level poses significant challenges for educators, requiring substantial effort, preparation, and creativity Specifically, the teaching and learning of English vocabulary in Vietnamese primary schools face obstacles related to students' interest, motivation, engagement, and vocabulary acquisition.
Boredom is a prevalent issue among Vietnamese primary school students, particularly during vocabulary lessons that rely on traditional teaching methods In conventional classrooms, students primarily engage with the blackboard and use pencil-and-paper techniques, often participating in passive listening and copying activities while receiving direct explanations from their teachers This traditional teacher-student interaction limits student engagement and diminishes the effectiveness of vocabulary learning.
4 way interaction (Nguyen & Khuat, 2003) By the same token, Nguyen and Tran
In 2015, it was noted that many primary school teachers struggle with creativity in teaching vocabulary to young learners, resulting in low student participation in lessons and activities Young learners typically exhibit a lack of consistency, attention, and engagement after just seven to ten minutes of instruction Therefore, it is crucial for language teachers to rethink their approach and integrate engaging tasks and activities that help students learn vocabulary in meaningful contexts, thereby maintaining their interest and involvement in the learning process.
Young learners often struggle to retain vocabulary, as noted by Luu (2012), who highlights that they frequently forget newly acquired words shortly after learning them This challenge is evident in Vietnamese classrooms, where teachers commonly ask primary students, “Could you tell me what this word means?” This passive approach leads to rapid forgetfulness, as emphasized by Nguyen (2016) To address this issue, language teachers must explore effective strategies to help young learners effectively acquire and recall vocabulary over time.
Research indicates that presenting students with twenty or more new vocabulary items within a short timeframe is not an effective strategy for young learners (Gersten & Baker, 2000, as cited in Nguyen, 2016) Such conventional methods often fail to engage students and hinder successful vocabulary acquisition Therefore, educators must carefully consider the appropriate number of new words to introduce when planning vocabulary lessons in primary school settings.
Research Aims
This quasi-experimental study aimed to evaluate the effectiveness of Interactive Whiteboard use on fourth graders' vocabulary achievement, vocabulary retention, and learning attitudes.
Le Lai primary school, Tan Phu District of Ho Chi Minh City in Vietnam The specific aims were
1 To assess the target students’ vocabulary achievement after ten weeks of the experiment thanks to the results of the vocabulary pre-test and the post-test;
2 To examine the capacity of the target students’ vocabulary retention ability at the next two weeks later according to the results of the vocabulary post- test and the vocabulary delayed post-test;
3 To seek the primary school students’ learning attitudinal indications about the infusion of the Interactive Whiteboard in vocabulary periods through the attitudinal questionnaire and interview.
Research Questions
To gain these aforementioned research aims, the two research questions were formulated as follows:
Research Question 1 To what extent do the Interactive Whiteboard activities impact the fourth-grade students’ vocabulary achievement and retention ability at Le Lai primary school?
Research Question 2 What are the fourth-grade students’ attitudes toward the presence of the Interactive Whiteboard in their vocabulary learning?
Professional Significance of the Study
The study emphasizes the significant practical value and contribution to pedagogical theory, highlighting the essential skills in technology application and Computer-Assisted Language Learning (CALL) for both teachers and students The Interactive Whiteboard is recognized as an effective tool in enhancing educational experiences.
The integration of Interactive Whiteboards in schools' technological plans aims to raise primary school teachers' awareness of their significant benefits for enhancing students' vocabulary mastery This research highlights the urgent need to improve vocabulary acquisition among students, particularly at Le Lai Primary School and across other educational institutions.
The use of Interactive Whiteboards in primary school classrooms aligns well with the developmental needs of young learners At this stage, students often exhibit immature learning motivation and academic achievement, favoring social interactions and collaborative problem-solving By incorporating Interactive Whiteboards, educators can enhance engagement, enthusiasm, and motivation among students, ultimately leading to improved vocabulary performance.
The current study may significantly impact financial decisions made by school governors concerning technology expenditures With the rising demand for technology in education and the numerous advantages offered by Interactive Whiteboards, administrators are likely to consider equipping their schools with at least one Interactive Whiteboard.
Organization of the Thesis
Structurally, this thesis included five consecutive chapters in total as follows:
The introduction provides a concise overview of the study, outlining the educational context, identifying the problem statement, and detailing the research objectives and questions, while also highlighting the significance of the entire paper.
Literature Review: The theoretical chapter criticizes the relevant and key areas of content to the quasi-experimental study The first area is about the
This article explores the interactive whiteboard, covering its definitions, functions, benefits, challenges, and related activities It also delves into vocabulary components and teaching principles essential for effective instruction Additionally, the article examines characteristics and teaching theories relevant to young learners, alongside the definitions and significance of learning attitudes Furthermore, it reviews previous studies, highlighting their purposes, settings, participants, methods, and findings Finally, the article identifies research gaps and formulates research hypotheses, providing a framework for the study.
Methodology: The methodological chapter describes all necessary information of research setting and subjects, research approach and design, the treatment procedures of research instruments, and critical methodological issues
The Data Analysis and Discussion of Findings chapter is a crucial part of the thesis, presenting a comprehensive overview of the results obtained from vocabulary tests, questionnaires, and interviews This section not only reveals the findings but also discusses them in detail, addressing the two primary research questions of the study through both analytical and synthetic approaches.
In conclusion, this chapter summarizes the key findings of the study while acknowledging its limitations and strengths It also offers valuable recommendations for future researchers and practitioners focused on the use of Interactive Whiteboards in vocabulary instruction within primary school settings.
Interactive Whiteboard
An Interactive Whiteboard allows users to control software directly from the board or a connected computer With tools like pens and highlighters, users can easily add and highlight content This technology enables teachers and students to interact with applications directly by using their fingers as a mouse, enhancing the learning experience.
Figure 2.1 A picture of the Interactive Whiteboard
The Interactive Whiteboard, measuring 95x52 inches, effectively captures students' attention and enhances engagement in the classroom This innovative tool presents new topics in an appealing way, promoting collaboration and interactivity in the teaching and learning process (Al-Saleem, 2012).
