VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

FINAL ASSESSMENT

IMPROVING STUDENTS’ MOTIVATION IN

VOCABULARY LEARNING THROUGH THE
IMPLEMENTATION OF QUIZLET AT A HIGH SCHOOL
IN HANOI, VIETNAM

Subject: Action research

Students: Phạm Bảo Anh - 21046605

Phạm Anh Dũng - 2146608

Nguyễn Hồng Hạnh - 21046612

Nguyễn Lâm Phương Thảo - 21046623

Class: PG35

Ha Noi, August 2021

TABLE OF CONTENTS PAGE

PART 1: INTRODUCTION

1.1. Rationale of the study 1

1.2. Research Aims 2

1.3 Research questions 2

1.4. Scope of the study 3

1.5. Significance of the study 3

PART 2: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1. Vocabulary learning 4

1.2 Motivation 5

1.3. Online learning tools and Quizlet 6

1.3.1. Online learning tools 6

 1.3.2. Quizlet 7

1.4. Framework for studying the effect of online learning tools 10

on students’ motivation

CHAPTER 2. RESEARCH METHODOLOGY

2.1. Research method 13

2.2. Research setting 14

2.3. Research participants 14

2.4. Intervention plan 15

2.5. Data collection 16

2.5.1. Observation 18

2.5.2. Questionnaire 18

2.5.3. Interview 19

2.6. Data analysis 19

REFERENCES 21

APPENDICES 28
PART 1. INTRODUCTION

1.1. Rationale of the study

Vocabulary is a vital component in communication. Without an adequate

range of vocabulary, people cannot achieve comprehensible communication,
which may lead to the misunderstanding of delivered messages (Nunan, 1991). In
terms of learning English as a second language, vocabulary is of paramount
importance to students who want to master their language proficiency. Being able
to understand and perform all forms of oral and written exchange requires language
learners to have ample vocabulary (Moeller et al., 2009). Therefore, enhancing L2
students’ lexical richness becomes an indispensable part of language teaching.

Teacher as the key person in the classroom environment plays an important

role in delivering a large amount of unknown vocabulary to learners. Setiawan and
Wiedarti (2020) claim that only when students have the motivation for vocabulary
learning will the new lexical items be successfully acquired. Hence, teachers are
required to diversify their methods of teaching and working in class to improve
learners’ vocabulary learning motivation. However, vocabulary is still introduced
in traditional methods through books or incidental learning during classroom
practices (Prayogi & Wulandari, 2021), which may cause demotivation in learning
new vocabulary.

In the era of the Fourth Industrial Revolution, technology, especially in the

field of education, has been undergoing rapid advancement. These days, students
are able to access the Internet right in the classroom with their mobile devices.
More educational applications are designed for the purposes of learning languages;
hence, not only can L2 students be supported in broadening vocabulary acquisition
but they can also improve motivation in learning language (Lu, 2008; Mulyasa,
2018). “The future is increasingly mobile, and it behooves us to reflect this in our
teaching practice.” (Hockly, 2013, p.83). Therefore, teachers may take advantage
of those applications by implementing them into classroom activities.

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 Quizlet is a language learning tool that can be accessed freely through
computers or mobile devices. As stated on the Quizlet website (n.d.), this learning
tool was designed in 2005 by Andrew Sutherland for personal purposes; however,
with about 50 million monthly users after more than a decade, Quizlet has become
a popular educational tool in varied aspects. It is an interactive application that
allows educators and learners to customize their own lessons and practice daily via
flashcards, games, and tests. Ashcroft and Imrie (2014) point out in their research
that these activities are suitable for learning vocabulary and can motivate students’
self-learning.

As mentioned above, there is a relationship between lexical items, learners’

motivation, and web-based applications. Nevertheless, only a few studies have
conducted a close investigation into students’ motivation after using Quizlet
Application. Therefore, this research will use Quizlet as the learning medium for
learning English vocabulary to figure out its influence on students’ learning
motivation.

