Summary of Previous Research (theses and articles)

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

The use of Gema López 2020 This study aims Method: Qualitative The results represent Using
Kahoot! López to explore the the students‘ help
as a digital Participants:
as digital use of kahoot! development using vocabu
tool to learn As a digital tool 6 participants (25-32 kahoot (vocabulary, create
vocabulary to among ELE years), support their learnin
ELE foreign students to learning)
students. enhance their Whom 3 are working
vocabulary and 3 are studying.

Instruments: interviews,
observation.

Procedures:

The group was divided

into 2, then she applied
two instruments at first
and the end.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

Using the Italki David 2020 This research Method: Qualitative The materials and the Using
platform and Marcial aims to adapt collection of data. platforms had a materia
online material Romero different types positive impact in the activiti
Participants: 5
to learn of online classes, thus, strong
participants (2
vocabulary material to help improving the with
Americans, 2 Filipinos, 1
focused on Tourism vocabulary and the platfor
Vietnamese)
tourism in the students from activities. improv
class the Italki Instruments: online vocabu
of Spanish
od Spanish platform questionnaires. some s
 as a enhance their Procedures:Procedures: learn v
foreign vocabulary. Createcreate a meeting
language A2 in zoom, the sessions
level. were 60 minutes, then
the students had to take
classes and do the
activities and material
prepared. Then the
results were compared
and analyzed after the
material was divided
into online material and
online platforms.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

The use of ICT Flores 2016 This research Method: qualitative, The students The us
to improve Guarneros, proposes the quantitative and mixed demonstrate that the teach
students’ Blanca Jael use methods. use of Edmodo was langua
of the Edmodo
vocabulary successful to improve way t
of EdmodoParticipants: one
their the vocabulary. teache
hundred eighteen
platform to
students s
share with my from fifth .
fromfifth grade of
students researc
elementary school sixty-
different the
three females and fifty-
activities to to use
five males, from 10 to 11
improve English the t
years old.
vocabulary. had p
Instruments: two writing the IC
exams, a questioner and course
class observations. conside
was a
Procedures: The data experie
was collected through teache
different stages.
7 weeks
7weeks were
necessary to apply the
instruments, from May
15th to 15thto June 30th.
First, I applied multiple
choices writing
examsexam. Each, each
weekI
used the Edmodo
used Edmodo
platform to reinforce
the topicseen in
class and
classand I shared
activities to do at home.
Each week I wrote my
observations,on June
30thI applied the
questioner to
questionerto the
students and finally I
applied multiple choices
writing exam.2.6 Data
analysisThis chapter
provided the most
important aspects
taken in order to
collect and analyze the
data. There are, in
general, two ways of
collecting data if one
wants information
about the lived
experience of a
phenomenon from
another person. First, it
is the isthe traditional
face-to-face interview,
and secondly, one can
ask for a written or
recorded account of
the experience (Giorgi,
2009). This data
collection was
carriedcarry out by
using a
questionnaire questioner
through google
throughgoogle
drive with drivewith
eight closed-ended
 questions
includinginclude all
possible answer/
pre-written
prewritten
response, Iapplied two
multiple choices writing
exams and I wrote
during the 5 weeks a
report of my
observations.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

A proposal to López 2021 The purposes Method: Quantitative It is confirmed that It has
promote Hernández, of this method. Memrise does me to
study are
vocabulary in Vianey studyare promote students’ topic
Participants: Ten males
the EFL three. First of proficiency in the investig
and 20 females. All of
learning all, to find out English language differen
them were enrolled in
process the teaching because it allows that ca
LEI Bachelor and were
techniques them to learn studen
studying Target
applied by vocabulary, grammar, effectiv
Language V.
educators to and pronunciation. the des
develop Instruments: in
It is also
students Questionnaires.
corroborated that devel
‘vocabulary.
procedures: The section the way students
Secondly, langua
knowing if the applied was the learned was dynamic
Memrise structure and written and innovative and co
expression ones, which through a simulated
application
helps students include 40 multiple- context. There, they the k
to increase choice questions in 25 felt comfortable
have
minutes, divided into learning
their lexicon throug
during their two parts. The first 15 autonomously and
career.
items deal with effectively.
learning
process. structure items, where
Eventually, the students must choose a
final aim, word or phrase that
considered the completes the given
most sentence. Questions 16-
important one, 40 (the written
is to show expression part) involve
 educators a choosing the words or
new and phrases that make the
creative tool slightest sense in the
that will context of the given
improve the sentence.
vocabulary
learning
process and
its importance,
which
pretends to
give an
innovative way
of teaching
through
technology to
keep students
aware of their
self-taught
learning
process