Users can directly write on the Interactive Whiteboard screen and utilize its various functions Additionally, actions performed on the Interactive Whiteboard can be saved for future use (Al-Saleem, 2012).
According to Morgan (2010), the Interactive Whiteboard fosters an active learning environment for the target language, positively transforming the roles of both students and teachers Teachers can assume various roles such as facilitators, monitors, or organizers, while students engage actively in vocabulary activities by utilizing the diverse functions of the Interactive Whiteboard.
The Interactive Whiteboard enhances language learning by incorporating various instructional resources, including videos and audio clips from the Internet, allowing students to engage with the target language in a meaningful way Additionally, teachers can utilize PowerPoint presentations on the Interactive Whiteboard to effectively deliver vocabulary lessons (Al-Saleem, 2012).
The Interactive Whiteboard serves two primary functions: display and interactivity It allows users to present diverse resources, including images, Word documents, software, video clips, and online content, to enhance student learning Additionally, users can engage with the board by writing on the screen and performing various operations such as adding, moving, cutting, scanning, and shaping content.
Users can interact with the Interactive Whiteboard using an electric pen, allowing for greater flexibility compared to traditional mouse usage Vocabulary learning activities on the Interactive Whiteboard can incorporate key functions that enhance the learning experience (Beauchamp & Parkinson, 2005; Mai, 2018; Tran, 2019).
Users can utilize the drag-and-drop feature to effectively manipulate vocabulary items, enabling them to classify, process, compare, and organize these items according to their specific needs.
▪ Hiding and revealing: the users can operate this function present new vocabulary items and check their comprehension by letting pictures or concepts gradually appeared;
▪ Coloring and highlighting: the users can manipulate this function to highlight similarities and differences, to clarify explanations, and to make greater emphasis;
▪ Multiple visualizing: the users can manipulate this function to match different ways to present an issue;
▪ Multimedia presenting: the users can manipulate this function to present something new by different incorporate tools such as slide projectors, video players, and moving pictures
The Interactive Whiteboard has become a valuable tool in language education, benefiting both teachers and students by addressing their needs and interests This innovative device enhances teaching materials, leading to improved engagement and learning outcomes Overall, the Interactive Whiteboard significantly contributes to positive effects in language acquisition, as highlighted by various studies on its advantages in instructional settings.
The first merit lies the fact that the Interactive Whiteboard possibly reinforces the level of interaction and conversation between components in the
11 classroom (Al-Saleem, 2012) Indeed, the Interactive Whiteboard facilitates classroom administration and they still move around the class comfortably (Al-Faki
In a classroom setting where teachers utilize Interactive Whiteboards, they can maintain distance while effectively delivering lessons and engaging with students This approach allows educators to focus on facilitating students' language production rather than getting distracted by technical issues, leading to smoother conversations By sitting alongside students, teachers foster supportive interactions, whether through discussions or reading activities At the conclusion of these sessions, teachers can reinforce vocabulary by underlining, highlighting, or circling key terms, enhancing students' learning experience.
The Interactive Whiteboard tool significantly enhances students' motivation, engagement, and enthusiasm in language learning (Bacon, 2011) Furthermore, it boosts their ICT skills and competencies while positively influencing their attitudes towards the use of technology in the teaching-learning process (Shen & Chuang, 2009).
The Interactive Whiteboard significantly aids teachers by saving time and effectively managing lesson pacing, especially when presenting multiple vocabulary items and ideas in a single session This innovative tool allows educators to incorporate various instructional materials simultaneously, utilizing different colors, moving images, sounds, and text to present, recycle, and review learned vocabulary efficiently (Farrar, 2014).
Beside the aforementioned benefits, there are also some unexpected challenges in the application of the Interactive Whiteboard
Many teachers face challenges in effectively using Interactive Whiteboard functions due to a lack of confidence and limited engagement (Levy, 2002) This issue is often attributed to insufficient professional training opportunities (Jang & Tsai).
2012) and they are afraid of the time-consuming installation of the Interactive Whiteboard in a fixed setting and a limited time (Campbell & Martin, 2010) as well
The second challenge is that when working with the Interactive Whiteboard, teachers may encounter with unavoidable technical problems (Al-Faki & Khamis,
2014) For instance, during the lesson, the electric pen of the Interactive Whiteboard tool may be out of order, or the Internet connection may be failed.
Vocabulary Instruction
Vocabulary plays a crucial role in the language learning process and should be introduced from the beginning stages (Pinter, 2006) According to Linse and Nunan (2005), the development of learners' vocabulary is a vital aspect of their overall language acquisition This section will cover the definition, components of vocabulary, and fundamental teaching principles.
Vocabulary refers to the collection of words owned by a speaker or writer, encompassing all terms within a language as well as specific words or phrases used in various dialects, registers, and terminologies (Lelawati, Dhiya, & Mailani, 2018) Wood (2001) emphasizes that vocabulary mastery is crucial for both reading and writing, defining it as a list of words organized similarly to a dictionary, complete with concise definitions Additionally, Ur (1996) notes that a single vocabulary item can consist of multiple words conveying one idea In this research, the terms "vocabulary items" and "words" are used interchangeably.
Vocabulary mastery refers to the understanding and usage of a language's words, encompassing their forms, meanings, and contextual applications (Lelawati, Dhiya, & Mailani, 2018) According to Wood (2001), this mastery is essential for effective communication.
Students' vocabulary knowledge encompasses three essential constructs: word forms, word meaning, and word use in context Language learners must understand both the pronunciation and spelling of words (Ur, 1996) The meaning of a word pertains to its real-world reference, known as its denotation (Ur, 1996, p 61) Additionally, word use involves its grammatical function (Nation, 2001) Therefore, effective lexical instruction should focus on integrating all three constructs to enhance vocabulary acquisition.
Before conducting vocabulary lessons in primary schools, teachers typically structure them into three key stages to achieve specific educational goals: Presentation for noticing, Practice for retrieval, and Production for creative use (Nation, 2001).
Noticing involves focusing on specific vocabulary items during a lesson (Nation, 2001) The presentation stage plays a crucial role in enabling students to recognize the introduced words by highlighting their spellings, meanings, and contextual usage.
