CAN THO UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

RESEARCH PROPOSAL

FRESHMEN ENGLISH-MAJORED STUDENTS’ BELIEFS AND

PRACTICES REGARDING USING MOBILE APPLICATIONS IN
VOCABULARY LEARNING IN A UNIVERSITY IN CAN THO
(SG277 – 01)

Group members Instructor

Phan Ngọc Quỳnh B2112748 Nguyễn Bửu Huân (Ph.D)
Lê Hoàng Mỹ Trang B2112755

Can Tho, April 2024

 TABLE OF CONTENTS

I. INTRODUCTION

1.1 Rationale for the study.......................................................................................................... 1

1.2 Research aim......................................................................................................................... 2

1.3 Research questions ............................................................................................................... 2

1.4 Significance of the study ...................................................................................................... 3

II. LITERATURE REVIEW

2.1 Definition of key terms ......................................................................................................... 3

2.1.1 Mobile applications .................................................................................................... 3

2.1.2 Vocabulary learning ................................................................................................... 3

2.1.3 The relationship between mobile applications and vocabulary learning.................... 4

2.2 Theoretical framework ......................................................................................................... 4

2.3 Related studies ...................................................................................................................... 5

III. RESEARCH METHODOLOGY

3.1 Research design .................................................................................................................... 6

3.2 Participants ........................................................................................................................... 6

3.3 Research instruments ............................................................................................................ 6

3.3.1 Questionnaire .............................................................................................................. 7

3.3.2 Semi-structured interview .......................................................................................... 7

3.4 Piloting the research instruments .......................................................................................... 7

3.5 Data collection procedures ................................................................................................... 8

3.6 Statistical methods ................................................................................................................ 8

IV. EXPECTED OUTCOMES................................................................................................ 8

References................................................................................................................................ 10
Research Proposal title: Freshmen English-majored students’ beliefs and practices regarding
using mobile applications in vocabulary learning in a university in Can Tho.

I. INTRODUCTION

In today’s integration era, we cannot overlook or dismiss the undeniable value of English as the
dominant universal language (Nishanthi, 2018). English proficiency unlocks a multitude of
opportunities for everyone. However, to be proficient in a language, understanding grammar
rules and sentence structure is inadequate. Indeed, “both learners and researchers see
vocabulary as being a very important, if not the most important, element in language learning”
(Nation, 1990, p.2). Moreover, the general agreement indicates that developing a rich
vocabulary plays a crucial role in learning a second language effectively (Nunan, 1991).
Recognizing the importance of vocabulary, a taxonomy of kinds of vocabulary-learning
strategies categorizes 14 different strategies into four general classes of strategies, involving
planning, sources, processes, and skill in use (Nation, 2013). However, with the increasing
ubiquity of smartphones and the desire for personalized learning, another strategy emerges
which is mobile applications for vocabulary learning. Mobile phones offer a variety of features
such as Internet access, voice messaging, SMS text messaging, cameras, and video recording
allowing users to engage in communicative language practice, access authentic content, and
complete tasks efficiently (Chinnery, 2006). Chinnery (2006) also states that language learning
benefits greatly from the various practical uses and features of mobile technologies as learners
can study or practice anywhere anytime outside the classroom to take the most advantage of
those technologies. Therefore, a finding by Deris and Shukor (2019) indicates that “students
have positive acceptance towards the use of mobile apps in learning vocabulary” (p.135).

1.1 Rationale for the study

Vocabulary plays a vital role in communicating and understanding, as Wilkins (1972)

emphasizes that “without grammar, very little can be conveyed; without vocabulary, nothing
can be conveyed” (p.111). Therefore, Nunan (1991) states that building a strong vocabulary
foundation is essential for achieving proficiency when learning a second language. While
learning vocabulary of a second language in the classroom may be problematic because of the
limited time available and the heavy burden on the learners (Grace, 1998), mobile applications
are the alternative solutions for learners to learn outside the classroom (Basal et al., 2016). Lu
et al. (2022) imply that effective language learning mobile applications ensure learners’
convenience and ultimately enhance their learning efficiency. Besides, utilizing mobile
applications during the vocabulary learning process facilitates students in enhancing their

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comprehension and accuracy in using words (Habbash, 2015). Suitable language learning
mobile applications not only lead to improved learning and guide students towards more
effective use of their mobile devices (Zhang, 2016) but also help retain new words and phrases,
and boost students’ motivation, confidence, class participation, and tendency to use mobile
devices in education (Klimova, 2019).