1.2. Research Aims

Vocabulary is one of the most significant aspects in mastering English or any

other languages. However, in reality, teachers have to cope with a lack of students’
learning motivation, especially in widening vocabulary range. In previous
research, Grogan et al. (2018) reveal a problem that without motivation, students
are not willing to learn new vocabulary. This may lead to students’ limited
vocabulary size which will affect other skills namely listening, reading, writing
and speaking. Moreover, the traditional teaching method through textbooks and
reading text is also another factor that affects students’ learning motivation
(Prayogi & Wulandari, 2021). Mulyasa (2018) points out that educational
applications can be tools to support teachers in increasing students’ motivation.
Thus, the research implements Quizlet - a language learning application into
students’ vocabulary activities to disclose its’ effect on learning motivation.

1.3 Research questions

2
 The research aims at answering the question:

To what extent does implementing Quizlet into vocabulary learning

affect the students’ motivation level?

1.4. Scope of the study

The subject of this study is a class of 40 grade 10 students who are learning
English through the text book of the Ministry of Education and Training. They all
are between A2 and B1 level of English language proficiency (CEFR). The
researcher will play the role of teacher and observer during the process of
conducting the intervention plan.

1.5. Significance of the study

The action research aims to investigate the effects of implementing Quizlet

into vocabulary learning on L2 students’ learning motivation. The intervention
plan is expected to be an immediate solution for the research problem mentioned
in the previous part, which may help to improve students’ motivation. As
technology has become an important part of life; therefore, conducting a thorough
investigation into the use of technology in education, especially through learning
applications is a topic worth researching. Additionally, the findings of the research
is also expected to contribute to future studies related to learning motivation and
online learning applications. The research may provide teachers with a practical
solution for similar situations and may also help them diversify their teaching
methods besides learning vocabulary through reading texts or word lists.

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PART 2. DEVELOPMENT

CHAPTER 1. LITERATURE REVIEW

1.1. Vocabulary learning

Hornby (1995) defined vocabulary as a set of words in a language,

completed by their meanings. These lexical items are described as central to
language and crucial to language acquisition (Zimmerman, 1997). Neuman &
Dwyer (2009) acknowledged vocabulary as words we know that assist the
communication process effectively. Vocabulary can be seen as the total of words
enabling the conveyance of meaning in communication and the acquisition of
language (Schmitt, 2000). Insufficient vocabulary can be an obstacle that impedes
successful communication among speakers. Without proper use of grammar in
communication, little can be conveyed; however, with the absence of vocabulary,
nothing can be expressed (Wilkins, 1972).

Vocabulary mastery can stimulate comprehension and production of

language. Groot (2000) discovered the connection between vocabulary and
language skills (particularly listening, speaking, reading, and writing). An
individual needs to amass a minimum of about 5000 words to comprehend non-
specified texts (Nation, 1990, as cited in Groot, 2000). Numerous studies have also
highlighted the importance of vocabulary learning, particularly in facilitating
successful communication as well as second language acquisition (Laufer &
Nation, 1999; Maximo, 2000; Tellier, 2008). According to Nation (2001), the
relationship between vocabulary knowledge and language use is complementary
since knowledge of vocabulary promotes language use, whereas language use
enriches vocabulary knowledge. In order for language learners to develop
proficiency and achieve comprehensive communication, a considerable amount of
lexical knowledge must be acquired. In the field of language assessment, the total
of four language skills are concerned (Listening and Reading as receptive skills;
Speaking and Writing as productive skills) (Milton, 2013). The link between the
vocabulary size and reading skills has been recognized by Stæhr (2008), indicating
that a learner’s amount of vocabulary can exactly determine and evaluate their

4
competence in reading comprehension. As mentioned by Adolphs & Schmitt
(2003), an estimate of between 2,000 and 3,000 word families (consisting of high
frequency words) is fundamental for basic daily communication.