Retrieval is the process of recalling words that students have previously noticed and understood, and the practice stage aims to strengthen this skill for vocabulary development During this crucial phase, teachers implement various activities and exercises to help students recycle, revise, and repeat their acquired vocabulary Without consistent practice, primary school students are likely to forget newly learned words, making this stage essential for effective vocabulary lessons.
Creative use of language involves meaningfully applying newly learned vocabulary and structures in relevant contexts that connect to personal experiences and interests This skill is cultivated during the Production stage, which includes a range of freer tasks and exercises designed to encourage expressive use of the language.
14 activities are available to expand the time and the chances to produce the target language freely
Before the Presentation stage, it is essential to engage students' interest and focus their attention on the new lesson through a Warm-up phase, which prepares them for learning Following the Production stage, a Review stage is implemented, allowing teachers to reinforce vocabulary retention by helping students revisit all the vocabulary items learned.
To successfully conclude vocabulary lessons, teachers must adhere to essential principles and guidelines Following these rules enables educators to effectively handle challenges that may arise during the lessons There are four primary principles that teachers should consistently implement.
Teachers must clearly identify the aims and objectives of upcoming lessons, determine the content to be taught, and establish effective methods for lesson delivery (Wallace, 1982).
The second principle emphasizes that teachers should carefully select the appropriate number of vocabulary items for instruction, ensuring it's neither excessive nor insufficient (Decarrico, 2001) An inappropriate amount can lead to student confusion and frustration Therefore, vocabulary choices should align with students' abilities as well as the overall goals and objectives of the lessons.
Consistent repetition and extensive exposure to vocabulary are crucial for enhancing students' comprehension and retention (Nation, 2001; Schmitt, 2008) Consequently, teachers should provide numerous tasks and activities within a single lesson to support this learning process (Blachowicz & Fisher, 2006).
The fourth principle is that the teachers should activate their students’ background knowledge when producing the target language (Blachowicz & Fisher,
2006) This action is really important because it will upgrade the students’ engagement and enthusiasm into the vocabulary lessons
Vocabulary retention, defined as the ability to recall words after a specific interval (Richards & Schmitt, 2002), plays a crucial role in mastering vocabulary Ramezanali (2017) highlights that a two-week period post-instruction is considered significant for assessing long-term word retention In this quantitative study, the researcher evaluated fourth-graders' vocabulary retention over a two-week period following the completion of the treatment.
Young Learners
Language education for young learners differs significantly from that for adults due to the unique physical and behavioral characteristics of each age group Juhana (2014) emphasizes that language teachers must understand the traits of young learners before making decisions about instructional tools, learning activities, teaching styles, materials, and lesson plans In the context of the Vietnamese primary schooling system, young learners are defined as children aged six to twelve years, typically encompassing grades one to five.
In 2018, fourth-grade students participating in this study were identified as young learners Experts in foreign language acquisition highlight several typical characteristics of young learners that influence their learning processes.
First of all, young learners possess their big curiosity to explore new things, and to accept both concrete and abstract concepts at the same time (Pinter, 2006)
That is to say, young learners can learn from concrete (e.g objects) to abstract (e.g feelings, characteristics); and, they are congenitally inquisitive to something new
Teachers should incorporate media, realia, and technological tools into their lessons to enhance students' understanding of both concrete and abstract concepts, while also fostering their curiosity.
Young learners actively develop their understanding through personal experiences and interactions with their environment (Cameron, 2001; Harmer, 2001) Their comprehension is enhanced not only by direct instruction from teachers but also through sensory experiences, such as seeing, hearing, and touching (Scott & Ytreberg, 1990; Mustafa, 2003) The use of instructional tools, like Interactive Whiteboards, allows students to manipulate objects and engage with content meaningfully Therefore, it is essential for teachers to incorporate various audiovisual aids—such as videos, pictures, and music—into their lessons to facilitate active knowledge construction and deepen understanding among young learners (Brown, 2001).
Thirdly, young learners only own their very short and interrupted attention span and they often get their boredom easily (Slattery & Willis, 2001) Similarly,
According to Harmer (2001), young learners tend to lose concentration and become bored after about ten minutes if learning activities are not engaging Scott and Ytreberg (1990) also highlight that young learners face limitations in their intellectual development, attention span, and sensory engagement Therefore, primary school language teachers are encouraged to design enjoyable lessons that incorporate interactive tasks and activities to capture and sustain the attention of young learners.
Young learners are enthusiastic about relating language lessons to their own lives, as they seek relevance in what they learn and experience (Harmer, 2001).
17 situations and interest For this purpose, language teachers should be able to design activities and tasks for young learners to internalize the language comfortably.
Learning Attitudes
Learners' attitudes play a crucial role in determining their language proficiency Therefore, understanding and addressing these attitudes is essential for evaluating the effectiveness of new language education applications.
Attitudes, as defined by Gardner (1980), encompass language learners' feelings and psychological responses towards various objects Wenden (1991) emphasizes that attitudes integrate both cognitive aspects and affective values Overall, Thompson, Higgins, and Howell (1994) describe an attitude as an individual's inclination to respond positively or negatively to a specific object Consequently, attitudes play a crucial role in determining what actions will be taken or avoided in the learning process.
Learning attitudes significantly influence language acquisition, as highlighted by McGroarty (1989), who asserts that they are crucial in determining the success or failure of new learning methods Similarly, Ahmed (2015) emphasizes that positive attitudes among learners can enhance educational outcomes When students approach language learning with a positive mindset, they are more likely to engage with the material and, in turn, acquire greater knowledge and skills Conversely, negative attitudes towards language mastery can lead to reluctance and decreased focus, ultimately diminishing their learning results.
Many researchers, theorists and scholars in both education and psychology agree that an attitude is coextensively composed of three components affective,
Cognitive and behavioral responses significantly shape language learners' perceptions and reactions to various stimuli (Eagly & Chaiken, 1993; Kara, 2009) This article explores three key attitudinal constructs that provide a comprehensive understanding of these internal and external responses.
Affective attitudes play a crucial role in language learning, as they encompass learners' emotional responses to specific tools, such as the Interactive Whiteboard These responses can be positive, characterized by feelings of enthusiasm, motivation, and excitement, or negative, marked by emotions like dislike, fear, or boredom (Eagly & Chaiken, 1993) Understanding these attitudes is essential for optimizing language learning experiences.