When it comes to the Vietnamese context, in 2018, the Vietnamese government implemented
a major policy change in language education through the reform “Teaching and Learning
Foreign Languages in the National Formal Educational System” (Nguyen et al., 2023). This
reform aligns with the widespread access to the Internet and frequent use of mobile devices in
the Vietnamese educational context resulting in a clear demand for mobile learning (Nguyen
and Hoang, 2020), especially mobile applications for vocabulary learning. Memrise - an
English language learning mobile application, for example, can greatly assist students in a
college in Southwest Vietnam in acquiring vocabulary and serve as an engaging and effective
tool for learning new words (Nguyen et al., 2023). For another example, the study by Tran and
Nguyen (2023) concludes that Vietnamese bilingual students in an international school consider
Quizlet as “a useful, enjoyable, easy, and convenient tool for English vocabulary language
learning” (p.687).

However, although some studies have been done to investigate the effects of specific mobile
applications for vocabulary learning in Viet Nam, little has been conducted in terms of English-
major students, especially at a university in Can Tho in English language classroom settings.
Taking this into consideration, the researchers conducted the study “Freshmen English-majored
Students’ beliefs and practices regarding using mobile applications in vocabulary learning in a
university in Can Tho”.

1.2 Research aims

This study aims to provide valuable insights into freshmen English-majored students’ beliefs
and practices of effective use of mobile applications for vocabulary learning.

1.3 Research questions

This study addresses the two following research questions:

1. What are freshmen English-majored students’ beliefs about using mobile applications
in vocabulary learning?

2. What are freshmen English-majored students’ practices of using mobile applications in

vocabulary learning?

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1.4 Significance of the study

The researchers believe that this study is beneficial for both students and teachers in vocabulary
learning and teaching. For students, the findings of this study can shed light on students’ beliefs
and practices while using mobile applications for vocabulary learning. Consequently, students
can be responsible for their use of mobile devices in general and mobile applications in
particular for effective learning purposes. By actively engaging in vocabulary learning inside
and outside the classroom, students can significantly enhance their grasp of the English
language as a whole. For teachers, this study can motivate them to make use of different mobile
applications for students’ vocabulary practices outside the classroom. Particularly, teachers can
explore helpful mobile applications and recommend them to students as additional resources
for learning. Ultimately, teachers can effectively integrate mobile applications with traditional
learning vocabulary strategies to design engaging in-class activities that leverage the strengths
of both traditional and mobile-based learning approaches.

II. LITERATURE REVIEW

2.1 Definition of key terms

2.1.1 Mobile applications

A mobile application is a program that is designed specifically for use on mobile devices such
as smartphones and tablets (Katie, 2023). These applications differ from traditional desktop
software as they are often designed for limited and focused functionality, such as providing a
service (e.g., ride-hailing), playing a game, or offering a mobile version of a web experience
(e.g., social media). They can also be used for the teaching and learning of all four language
skills (e.g. listening, reading, speaking, writing) and knowledge (vocabulary, pronunciation,
grammar). However, Heil et al. (2016) have pointed out that a majority of mobile applications
put an emphasis on vocabulary learning. Some common applications that are widely used by
learners include ELSA, Duolingo, Memrise, Quizlet, etc.

2.1.2 Vocabulary learning

Hatch and Brown (2001) define vocabulary as a list or set of words for a particular language or
a list or set of words that individual speakers of a language might use. It's like your toolbox for
communication, allowing you to express yourself clearly and comprehend information. The
more words you have in your vocabulary, the richer and more nuanced your communication
can be. Vocabulary learning refers to the process of acquiring new word meanings and storing
them in memory (Nation, 2008). This involves not just memorizing the definition, but also
understanding how the word is used in context, its various forms, and its relationship to other
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words (Schmitt, 2000). There are two methods of learning vocabulary, which are incidental
learning and intentional learning. Incidental learning refers to learning new vocabulary from
context whereas intentional learning refers to any conscious effort to improve vocabulary
knowledge (Nation, 2001).

2.1.3 The relationship between mobile applications and vocabulary learning

The significant impact of mobile applications on learners' vocabulary learning process is

undeniable. According to Wrigglesworth and Harvor (2018), smartphones have become an
inseparable and essential aspect of university-level language learners' daily lives. These devices
play a pivotal role in shaping the educational environment and interactions of the learners,
providing them with convenient access to language-learning resources and tools anytime and
anywhere. This integration of smartphones into their learning routines highlights the
transformative role of technology in modern education, particularly in enhancing vocabulary
learning experiences. Rezaei et al. (2015) has concluded in their study that using vocabulary
mobile applications has had a positive effect on students' learning performance, regardless of
nationality, gender or age. Chien (2015) also discovered that participants expressed favorable
attitudes towards utilizing online flashcard applications (such as Quizlet, Study Stack, and
Flashcard Exchange), reporting that these applications enhanced their motivation for
vocabulary learning. Due to its efficacy, spaced-repetition systems have been incorporated into
numerous commercial language learning programs, such as DuoLingo (Settles & Meeder,
2016), Memrise (Memrise, 2012), and FluentU (FluentU, 2016).