Learning vocabulary is of paramount importance in the EFL learning

environment, yet it is also believed to be one problematic aspect of the learning
process. Meara (1980) stated that vocabulary has been considered to be a major
obstacle for language learners because of its open-endedness. Unlike phonology,
syntax, or other parts of a language, there is no certain rule applied for vocabulary
for students to follow and reinforce language (Alqahtani, 2015). According to
Oxford (1990), vocabulary is the most extensive and hard-to-manage component
in learning languages for a plethora of different meanings. Although L2 learners
may encounter various challenges in studying vocabulary, vocabulary has long
been a measured language component in language tests (Schmitt, 1999).

1.2 Motivation

Motivation has been a popular concept throughout history. It has been

researched, defined, and measured by hundred, if not thousands of research in the
modern age. Being a psychological-related term, the most prominent field that
deals with motivation has been Psychology. According to Myers (2010),
Psychologists consider motivation as a need or desire that energizes behavior and
directs it toward a goal.

More specifically, in the field of Education and Pedagogy, motivation has

also been studied considerably. An easy to grasp definition of motivation follows:
Motivation is considered to be a force that moves an individual to do a certain task.
Thus, a person is motivated means he or she is activated toward a goal, whereas a
person is unmotivated when he or she feels no desire toward an end. (Ryan, 2000).

In our local context of students learning English as a second language, or

more precisely, students comprehending second language vocabulary, the
definition from Gardner (1985) provides the most precise insights into this specific
context. According to said author, “Motivation can be defined as a positive attitude

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toward second language learning, as well as, the attempt and desire to the aim of
language learning.”

There have been numerous definitions and sectioning to this concept, as well
as frameworks and questionnaires devised to measure it. Various research from
Clement, Gardner, & Smythe (1977; 1980), Gardner and Lambert (1959; 1972),
Gardner & Smythe (1981), and Gliksman (1981) all show a positive connection
between motivation and second language acquisition. Furthermore, Gardner
(1985) reviewed many of these studies and deemed that motivation can influence
the rate at which second language materials and vocabulary are learned. In other
research, the role of motivation is directly linked with the students’ effort in
learning vocabulary. The more motivated a student is, the more attention he or she
will direct into the learning process (Anjomshoa & Sadighi, 2015).

With this knowledge and understanding, it is clear that motivation plays a

crucial part in affecting the students’ learning and language acquisition and it is
necessary for teachers and educators to recognize and understand motivation to
guide their students to greater achievement.

1.3. Online learning tools and Quizlet

1.3.1. Online learning tools

Various studies have been conducted to examine the use of online teaching
and learning tools within the classroom. Moon (2021) referred to online
educational tools as any digital program or application that can be accessed via the
Internet and reinforce the teachers’ ability to deliver knowledge and the students’
capability to access that knowledge.

Technological devices are believed to trigger English language learners’

interest and engagement in the development of literacy and language skills (Traore
& Kyei-Blankson, 2011). Hermagustiana and Rusmawaty (2017) contend that
technology is one of the key factors enabling teachers to positively cultivate their
constructive reinforcement and students’ attitude in the learning process. In other
words, technological tools and media can be used to capture students’ interest in

6
learning vocabulary, which provide scaffolds and contexts in which students learn
with, and about, words more profitably. As also stated in Yip and Kwan (2006),
vocabulary learning tools such as online games are an effective education aid that
help enhance students’ enthusiasm in learning new words, thereby ensuring their
learning competence. The tools are also claimed to be efficient for both language
instructors and learners. According to Hassan and Hashim (2021), the application
of online tools like Plicker can help students to overcome their fear and shyness in
learning English as a second language and most of the students are intrinsically
motivated when using the application in learning ESL vocabulary.