Cognitive attitudes in language learners encompass their evaluative thoughts and beliefs regarding the subject matter (Eagly & Chaiken, 1993) These attitudes enable learners to assess the language positively, describing it as "useful" and "effective."
“encourage” or in a negative side such as “ineffective”, “discourage” or
Behavioral attitudes pertain to the intentions of individuals to act towards a specific object, as noted by Eagly & Chaiken (1993) Language learners can exhibit these tendencies in both positive and negative ways On the positive side, they may demonstrate eagerness, active participation, and prolonged concentration Conversely, negative tendencies can manifest as decreased attentiveness and engagement.
This study evaluated fourth-grade students' attitudes towards vocabulary learning through the use of an Interactive Whiteboard, focusing on three key attitudinal responses: affective, cognitive, and behavioral domains.
Previous Studies
The researcher will critically evaluate and synthesize previous studies that have assessed the effectiveness of Interactive Whiteboard applications in enhancing vocabulary development among language students.
Nineteen studies conducted in Vietnam and various other countries were analyzed to provide a comprehensive understanding of this application Each study is summarized, detailing the research site, duration, participants, methodologies, and key findings.
Hodge and Anderson (2007) conducted a quantitative survey to examine primary school students' attitudes towards the Interactive Whiteboard in a South Auckland school Utilizing daily lessons, handwriting journals, and email for data collection, the study found that the presence of the Interactive Whiteboard significantly engaged and motivated students during vocabulary lessons Additionally, students expressed a desire for their teachers to incorporate this tool more frequently in the classroom.
In 2011, Biro conducted a survey in Debrecen, Hungary, involving 618 primary and secondary students to examine their attitudes towards the use of Interactive Whiteboards in language lessons The results revealed that students perceived the lessons as interesting, enjoyable, and easy to understand due to the integration of the Interactive Whiteboard However, they also identified some technical issues and shortcomings in teachers' skills related to its implementation.
In the academic year 2017-2018, Mai conducted a quantitative study in Vietnam to investigate stakeholders' attitudes towards the use of Interactive Whiteboards in vocabulary classrooms This mixed-method research took place at Le Thi Hong Gam Primary School in Tan Binh District, Ho Chi Minh City, involving the participation of seventy-four fifth-grade students and three teachers Data was collected through questionnaires, interviews, and classroom observations The study's findings indicated that both teachers and students expressed positive emotions regarding the integration of Interactive Whiteboards in their learning environment.
20 evaluations and thought towards the influence of the Interactive Whiteboard on the primary school students’ vocabulary performance, motivation, and seducement
In 2014, Katwibun conducted an experimental study to evaluate the effectiveness of Interactive Whiteboards on the lexical development of Thai eleventh-grade students, involving fifty-one participants from northern Thailand The research utilized a twenty-item vocabulary test, teaching reflections, and an eight-item student questionnaire to assess the outcomes Each lesson, lasting fifty minutes, followed a three-step process: Presentation, Practice, and Production The findings revealed significant improvements in students' participation levels, positive attitudes, and vocabulary knowledge.
In 2014, Hassani, Behjat, and Zadeh conducted a study in Iran to evaluate the effectiveness of Interactive Whiteboards on students' vocabulary achievement, involving fifty male students The experimental group learned vocabulary using an Interactive Whiteboard, while the control group continued with traditional blackboard methods Over eight sessions, each lasting eighty minutes, four units were taught, focusing on enhancing the students' pronunciation, forms, and meanings The results from pre-tests and post-tests indicated that the use of Interactive Whiteboards significantly improved the students' lexical knowledge.
In 2016, Alshaikhi conducted a six-week experimental study at a male Intermediate School in Jeddah, Saudi Arabia, to investigate the impact of using an Interactive Whiteboard on English vocabulary learning The study involved fifty students divided into two equal groups: a control group that received no treatment and an experimental group that utilized the Interactive Whiteboard The results of the vocabulary tests indicated that the use of the Interactive Whiteboard positively influenced vocabulary acquisition among the students.
21 provided a potential vocabulary-learning strategy for developing the students’ vocabulary achievement
In 2014, Nguyen et al conducted an experimental study in Vietnam at Rise English Center in Ho Chi Minh City, demonstrating the effectiveness of Interactive Whiteboards on young learners' English vocabulary mastery Utilizing an attitudinal questionnaire and vocabulary tests as measurement tools, the results revealed a positive impact on students' vocabulary development Additionally, the questionnaire indicated a significant increase in the young learners' interest, motivation, and participation levels.
In 2019, Tran conducted a thirteen-week quasi-experimental study involving 80 fifth graders at Tran Quang Khai Primary School, comparing two classes, 5/1 and 5/2, serving as the control and experimental groups, respectively.
In a study conducted in Ho Chi Minh City, three vocabulary tests (pre-test, post-test, and delayed post-test) alongside an attitude questionnaire were utilized to assess the impact of Interactive Whiteboard activities on fifth graders The quantitative data, analyzed using SPSS 20.0, revealed that these interactive activities significantly enhanced students' vocabulary performance and retention Additionally, the introduction of the Interactive Whiteboard notably increased the students' motivation, interest, and active engagement in learning.
Research Gaps
The Interactive Whiteboard has significantly enhanced young learners' vocabulary acquisition and positively influenced their learning attitudes, as evidenced by various studies in the field.
Interactive Whiteboard should be implemented in various contexts so that its value could be justified Nevertheless, two noticeable research gaps were ultimately determined
Research on the effectiveness of Interactive Whiteboard activities in enhancing vocabulary mastery among young learners has been conducted in various countries, including Thailand, Iran, Saudi Arabia, Hungary, and South Auckland, all demonstrating positive outcomes in vocabulary achievement and retention However, this correlation has not yet been explored within the Vietnamese context, specifically at Le Lai Primary School in Tan Phu District, Ho Chi Minh City To address this gap, the researcher has chosen to conduct an experiment in this setting, leading to the formulation of the first research question The study will utilize a pre-test and two post-tests to gather data and analyze the impact of Interactive Whiteboard activities on vocabulary learning.