2.2 Theoretical framework

Drawing upon Paul Nation's "Four Strands" theory, the analysis explores the intertwining
between intentional and incidental learning facilitated by mobile applications. Nation (2001)
emphasizes four interconnected aspects of effective vocabulary learning: meaning-focused
input, meaning-focused output, language-focused learning, and fluency development. For
meaning-focused input, mobile apps offer extensive exposure to vocabulary in context, a
cornerstone of intentional learning. Features like authentic content (news feeds, articles,
audio/video clips) showcase real-world language use, enriching students' understanding. For
meaning-focused output, actively using new vocabulary strengthens knowledge and fosters
incidental learning. Mobile apps provide this through production exercises like writing prompts,
sentence construction tasks, or voice recording tools, encouraging students to integrate new
words into meaningful contexts. Gamification elements can further motivate students to
participate in active vocabulary use. For language-focused learning, explicit instruction on word
form, meaning, and usage strengthens vocabulary knowledge. Mobile apps support this by
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offering integrated dictionaries and thesauruses for quick access to definitions, synonyms, and
antonyms. Features explaining word parts, etymology, or common collocations deepen
understanding and usage. For fluency development, developing automaticity in vocabulary use
is essential for effective communication. Mobile apps support this through spaced repetition
systems, where flashcards optimize memorization and recall speed. Additionally, engaging
games and quizzes requiring rapid vocabulary retrieval promote fluency in using new words.

2.3 Related studies

These days, there are a number of learners, particularly undergraduates who make use of mobile
applications to assist their vocabulary learning progress. Therefore, much research has been
conducted to investigate learners’ beliefs about using mobile applications for vocabulary
learning and their practices.

In 2022, Asratie, Aylet, and Alebachew conducted an investigation on senior high school
Ethiopian English teachers’ attitudes and practices regarding using mobile applications to
improve English language skills. The outcomes showed that Ethiopian English teachers have a
positive attitude towards mobile applications, but they sometimes practice developing their
English language skills through mobile applications. However, the study did not explore how
teachers use mobile applications in their vocabulary learning.

A study by Klimova and Polakova (2020) revealed a positive attitude toward using mobile
applications in learning vocabulary in the Czech context. The participants were 28 Czech
students (21 females and 7 males) of Management of Tourism in their third academic year. All
of them are at the level between B2 and C1. In total, 46% of the students also enjoyed using the
mobile app when learning new words and phrases. The results showed that students appreciated
the accessibility of the mobile app anywhere and at any time more than the traditional books,
provided there was Internet access. However, the study just focused on the students from
Management of Tourism rather than English majors. It almost showed the students' beliefs,
instead of beliefs and practices.

Particularly, a study from Tao and Modehiran (2023) showed that students liked to use learning-
oriented mobile applications, such as E-dictionary and WeChat, to learn vocabulary. The
participants included 123 second-year English major volunteer students in a private
international university in China. The findings indicated that students reported that it was
effective to use mobile apps for vocabulary learning and they expected to conduct vocabulary
learning activities by using mobile apps. Among all kinds of mobile apps including apps for
learning vocabulary, apps for entertainment, etc., the students reported their preferences for

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using vocabulary learning mobile apps the most. Nevertheless, the researchers did not pay much
attention to the ways that the students use mobile applications in learning vocabulary.

Similarly, Deris and Shukor (2019) indicated in their study that 30 Malaysian postgraduate
participants have a favorable attitude toward using mobile apps for vocabulary learning. They
find it convenient to learn vocabulary through these apps because they can access them anytime
and anywhere. The students particularly enjoy the games feature in vocabulary learning apps,
considering it the most preferred and useful among other features. However, the study might
not be generalizable due to a potentially small sample size. It aims to find out the postgraduates’
attitudes, not the English-major university students and also. prioritizes features students like
over those proven for effective learning instead of investigating how students practice using
mobile applications.

III. METHODOLOGY

3.1 Research design

In order to examine the beliefs and practices regarding using mobile applications in vocabulary
learning, this present study adopts a mixed research methodology, which includes both
quantitative and qualitative methods of data collection. Creswell (2003) states that combining
these two methods can “provide a comprehensive analysis of the research problem” (p.16).
Specifically, the data is collected from questionnaires and semi-structured interviews. First, the
students are given questionnaires to discover their beliefs and practices when using mobile
applications for learning vocabulary. Then, the students participate in a semi-structured, 50-
minute interview individually to learn more about their personal viewpoints without being
influenced by others.