1.3.2. Quizlet

Quizlet is an online learning tool which is defined as a digital flashcard

creating and learning site which can be used on both computers and smartphones
(Wright, 2016). Nation (2001) claims that through the use of flashcards, learners
can easily understand the connections between the form and meaning of the words.
With Quizlet, users can learn vocabulary through picture cards by using electronic
devices such as smartphones or tablets, online or offline, thereby memorizing the
form and meaning of the words at the same time (Setiawan & Wiedarti, 2020).
Research has shown the use of Quizlet through the smartphone is a proper means
to enhance students’ motivation in learning vocabulary. Dizon (2016) regards
Quizlet as a practical tool for students to study vocabulary, as they demonstrate a
positive attitude toward the application and their willingness to employ it in the
future.

To use Quizlet, language learners generate virtual flashcards with the target
word on one side and its definition on the other. The site also has a function that
enables its users to listen to the words’ pronunciation or record audio to play with
any word. Flashcard creators can add illustrating images to either side of the virtual
flashcard (Wright, 2016). The application has a variety of learning modes for users
to study online flashcards, including Learn, Flashcard, Write, Spell, Test, Match,
Gravity and Live (Table 1.3.2).

Table 1.3.2. The description of learning modes in Quizlet Apps.

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Learning Description Website Mobile
mode App

Learn Students learn the words by answering Available Available

multiple choice and writing questions
that get increasingly harder.

Flashcard Students flip the virtual flashcards by Available Available

touching the screen or clicking the
mouse to view terms and definitions of
the words.

Write Students learn by writing out their Available Available

responses to answer questions, then
reviewing the missed questions later.

Spell Students can listen to terms and Available Unavailable

definitions of the words and then type
what they hear. If a word is misspelled,
students will hear it read aloud letter-
by-letter while the correct answer
appears on the screen.

Test Students check their memory by Available Available

quizzing themselves with different
question types based on the study set:
written, multiple choices, matching,
and True or False. Scores are gained for
the correct answers and the wrong ones

8
 are corrected.

Match In this game, learners have to match Available Available

terms and definitions as quickly as
possible. After the game ends, the
scores and ranks among other learners
are shown.

Gravity Students join the game by typing the Available Available

term corresponding with its definition
to stop asteroids from falling and
hitting the planet.

Live Students have to access the website Available Available

http://Quizlet.com/live and enter the
unique session code. The game has two
modes: Teams mode and Individuals
mode. Quizlet Live in teams mode is an
engaging game in which students work
in teams to correctly match the terms
and definitions from study sets. In
individuals mode, students have to
correctly match the terms and
definitions from study sets, and each
individual plays against others.

The learning modes of Quizlet are proven to provoke students’ enjoyment in

learning vocabulary. Golonka et al. (2014) find that students are more engaged in
the process of English language learning when using technology, in which Quizlet
9
is applied. As a result, learners pay more attention to the target words when they
learn on Quizlet. Foster (2009) introduces the basic functions of Quizlet and
implies that it can be a useful tool for students to review the vocabulary learned in
class as well as to create their own vocabulary sets and share them with the others.
A recent study by Sanosi (2018) indicates that the pattern of Quizlet enables
students to learn the vocabulary independently by using the application on their
smartphone, which is suitable for autonomous learners.

Research has shown the use of Quizlet through the smartphone is a proper
means to enhance students’ motivation in learning vocabulary. The students admit
that Quizlet gratifies students’ impulse towards learning new words (Lander,
2016). According to Christanti (2018), Quizlet is efficient in boosting students’
incentive to learn vocabulary. Moreover, Quizlet is regarded as a practical tool
and engaging medium for students to study vocabulary, as they adopt a positive
attitude toward the application, and even the English courses after learning new
words via the app (Dizon, 2016; Cinar & Ari, 2019; Hikmah, 2019).