The second research gap highlights the importance of measuring participants' feelings, thoughts, and behaviors regarding the use of Interactive Whiteboards in vocabulary lessons after treatment Understanding learning attitudes is crucial for the successful implementation of educational tools and methods While many previous studies explored participants' psychological responses to Interactive Whiteboards, they often overlooked the classification of learning attitudes into distinct constructs, with the exceptions of Nguyen (2018) and Tran (2019) Learning attitudes encompass various facets, including affective, cognitive, and behavioral dimensions, which will be the focus of this research.
Research Hypotheses
The following hypotheses were developed in response to the research questions after a thorough analysis and synthesis of relevant studies regarding the effects of Interactive Whiteboard usage on vocabulary performance and learning attitudes among primary school students.
H 1 : There is a significant difference in the post-test’s and in the delayed post-test’ mean scores between two groups after treatment
H 0 : There is no significant difference in the post-test’s and in the delayed post-test’ mean scores between two groups after treatment
H 2 : The students display positive attitudes on the presence of the Interactive
H0: The students display negative attitudes on the presence of the Interactive Whiteboard.
Chapter Summary
A thorough literature review has been conducted on Interactive Whiteboards, vocabulary instruction, young learners, and their learning attitudes, highlighting key insights from previous studies that helped identify research gaps and formulate hypotheses for the current study The following chapter will outline the methodological approach used in this research.
Overall Approach
The researcher employed a mixed-methods research design, combining qualitative and quantitative approaches, to effectively address the research questions (Mackey & Gass, 2005) This design is recognized for its strengths over single-method approaches, including the ability to validate results and ensure research triangulation (Alnasser, 2013) The study utilized vocabulary tests, an attitudinal questionnaire, and semi-structured interviews to gather comprehensive data.
To evaluate the impact of Interactive Whiteboard activities on fourth-grade students' vocabulary development, an experimental design was employed, identifying Interactive Whiteboard activities as the independent variable and vocabulary performance and learning attitudes as the dependent variables Although the study aimed for a true experimental design, it was classified as quasi-experimental due to the researcher being assigned as the teacher for two Grade 4 classes, Class 4/1 and Class 4/3, at the beginning of the 2019-2020 academic year.
Due to specific regulations, the researcher conducted experiments in two classes without random sample recruitment The control group continued with traditional teaching methods using a blackboard, while the experimental group engaged in activities facilitated by an Interactive Whiteboard.
The researcher employed vocabulary pre-tests and post-tests to assess students' vocabulary achievement through the use of the Interactive Whiteboard Additionally, a vocabulary post-test and a two-week delayed post-test were utilized to evaluate students' vocabulary retention Furthermore, the researcher analyzed students' attitudes towards the integration of the Interactive Whiteboard in the learning process.
Table 3.1 Research Design with Research Instruments
Group Pre-test Treatment Post-test Delayed
Research Context
A quasi-experimental study was conducted at Le Lai Primary School, situated at 150 Tay Thanh Street in the Tay Thanh Ward of Tan Phu District, Ho Chi Minh City Established in 2004, the school aims to provide a strong educational foundation for the younger generation within a friendly learning environment.
In 2020, Le Lai Primary School offered a total of thirty-five classes, including seven first-grade, seven second-grade, eight third-grade, seven fourth-grade, and six fifth-grade classes Each class typically accommodated between 40 to 45 students.
The school features various functional spaces, including meeting rooms, a hall, a library, a health care room, and restrooms, all equipped with internet access to support educational activities Notably, the facility houses two Interactive Whiteboards (IWB1 and IWB2), which teachers must reserve by registering the Service group leader on Fridays for use in language classrooms the following week.
English was a mandatory subject for all primary school grades, specifically Grade 1 through Grade 5 The school employed five in-service English teachers, and all students utilized the same English textbooks, "Family and Friends Special Edition" for Grades 1-5, authored by Naomi Simons and published by Oxford University Press On average, students engaged in three to four thirty-five-minute periods of English instruction each week.
Research Participants
The study focused on eighty-one fourth-grade students from Le Lai Primary School during the 2019-2020 academic year These students were divided into two intact classes: Class 4/1, which served as the control group with 40 students, and Class 4/3, the experimental group with 41 students Due to the predetermined class assignments at the beginning of the year, the researcher utilized convenience sampling to form the groups non-randomly According to Campbell and Stanley (1963), the experimental group consists of subjects exposed to new stimuli, while the control group comprises subjects not subjected to these new experiences.
Table 3.2 The Participants’ Demographic Information
Table 3.2 reveals that a significant majority of the student community, 97.5%, were 10 years old, with a higher proportion of male students at 58.0% compared to 42.0% female students Additionally, nearly 90% of the students expressed a preference for learning English, and approximately 82.7% were enrolled in extra after-school courses.
Research Procedures
This study focused on the Family and Friends Special Edition Grade 4 textbook, which comprises a Student Book and a Teacher Book The textbook features a total of twelve units, with the first six units being the primary focus of the experimentation.
In the first semester, 28 units were delivered, covering Units 1 to 6, while the second semester focused on the remaining six units, from 7 to 12 Each unit comprised six lessons, including Words (Lesson 1), Grammar (Lesson 2), Grammar and Song (Lesson 3), Phonics (Lesson 4), Skill Time 1 (Lesson 5), and Skill Time 2 (Lesson 6).
6) Besides, according to the school’s prescribed ELT curriculum, each unit also consisted of one extra lesson called Review (Lesson 7) Each lesson was taught in thirty-five minutes
In the first semester of 2019-2020, the researcher focused on Units 2 to 6 of the curriculum, omitting Unit 1 due to time constraints and classroom organization These units explored fundamental themes, including hobbies (Unit 2), daily activities (Unit 3), sports (Unit 4), types of animals (Unit 5), and daily routines (Unit 6) Each unit was delivered in two thirty-five-minute lessons, specifically Lesson 1 and Lesson 7 The Family and Friends Special Edition Grade 4 Student Book was utilized for both groups.