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

Analyse Gerónimo 2021 Analyze the Method: qualitative It demonstrated that This
didactique des Pérez, Evelyn didactics of the method. for sessions the current
compétences Itzel skills of the subjects had an of
Participants:
de l’application DUOLINGO improvement in the becom
Duolingo pour application to Instruments: level and the fundam
le niveau A1 find out if it is vocabulary. learnin
really suitable Questionnaires and
for learning surveys. langua
lan
French as a Procedures: The is how
Foreign research was developed must
Language for in a context where make g
level A1. French teachers know the
certain applications but applica
not their classifications, can h
that is to say, they do learnin
not know if they are studen
educational or not and reinfor
 consequently they do knowle
not use them as a the cla
learning tool with their Duoling
students. applica
level A

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

Use of ICT for Mónica 2018 The purpose is Method: quantitative The results show that The u
Lizbeth to know the methodology, the students of higher techno
Learning the
Maciel problems that descriptive, non- age consider that learn
English
Gómez, the students of experimental and using the ICT and positive
language.
María del the race of transversal character studying out of the the n
Rocío International classroom help and freque
Participants: it designs
Carranza. Business have motivate the learning indicat
an instrument ad hoc
when learning of the English more
that was applied to 74%
and to use language; for its part, percen
of the students of the
technological 53% opine that they using
career of International
tools adapted would like to practice strengt
Business of a Mexican
for the learning the learned in class learnin
university, who were
of the English through electronic happen
studying third, fourth,
language. games; the 96% they po
fifth, sixth, seventh and
prefer to watch the
eighth semester
movies, to the 87% tools
Instruments: surveys. like utilize audios and recomm
the 69%prefer utilize the
Procedures:The social networks and suppor
instrument was designed platforms. you c
according to the second
objectives of the better;
research and taking into interpr
account the context in there
which it was applied, the p
consists of 15 items with studen
a format type Likert with ICT are
five points of rank, two facilita
in each polarity and one learnin
intermediate. English
The answers vary so that
the number one means
totally disagree and the
 four totally agree.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

Perception of María del 2019 The growing Method: The research The results show They co
students Rocío integration of was carried out with a that students perceiv that pla
regarding the Carranza information quantitative, transversal e positively the use of such as
use of ICT and Alcántara. and and descriptive technologies as Moodle
learning English Claudia Islas communication approach. support in the types
Torres technologies in learning of English; educati
Participants: 162
education has are aware of how softwa
students of a Mexican
involved these tools can help favor
Public University.
investigating them acquire skills to learnin
how and under Instruments: surveys. master a second makes
what language; however, to reth
circumstances Procedures: The study they acknowledge of thes
and conditions was applied to the entire that they have not yet turn t
these tools population of this field managed to dynam
support of studies in both internalize the use of to prov
students in morning and afternoon ICT, mainly those particip
learning a classes which aimed exclusively at studen
second represented 320 the
language. enrolled students. educational process
However, at the
moment of validating
the instrument, we only
considered those that
had answered 100% of
the questions, a total of
162 respondents
162respondents
, 88 women and 74
men. We designed an
instrument in
accordance with the
research objectives and
the context in which it
was applied. It consists
of 15 items in Likert-type
format, with five rank
 points, two in each
polarity and one
intermediate. They are
rated from 1 (totally
disagree) to 5 (totally
agree).