Nevertheless, Quizlet still has a limitation regarding the lack of facilities

within the educational environment. To be specific, the use of Quizlet is considered
rather costly for students since Internet access is required to employ it (Dizon,
2016). Thus, it is advisable for institutions to supply students with Wi-Fi so that
students can be accessible to the Internet to utilize the application in class.

1.4. Framework for studying the effect of online learning tools on

students’ motivation

With these clear definitions as the foundation, we can adapt a suitable

framework that would help us to measure the effects of motivation on our students.
We choose Keller’s ARCS Model of Motivation to more closely inspect
motivation. In his book, Motivational Design for Learning and Performance The
ARCS Model Approach published in 2010, Keller justify clearly the validity of the
ARCS Motivation Model:

The ARCS model has been validated by numerous research projects and by other
indicators of validity. For example, the extensive work of Wlodkowski (1984, 1999)

10
 provides concurrent validity in that it includes many similar strategies even though the
general model is different. The practical utility of the ARCS Model has been supported
in a field test (Keller, 1984), and by research studies in a variety of settings (Shellnut,
Knowlton, & Savage, 1999). Theoretical validation has been provided by studies such as
those of Small and Gluck (1994) and Naime-Diffenbach (1991). Over time, the strategies
have been modified for specific kinds of instructional settings such as textual material
(Keller & Kopp, 1987), computer-based instruction (Keller & Suzuki, 1988), and online
instruction (Keller, 1999).

The content of this research falls within the computer-based or device-

assisted strategies which makes the ARCS Model suitable for measuring the
students’ motivation level. According to Keller’s Model, Motivation is divided
into 4 main aspects, namely; Attention, Relevance, Confidence, and Satisfaction.
All four of these aspects are researched and formulated based on the strong
foundation of other psychological research papers (Keller, 1983). Specifically,
Attention refers to the strategies that sustain the students' attention, sustaining their
interests and their curiosity toward the lesson. Relevance shows that the knowledge
and methods used can help the students feel they are meaningful to their specific
context. Confidence category focuses on the learners’ expectations and the feelings
of their achievement and success. Satisfaction category addresses the students'
need for rewards after they have completed certain tasks. Using the ARCS
Motivation Model we can probe into the specific nooks and crannies of the
students' specific motivation styles and aspects to help induce in them motivation
to complete their tasks and achieve their goals. Furthermore, the questionnaire
distributed to the students will be coded with Attention - Relevance - Confidence
- Satisfaction categories to further determine their motivation behind the
implementation of Quizlet to the course.

Table 2. Major categories, definitions, and subcategories of the ARCS model

Major Categories Definition Sub-categories

Attention Capture the learners’ interests. - Perpetual arousal

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 Activate the learners’ curiosity. - Inquiry arousal

- Variability

Relevance Meet the learners’ personal wants and - Goal orientation

needs
- Motive matching
Bridge the gap between knowledge
- Familiarity
and the real world.

Confidence Help the learners believe that they will - Learning requirements
succeed
- Success opportunities
Show learners that they control their
- Personal control
success.

Satisfaction Reinforce learners by rewarding their - Natural consequences

success.
- Positive consequences

- Equity

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CHAPTER 2. RESEARCH METHODOLOGY

2.1. Research method

Every language teacher wants to provide students with effective lessons and
the best learning environment in order to help them improve their language
proficiency. Considered a means of improving classroom practices, action research
(AR) has recently received increasing attention from teachers and researchers in
the field of English language teaching.

Carr and Kemmis (1986) propose that AR is a “self-reflection enquiry” in

which the educational practices of the teachers and learners are carefully
investigated. It also aims at improving the quality of teaching actions in order to
attain desirable goals. Somekh (1993) defines AR as a flexible research approach
which allows researchers to make adaptation to real-life situations. According to
van Lier’s definition (1996), AR applies an intervention plan into real-world
circumstances to closely examine its influence. There are various definitions of
action research; however, all explanations share the same ideas of “the teacher as
researcher” and “reflective practice”. Through the act of conducting action
research, the teacher is able to identify the contemporary problem in the classroom
and design an intervention plan to solve it. The plan is undertaken systematically
and critically to bring about changes in practices. If the result is not satisfied, the
cycle of collecting, analysing data, and implementing intervention plans will be
repeated (Burns, 1999).