Table 3.3 Content of the Training Material
Family and Friends Special Edition Grade 4
Unit Title Lessons Objectives Target Vocabulary
2 My weekend 1 and 7 To identify various hobbies
To comprehend a short story play basketball, do gymnastics, play volleyball, play chess, fish, take photos, read comics
3 My things 1 and 7 To identify various possessions and verbs associated with them
MP3 player, TV, DVD player, CD player, turn off camera, turn on,
4 We’re having fun at the beach!
1 and 7 To identify various water sports
To comprehend a short story beach, sail, surf, kayak, windsurf, snorkel, waterski
1 and 7 To identify different animals
To understand a short story penguin, zebra, monkey, camel, lizard, crocodile
6 Jim’s day 1 and 7 To identify various daily routines
To comprehend a short story have a shower, get up, brush my teeth, catch the bus, walk to school, get dressed, have breakfast
The quasi-experimental study was conducted over fourteen weeks during the first semester of the 2019-2020 school year, specifically from September 23 to December 29, 2019, focusing on experimentation and data collection.
In the initial week of the study, the researcher introduced key functions of the Interactive Whiteboard, such as dragging and dropping, coloring and highlighting, drawing, hiding and revealing, and writing, to a group of forty-one students designated as the experimental group Following this introduction, a pre-test was administered to both the control and experimental groups to ensure comparable vocabulary proficiency levels prior to the intervention This pre-test also assessed the experimental group's familiarity with the target vocabulary intended for the study The control group completed their pre-test on September 24, 2019, while the experimental group took theirs on September 25, 2019.
From the second to the eleventh week, the researcher implemented Interactive Whiteboard activities for the experimental group while maintaining traditional blackboard instruction for the control group Each unit was taught over two consecutive weeks, with vocabulary lessons scheduled on Tuesdays for the experimental group and Wednesdays for the control group At the conclusion of the eleventh week, a vocabulary post-test was administered to both groups to assess their learning outcomes.
30 group on Thursday 5 th December, 2019 and Friday, 6 th December, 2019, respectively
In the fourteenth week, the researcher administered a delayed post-test on vocabulary to both the experimental and control groups The experimental group completed the test on December 24, 2019, while the control group took the test the following day, December 25, 2019.
2019 At the end of this week, the researcher entered into the experimental class again to distribute the attitudinal questionnaire to them on 27 th December, 2019
Furthermore, only five of them were systematically chosen to participate in the interview The time allotment of this quasi-experimental study is condensed as follows:
Table 3 4 Time Allotment for the Study
Week Date Content EG* CG*
Introducing some functions of the Interactive Whiteboard to EG
Sending the pre-test to CG-EG
2 30 th September - 6 th October, 2019 Delivering Unit 2 – Lesson 1 Vocabulary Instruction Interactive Whiteboard-Based Conventional Instruction
3 7 th October - 13 th October, 2019 Delivering Unit 2 – Lesson 7
4 14 th October - 20 th October, 2019 Delivering Unit 3 – Lesson 1
5 21 th October - 27 th October, 2019 Delivering Unit 3 – Lesson 7
6 28 th October - 3 rd November, 2019 Delivering Unit 4 – Lesson 1
7 4 th November - 10 th November, 2019 Delivering Unit 4 – Lesson 7
8 11 th November - 17 th November, 2019 Delivering Unit 5 – Lesson 1
9 18 th November - 24 th November, 2019 Delivering Unit 5 – Lesson 7
10 25 th November - 1 st December, 2019 Delivering Unit 6 – Lesson 1
11 2 nd December - 8 th December, 2019 Delivering Unit 6 – Lesson 7
11 2 nd December - 8 th December, 2019 Sending the post-test to CG-EG
Sending the delayed post-test to CG-EG Administering the questionnaire to EG Administering the interview to EG
(*) EG: Experimental Group; CG: Control Group
3.4.3 Training Procedure for the Experimental and Control Groups
Vocabulary acquisition involves three key processes: noticing, retrieval, and creative use To facilitate this, the researcher developed vocabulary lessons comprising five stages: Warm-up, Presentation, Production, Practice, and Review, implemented in both experimental and control groups These stages aimed to engage students and enhance their understanding of word forms, meanings, and usage Specifically, the Warm-up, Presentation, and Practice stages were conducted in Lesson 1, while the Production and Review stages occurred in Lesson 7 Notable differences and similarities were observed between the vocabulary lessons of the two groups (refer to Appendix A.1-5 and Appendix B.1-5).
During the warm-up stage, the researcher engaged students with brief activities designed to spark their interest in the new lesson and boost their energy levels Activities such as songs, mimes, Simon games, Quickly-Slowly games, and Do It games were implemented for both groups, typically lasting between five to ten minutes.
During the Presentation stage, the researcher introduced target vocabulary to both the experimental and control groups, focusing on essential aspects such as spelling, pronunciation, meaning, and contextual usage The control group relied solely on their textbook, using pictures and repetitive audio recordings to learn the words In contrast, the experimental group benefited from engaging video clips and images displayed on an Interactive Whiteboard, enhancing their vocabulary acquisition This presentation phase lasted approximately ten minutes.
In Practice stage, there was a noticeable dissimilarity in delivery methods between the control and the experimental groups Indeed, for the control group, the
The researcher utilized the complete content and tasks from the Family and Friends Special Edition Grade 4 textbook for the control group In contrast, the experimental group engaged in specially designed activities using an Interactive Whiteboard to reinforce newly introduced vocabulary These activities included Spotting the Errors, Labeling Pictures, Matching Spelling and Pronunciation, and Ordering Jumbled Words/Sentences To successfully complete these tasks, students interacted with various functions of the Interactive Whiteboard, such as Dragging and Dropping, Hiding and Revealing, and Coloring.
Highlighting, Drawing and Writing This stage could last from twenty to thirty minutes in total
During the production stage, both the control and experimental groups engaged in freer activities to creatively and comfortably recycle practiced vocabulary The control group utilized pre-made activities from the textbook and supplementary tasks sourced from the Ho Chi Minh City Department of Education and Training In contrast, the experimental group actively used the Interactive Whiteboard's features—such as dragging and dropping, hiding and revealing, coloring and highlighting, and writing and drawing—to enhance their practice activities.