3.2 Participants

The participants of the study will be 120 first-year students (around 18 or 19 years old) who
come from 5 classes, majoring in English at a university in Can Tho. To join the study, students
need to be in their first year of English studies and want to improve their vocabulary. In the
study, the researchers will be the interviewers and 5 students from 5 classes will be invited to
participate in the interview section.

3.3 Research instruments

Two instruments are used to collect data for the study including a questionnaire and semi-
structured interview.

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3.3.1 Questionnaire

The questionnaire is an efficient and effective way of collecting data with regard to researcher
time, effort, and financial resources (Dörnyei and Taguchi, 2010). Dörnyei and Taguchi also
state that the questionnaires are “versatile” (p.6) making them suitable for a variety of uses with
a wide range of individuals and topics in various settings. Well-designed questionnaires can
reveal hidden attitudes and reduce interviewer bias, leading to more consistent and trustworthy
results (Bryman, 2008). Therefore, we believe that the closed-ended questionnaires are a
reliable instrument for collecting data for the present study.

The questionnaire consists of three parts. The first part aims at exploring general information
of participants such as gender, age, and number of English-studying years. The second one is
designed to gain students’ beliefs on their mobile applications used for vocabulary learning.
Finally, the last part targets gathering students’ practices for learning vocabulary through
mobile applications. The second and last part is designed in the form of a five-point Likert scale
of frequency, respectively 1 - never (0%), 2 - rarely (1%-25%), 3 - sometimes (26%-50%), 4 -
often (51%-75%), and 5 - very often (76%-100%).

Besides, the questionnaire is translated into Vietnamese to ensure that participants fully
understand each item and easily choose their responses.

3.3.2 Semi-structured interview

With semi-structured interviews, researchers are able to prompt participants for additional
information and explore their responses in more detail about the situation being discussed
(Utibe, 2020). Therefore, the semi-structured interview is conducted in the present study to
delve into students’ personal viewpoints on their using mobile applications for vocabulary
learning. After finishing collecting data from the questionnaire, five out of 120 students are
invited to participate in the interview.

To ensure students can effectively explain their reasons for choosing responses in the
questionnaire, the interview is conducted in Vietnamese for those who may find it challenging
to express their opinions in English.

3.4 Piloting the research instruments

The questionnaire is piloted on a sample of 50 students with similar backgrounds and English
proficiency levels as those in the official study, to confirm their complete understanding of all
questionnaire items and make modifications for ambiguous or unclear items. We also value the

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feedback or any suggestions from students on how to better adapt the questionnaire for the
actual survey.

3.5 Data collection procedures

In the present study, the data collection procedures involve working with two research
instruments through 5 stages.

In the first stage, we synthesize, modify, and translate the questionnaire into Vietnamese.

In the second stage, the questionnaire is piloted on a cohort of 50 students possessing equivalent
backgrounds and English competence as those in the official study in order to confirm its
reliability. Before doing the questionnaire, the students are given instructions for each part and
encouraged to rate honestly and ask any questions that emerged during the survey.

In the third stage, the questionnaire is delivered to 120 students of freshmen English-majored
classes from a university with the same instructions.

In the fourth stage, the questionnaire is collected, synthesized, and analyzed to get the result.

In the final stage, 5 students out of five English-majored classes are invited to participate in an
interview to explore more about their practical uses of mobile applications for vocabulary
learning.

3.6 Statistical methods

To understand these beliefs and practices, we will employ a mixed-methods approach. A survey
will be distributed to collect data. Quantitative data on demographics, beliefs (via a five-point
Likert scale), and practices (frequency and time spent) will be analyzed using SPSS. Qualitative
data from open-ended questions on students’ personal viewpoints on their using mobile
applications for vocabulary learning will be analyzed using NVivo for thematic analysis.
Findings from both analyses will be reported to understand how freshmen perceive and utilize
mobile applications for vocabulary learning.

IV. EXPECTED OUTCOMES

This study will be of great benefit to the students and lecturers in a university in Can Tho City.

For students, the findings on their beliefs about using mobile applications and effective learning

practices can guide them towards using mobile apps more strategically for vocabulary learners.

Lectures can also know their students’ perceptions of effectiveness, ease of use, and overall

value compared to traditional methods so that they may apply more mobile applications in their

teaching. Additionally, the survey will identify usage patterns, including frequency, preferred
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app types, and dedicated learning time. By comparing beliefs and practices, we may discover a

gap between perception and reality. Furthermore, open-ended responses could reveal

unforeseen themes or challenges, offering valuable insights for improving mobile vocabulary

learning experiences.

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