This research applies AR as a methodology in order to look more closely into

the current classroom issue. The intervention plan also aims at making a positive
change in students’ motivation in terms of vocabulary learning. The Cyclical AR
model based on Kemmis and McTaggart (1988) is implemented throughout this
study (Figure 1).

13
 Figure 1. Cyclical AR model based on Kemmis and McTaggart (1988)

2.2. Research setting

Viet Duc High School is a public school located at 47 Ly Thuong Kiet, Hoan
Kiem, Hanoi. Considered one of the most prestigious schools in Hanoi, it attracts
around 700 students every year. The school’s curriculum follows the curriculum
designed by the Ministry of Education and Training. English is considered a core
subject for all students; therefore, each class has three lessons with Vietnamese
teacher and one with native teacher per week. Though technology is applied during
class time, vocabulary is still mainly taught through word lists and paper works
rather than using language applications.

2.3. Research participants

The study is conducted with students of Viet Duc High School which is at 47
Ly Thuong Kiet Street, Hoan Kiem District, Hanoi. Currently I am teaching
English for classes of grade 10 with approximately one hundred students. One third
of them are selected to participate in my research. All student-participants are

14
learning English through the textbook of the Ministry of Education and Training.
Their levels are between A2 and B1 level of English language proficiency (CEFR).

Concerning vocabulary sessions, I teach and observe them twice a week for
four weeks. My primary focus was on their motivation in using the Quizlet
application to learn vocabulary.

2.4. Intervention plan

Table 3. Schedule of learning vocabulary with Quizlet

Weeks Topic Content Process

Week 1 Introducing Quizlet

Instruction

Week 2 Unit 4: For a better Items related to Learning with matching

community volunteers and pairs, writing, spelling
volunteer work and flashcards

Week 3 Unit 4: For a better Review the lexical Testing yourself with
community items Test

Practicing more with

game: Quizlet Live

Week 4 Unit 5: Inventions Items related to Learning with matching

technology and pairs, writing, spelling
invention and flashcards

15
 Week 5 Unit 5: Inventions Review the lexical Testing yourself with
items Test

Practicing more with

game: Gravity

In the first week, an introduction to Quizlet and instruction on how to use this
web-based application are provided to students so that they can become familiar
with Quizlet’s learning platform. Throughout the plan, the vocabulary topics are
based on English 10 textbook of the Ministry of education and training as it is the
book employed in the whole public school system in Vietnam. After figuring out
the lack of vocabulary learning motivation in students during the first half of the
semester, the teacher - researcher conducts the intervention plan in the second half
one which includes unit 4 and unit 5 of the textbook.

Vocabulary items related to the two topics “For a better community” and
“Inventions” are introduced to learners in week 2 and 4 respectively through
Quizlet. Students acquire the new words with the support of different learning
modes namely matching pairs, writing, spelling and flashcards. In week 3 and 5, a
test designed on Quizlet’s Test mode is assigned to students for the purpose of
checking their vocabulary. They are also provided with more practice through
Gravity - a game on Quizlet to help them review the words.

2.5. Data collection

The study aims to answer the following question: To what extent does
implementing Quizlet into vocabulary learning affect the students’ motivation
level?