Students in this group were instructed to collaboratively engage in activities such as ordering jumbled words and sentences, word association, and free writing The duration for completing these tasks typically ranged from twenty to thirty minutes.
During the Review stage, the researcher played a crucial role in assisting students from both groups to revisit all target words introduced, practiced, and produced earlier To facilitate this, she implemented revision activities using worksheets and flashcards, ensuring an engaging and effective learning experience.
33 group contacted with the Interactive Whiteboard, the control group still worked with the blackboard This stage would endure ten minutes in estimation
The interactive whiteboard activities for vocabulary instruction, adapted from Tran (2019), include engaging methods such as Spotting the Errors, Word Association, Labeling Pictures/Objects, Ordering Jumbled Words/Sentences, Matching Spelling and Sound, and Free Writing.
Table 3 5 A Summary of Vocabulary Activities with the Interactive Whiteboard
Research Instruments
This section outlines the data collection instruments utilized in the quasi-experimental study, including vocabulary tests, an attitudinal questionnaire, and semi-structured interviews Additionally, it summarizes the connection between the research questions and these measurement tools.
Table 3.6 The Link between Research Questions and Research Instruments
Question: Content Instruments Number Data Type
RQ1: The extent of the fourth-grade students’ vocabulary achievement and Pre-test Eighty-one Quantitative
35 retention ability with mediation of the
Post-test Delayed Post-test
RQ2: The actual picture of the fourth- grade students’ attitudes about vocabulary mastery with mediation of the Interactive Whiteboard
This study investigated the effects of Interactive Whiteboards on fourth-grade students' vocabulary achievement and retention To assess these impacts, a pre-test, post-test, and delayed post-test were systematically employed.
The pre-test assessed any disparities between the two target groups before the Interactive Whiteboard intervention, ensuring that any influences on the results were identified The post-test measured the effectiveness of the Interactive Whiteboard treatment on vocabulary achievement in the experimental group Additionally, a delayed post-test was conducted to evaluate the impact of the Interactive Whiteboard treatment on fourth-grade students' vocabulary retention after a two-week interval.
The post-test and delayed post-test, as outlined in Appendices C.2 and C.3, share a similar structure in terms of item quantity, test types, and scoring rubrics In contrast, the vocabulary pre-test presented in Appendix C.1 was designed differently, despite all three vocabulary tests containing a total of twenty items.
The vocabulary pre-test assessed the students' prior knowledge of the words that would be taught during the experiment, allowing the researcher to evaluate their vocabulary proficiency background effectively.
The study assessed the effectiveness of the Interactive Whiteboard by comparing participants' vocabulary knowledge at the beginning and end of the treatment Participants were tested on 10 English vocabulary items, requiring them to provide the Vietnamese meanings, and 10 Vietnamese items, for which they needed to write the corresponding English words Each correct answer was awarded 0.5 points, with a maximum score of 10.0 for the entire test.
On the other hand, the post-test and the delayed post-test involved four different task types, including Matching (5 items), True/False (5 items), Reordering
(5 items), Filling-in-blank (5 items) These test types were relevant to young learners’ cognition and language competence, and consistent with Circular Number
In 2016, the Vietnamese Ministry of Education and Training issued guidelines for language assessment of primary school students, emphasizing the importance of evaluating vocabulary achievement and retention The assessment framework included a consistent order of test types for both pre-tests and post-tests: Matching (Section 1), True/False (Section 2), Reordering (Section 3), and Filling-in-blank (Section 4) To minimize memory bias in the delayed post-test, the sequence of items and sections was altered, starting with Matching (Section 1) to ensure a fair evaluation of students' knowledge.
The assessment comprises three sections: Reordering (Section 2), True/False (Section 3), and Filling-in-the-Blank (Section 4) According to the established scoring rubric, each correct answer is awarded 0.5 marks, culminating in a total possible score of 10.0 for the entire test.
The vocabulary tests were developed using supplementary tasks and exercises from the Teacher Book of Family and Friends Special Edition Grade 4 These tasks had not been previously processed, as the researcher aimed to utilize them directly as vocabulary assessments from the outset.
Before administering the tests, the researcher carefully explained the test rules to ensure clarity She personally conducted the tests while closely monitoring the class to maintain reliable results Afterward, the researcher evaluated the tests using a pre-established scoring rubric.
To evaluate the responses of fourth-grade students after vocabulary lessons using Interactive Whiteboard activities, the researcher utilized an attitudinal questionnaire This tool was chosen to gather participants' opinions, ideas, and attitudes effectively (Wallace, 2002) Additionally, the quantitative nature of the questionnaire allowed for the collection of data from a large number of participants in a short timeframe (Brown, 2001).
The questionnaire, consisting of 19 items (see Appendix D.1), was distributed exclusively to the experimental group Initially composed in English, the items were subsequently translated into Vietnamese to prevent misunderstandings (see Appendix D.2) It was organized into three main sections.
1 The first section, including seven items (A1, A2, A3, A4, A5, A6 and A7), was to investigate the participants’ affective attitudes (e.g emotional responses) about their vocabulary learning with the Interactive Whiteboard Key words were: “like”, “interesting”, “exciting”, “comfortable”,
2 The second section with seven items (C8, C9, C10, C11, C12, C13 and C14) was utilized to probe the experimental group’s cognitive attitudes (e.g thoughts, evaluation) about the effect of the Interactive Whiteboard on their
38 vocabulary acquisition Key words were: “useful”, “effective”, “longer”,
3 The last section, consisting of four items (B15, B16, B17, B18 and B19), was added to explore the fourth-grade students’ behavioral attitudes (e.g action tendency) about their vocabulary mastery with the Interactive Whiteboard Key words were: “participate”, “concentrate”, “want”
The researcher utilized items from Mai (2018) and Tran (2019), along with self-designed components, to gather data All items were evaluated using a five-point Likert scale, ranging from 1 (Totally disagree) to 5 (Totally agree).
Analysis Methodology
The researcher analyzed raw data from vocabulary tests using the Statistical Package for the Social Sciences (SPSS) 20.0, applying both Independent Samples T-test and Paired Samples T-test to derive descriptive and inferential statistics (Pallant, 2005) Initially, an Independent Samples T-test was conducted to assess the similarity in vocabulary background between the two groups Following the treatment, four Paired Samples T-tests and two Independent Samples T-tests were executed to evaluate the vocabulary test results.