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

The Effect of Afrooz 2021 This study Method: quasi- The Kolmogorov- In this
Mobile- Rezaei and examined the experimental pretest- Smirnov (K-S) tests apps w
mediated Fatemeh effect of posttest with a control were used to check to bri
Dynamic Behjat mobile- group. the normality of the approa
Assessment on mediated vocabulary pretest improv
Participants: 26
EFL Learners’ dynamic and posttest. particip
participants studying at
L2 Vocabulary assessment vocabu
the Language Center of
Knowledge (DA) to learnin
Shiraz University, Iran.
enhance effect.
English as a Instruments: a formal MIM
foreign English proficiency test, optimiz
language (EFL) the participants benefit
learners’ completed the Oxford method
vocabulary Quick Placement Test assessm
learning. (OQPT). minimi
disadva
Procedures: First, 84 EFL discove
learners were chosen, previou
considering their studies
availability. Then, the
OQPT was conducted to
assess the homogeneity
of participants’ language
proficiency, and finally,
78 EFL learners at the
pre-intermediate level
were selected. After
that, the participants
were randomly put into
three groups (one
control and two
experimental). Next, the
 vocabulary pre-test was
conducted for all
participants to observe
their development
throughout the
instruction.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
procedures)

The Ai Siti 2020 This research Method: descriptive- In this study, The
effectiveness of Nuralisah was carried out qualitative design. researchers used the finding
using memrise and Evie based on a Memrise application. researc
Instruments: interviews
application Kareviati preliminary There were 3 Memri
by asking open-ended
study which meetings conducted effectiv
in teaching questions and using a
showed that by researchers. First, increas
vocabulary.
students had questionnaire that the pretest is done to studen
questionnairethat
see the ability of vocabu
difficulty encourages encouraged
students to be master
learning English respondents to express
introduced memor
because of the their feelings, attitudes, with the Memrise
vocabu
lack of and perceptions. with Memrise
application, easily
understanding (Gunawan & Saputra,
the second treatment happy
of the 2020) a questionnaire is
is to apply the learnin
vocabulary they a written instrument
vocabulary teaching
had that presents a series of
application using the
questions or statements
Memrise application,
that must be responded
and finally, the
to by writing down the
posttest, to see
answers.
students'
Participants: 35 students improvement and
who consist of 20 differences.
females, and 15 male
students at seven grades
of one of the junior high
schools in SMPN 1 Cililin.

Title Author (s) Year Purpose Method (participants, Results Conclu

instruments,
 procedures)

Language MAIMUN 2009 It Method: This study It presents the Feedba

Learning via AQSHA demonstrates employsemploy a survey distribution and the
is demonstrate
ICT: Uses, design in order to frequency for the use showed
Challenges and that ICT has measure the of ICT in learning them
Issues extent extend students English. Generally, the ICT in
benefits in
benefitsin use ICT for learning findings showed that learnin
education English. ICT was not widely Hence,
educations
. used by the students need t
Instruments: Survey
for the in the purpose to
method.
of learning English, as studen
Participants: 4 students average averagely in the
from a secondary school students only spent 1- learnin
in Kuala. 2 hours weekly on ICT co
learning activities. variety
Procedures: To elicited opport
data for the study, the studen
students had responded
to three parts of
questionnaire: 1) hours
students spend on the
English learning activities
2) the extend ICT helped
students in learning
English 3) benefits of
using ICT in helping
students to learn English
4) factors affecting the
use of ICT in learning
English and 5) their
attitude towards the use
of ICT in learning English.
Part 1 items were
measured by the time
frame, on the other
hand part 2, 3, 4 and 5
were measured by a
four-point Likert-scale
range from 1- Strongly
Disagree, 2-Disagree, 3-
Agree and 4- Strongly
Agree. A descriptive
statistic of percentage
and mean score were
used in the data analysis.
An open-ended
questions were also
used to elicitelicited
more information about
students' attitudes
towards attitudes
students attitudes in towards
the use of ICT for
learning English.