The data collection methods chosen are an approach of both quantitative and
qualitative data, thus making the design a mixed one. The quantitative data
collection method picked is questionnaire. The two main advantages of
16
questionnaire are, first, it helps to generalize the result of the study, and second, it
provides a large amount of data in a short amount of time (Dörnyei, 2009).
Furthermore, the questionnaire chosen is divided into two stages, pre-intervention
questionnaire, which is distributed to students before the researchers implement
the intervention plan containing Quizlet activities, and post-intervention
questionnaire, which is administered after doing said activities. This division of
two stages helps the teachers see clearly if there is a change in motivation in the
students after the course and the effectiveness of the intervention plan for further
improvement. However, the data collected from this method would be surface
level, and thus, to get a deeper understanding of the students’ perspectives and
motivation, qualitative data collection methods are needed and chosen, which
consists of observation and interview. The observation method will be conducted
throughout the implementation of the Quizlet course and will provide teachers with
specific and adequate information about certain aspects of the course, e.g. the
explanation phase, the beginning phase, how motivated are students at the early
onset of the implementation plan, etc. Observation will help teachers notice and
improve on certain aspects of learning that appear in the classroom. Contrary to
observation, interviews will help the researchers burrow into the minds of the
learners and get their perspective on how effective the course is, what aspects
should be kept and what aspects should be abolished. Additionally, apart from the
mentioned aim and research question, the researchers would be able to collect
statistical data and analysis about students’ motivation, expectations, and wants.
This information would aid in the development of future courses for the better
improvement of students’ motivation in the classroom.

Table 4. Summary of the data collection process

Events Week 1 Week 2 Week 3 Week 4 Week 5

Pre-intervention x

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questionnaire

Observation x x x x x

Post-intervention x
questionnaire

Interview x

2.5.1. Observation

During the five-week timeframe of the study, weekly observation is

conducted throughout the class time. The teacher observes how students behave in
class in terms of attention, activation, and participation in the classroom. While
observing, the teacher also takes field notes, which are analysed after five weeks
of intervention.

2.5.2. Questionnaire

Each student is surveyed using the questionnaire adapted from Keller’s

Course Interest Survey (CIS) (Keller, 2010). As stated in Schuman and Presser
(1996), an attitudes-measuring questionnaire must be designed as a scale and must
encompass at least ten items in order to obtain a reliable assessment of an
individual’s attitude. Thus, the teacher-researcher constructs a questionnaire
consisting of 29 Likert-type scale question items (check Appendix A).

The Questionnaire on Motivation in Vocabulary Learning is handed out twice

for Pre-intervention and Post-intervention surveys. All question items are
categorized into 4 aspects of ARCS which can be scored independently. The
average score of each category can be scored by dividing the total score by the

18
number of items in that category. This results in a score ranging from 1 to 5, which
can be used to compare the performance of A-R-C-S in learning vocabulary
motivation.

Among the given items, there are several statements in a negative manner (which
are marked “reverse”). Therefore, the score for these items can be determined as
follows: 5 = 1, 4 =2, 3 = 3, 2 = 4, and 1 = 5.

2.5.3. Interview

After the post-intervention questionnaire is conducted, a semi-structured

interview is carried out with 10 participants during week 5. Each student has a one-
on-one interview which lasts 30 minutes. Recorder is used to collect data for later
qualitative analysis. The teacher - researcher also takes note during the interview.

The participants are asked four questions based on the ARCS model (check
Appendix B). The first question aims at discovering the aspect of Quizlet that can
draw learners’ attention. The second one gives a closer look into how students can
acquire or revise the items through Quizlet’ modes. The following question asks
learners to give their opinion about their motivation to keep using the application.
The last one relates to learners’ satisfaction with the practices on Quizlet.

2.6. Data analysis

In this paper, a mixture of quantitative and qualitative methods is applied to

analyse data. Firstly, the teacher-researcher conducts a quantitative data analysis.
The records of students’ responses to The Questionnaire on Motivation in
Vocabulary Learning are collected and scored. Then, SPSS is used after the scores
of the pre- and post-intervention survey are computed. The Means score and
Standard Deviation for pre-intervention and post-intervention are examined.