The researcher utilized SPSS 20.0 to analyze the questionnaire data, generating descriptive statistics such as mean (M), standard deviation (S.D.), and percentage (P, %) to illustrate students’ attitudes towards the use of Interactive Whiteboards in vocabulary mastery These statistics provided clear insights into participants' responses, while the mean values were based on the five interval levels proposed by Pallant (2007).
The study utilized a questionnaire to assess learning attitudes across five levels: very low (1.00-1.80), low (1.81-2.60), average (2.61-3.40), high (3.41-4.20), and very high (4.21-5.00) The data were analyzed based on three constructs—emotional, cognitive, and behavioral attitudes To ensure the reliability of the questionnaire, Cronbach's Alpha was calculated, with a threshold of 0.700 indicating high reliability for use in further research (Pallant, 2005).
The researcher utilized a systematic approach outlined by Creswell (2012) to analyze qualitative data from semi-structured interviews Initially, the audio recordings were transcribed into a Word document Next, the content was translated from Vietnamese to English Finally, the interview data was categorized into three groups: affective attitudes, cognitive attitudes, and behavioral attitudes This organized qualitative data provided valuable insights into the target students' perceptions of the effectiveness of Interactive Whiteboard activities in vocabulary instruction.
Methodological Issues: Validity, Reliability, Ethics, Triangulation
Validity and reliability are crucial elements in research, enhancing its value and trustworthiness for stakeholders and readers alike This section will define these concepts and clarify how the current study upholds its validity and reliability, while also addressing ethical considerations and the use of triangulation.
Validity, as defined by Mertens (1998), refers to the degree to which a measurement instrument accurately assesses what it is intended to measure There are three primary types of validity: construct validity, content validity, and face validity Construct validity pertains to the relevance and practicality of the measurement tool in assessing a specific concept (Mackey & Gass, 2005) Content validity evaluates how well the measurement tool aligns with the phenomenon under investigation (Cohen, Manion, & Morrison, 2011) Lastly, face validity involves the evaluation of the measurement tool by experts in the relevant field to ensure its appropriateness (Bryman, 2012).
Table 3.8 Validity of the Instruments
Facets Vocabulary Tests Questionnaire Interview
Multiple-Choice, Matching, True/False, Reordering, Filling-in- blank
The questionnaire was systematically constructed with three domains of attitudes (affective, cognitive and behavioral)
The interview was consistently constructed with the questionnaire, with three sub-categories of attitudinal indications
The task types were previously presented during the foregoing lessons
The vocabulary items were totally extracted existed in the textbook
Family & Friends Special Edition Grade 4 (Both
Teach Book and Student Book)
The content was based on reviewed literature on the realm of attitudes and Interactive Whiteboard
The content of the questionnaire was suitable to the research objectives and students’ comprehension and Interactive Whiteboard experience
The content of the questionnaire was suitable to the research objectives and students’ comprehension and IWB experience
The tests were examined and consulted by the researcher’s supervisor
The tests were double- checked and consulted by the researcher’s supervisor and colleagues
The tests were double-checked and consulted by the researcher’s
44 and colleagues at her research setting supervisor and colleagues
In definition, reliability is peculiar to instrument dependability (Mackey & Gass, 2005), especially for quantitative measures (Bryman, 2012)
To ensure the reliability of the vocabulary tests, the researcher implemented two key actions First, a pilot was conducted on the pre-test, post-test, and delayed post-test to confirm that all test items were clear and unambiguous Second, the researcher maintained consistency across the tests by standardizing the format, number of items, allotted time, and types of tasks involved.
To ensure the reliability of the questionnaire, the researcher implemented two key actions First, all items were crafted using a five-point Likert scale, and their internal consistency was assessed using Cronbach’s Alpha index (Creswell, 2012) Second, the questionnaire was translated into Vietnamese to facilitate comprehension for young learners.
To ensure the reliability of the questionnaire, the researcher implemented three key actions First, a pilot interview was conducted to assess the clarity of the five interview questions Second, participants were interviewed in Vietnamese, allowing them to articulate their responses more accurately Lastly, the researcher maintained a neutral stance during the interviews, refraining from expressing personal opinions that could influence the participants' answers.
A successful scientific research project is defined by its adherence to ethical standards, including obtaining proper access and safeguarding the rights of participants (McNiff & Whitehead, 2005) This paper demonstrates the researcher’s commitment to these essential ethical considerations.
One key ethical consideration for researchers is securing appropriate access to the research setting, which necessitates obtaining permission from the relevant authority (O’Hanlon, 2003) In this study, access was granted following the approval of the research proposal by the Faculty of Postgraduate Studies at Ho Chi Minh City Open University in Vietnam at the conclusion of the 2018 academic year.
In 2019, the researcher submitted a consent form to the leader of the English division at Le Lai Primary School in Tan Phu District, Ho Chi Minh City, Vietnam, seeking authorization to conduct the study To prevent any misunderstandings, the researcher fully translated the consent form into Vietnamese.
An essential ethical consideration in research is the protection of participants' rights, particularly regarding anonymity and confidentiality In this study, the researcher upheld these principles by ensuring that participants' names and private information remained undisclosed, utilizing a systematic coding method during the data collection process involving vocabulary tests, questionnaires, and interviews.
In academic research, triangulation is essential for validating study results and reducing the limitations associated with single-method approaches This study employs methodological triangulation by integrating diverse quantitative and qualitative measurement techniques, thereby enhancing the thorough analysis and interpretation of findings, including a twenty-item pre-assessment.
46 test, the twenty-item post-test, the twenty-item delayed post-test, the nineteen-item questionnaire along with the five-question semi-structured interview.
Chapter Summary
This chapter outlines the essential methodology of the study, detailing the overall approach, research setting, participants, training procedures, research instruments, and methods for data collection and analysis It also addresses key methodological concerns such as validity, reliability, ethics, and triangulation The following chapter will present the findings derived from the three instruments used and discuss the implications of these results.