Table 2.6. Scoring guide for the questionnaire

Attention Relevance Confidence Satisfaction

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 ATT1 (reverse) REL1 CON1 SAT1 (reverse)

ATT2 REL2 (reverse) CON2 (reverse) SAT2

ATT3 (reverse) REL3 CON3 SAT3

ATT4 REL4 CON4 (reverse) SAT4

REL5 CON5 (reverse) SAT5

REL6 CON6 SAT6

REL7 (reverse) CON7 SAT7 (reverse)

REL8 CON8 SAT8

SAT9

Qualitative data analysis is also employed. Data from observations, field

notes and interviews are scrutinised and coded to emerge themes and patterns as a
result of implementation of the intervention plan. The students’ answers to the
questionnaire are also analysed for any associated themes and patterns.

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 APPENDIX A

Questionnaire on Motivation in Vocabulary Learning

Circle the number that matches your answer.

5 - Completely true

4 - True

3 - Neutral

2 - Not true

1 - Completely not true

ATT1 This class has very little in it that captures my attention. 1 2 3 4 5

ATT2 The students in this class seem curious about learning 1 2 3 4 5

vocabulary.

ATT3 I often daydream while in this class. 1 2 3 4 5

ATT4 My curiosity is often stimulated by the questions asked or the 1 2 3 4 5

problems given on learning vocabulary in this class.

REL1 The vocabulary I am learning in class will be useful to me. 1 2 3 4 5

REL2 I do NOT see how learning vocabulary relates to anything I 1 2 3 4 5

28
 already know.

REL3 In this class, I try to set and achieve high standards of 1 2 3 4 5

excellence.

REL4 The content of this class relates to my expectations and goals. 1 2 3 4 5

REL5 The students actively participate in this class. 1 2 3 4 5

REL6 I do NOT think I will benefit much from this class. 1 2 3 4 5

REL7 To accomplish my goals, it is important that I do well in this 1 2 3 4 5

class.

REL8 The personal benefits of this class are clear to me. 1 2 3 4 5

CON1 I feel confident that I will do well in class. 1 2 3 4 5

CON2 You have to be lucky to get good grades in this class. 1 2 3 4 5

CON3 Whether or not I succeed in this class is up to me. 1 2 3 4 5

CON4 Learning vocabulary is just too difficult for me. 1 2 3 4 5

CON5 It is difficult to predict what grade the teacher will give my 1 2 3 4 5

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 assignments.

CON6 As I am taking this class, I believe that I can succeed if I try 1 2 3 4 5

hard enough.

CON7 I find the challenge level in this class to be about right: neither 1 2 3 4 5
too easy nor too hard.

CON8 I get enough feedback to know how well I am doing. 1 2 3 4 5

SAT1 I have to work too hard to succeed in this class. 1 2 3 4 5

SAT2 I feel that learning vocabulary gives me a lot of satisfaction. 1 2 3 4 5

SAT3 I feel that the grades or other recognition I receive are fair 1 2 3 4 5
compared to other students.

SAT4 I enjoy working for this class. 1 2 3 4 5

SAT5 I am pleased with the teacher’s evaluations of my work 1 2 3 4 5

compared to how well I think I have done.

SAT6 I feel satisfied with what I am getting from this class. 1 2 3 4 5

SAT7 I feel rather disappointed with this class. 1 2 3 4 5

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SAT8 I feel that I get enough recognition of my work in this class by 1 2 3 4 5
means of grades, comments, or other feedback.

SAT9 The amount of work I have to do is appropriate for this type of 1 2 3 4 5

class.

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 APPENDIX B

Semi-structured interview on use of Quizlet in vocabulary learning

motivation

Questions:

1. What did you like the best about Quizlet?

_______________________________________________________

2. How did each mode on Quizlet relate to learning vocabulary?

_______________________________________________________

3. What made you continue to use Quizlet to learn vocabulary?

_______________________________________________________

4. How did you feel about your score at the end of the learning activities?
_______________________________________________________

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