






































citation


AsiaCALL Online Journal Received: 24/06/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 07/07/2021 

Vol. 12, No.4, 2021  Accepted: 08/07/2021 

pp. 30 - 45  Online: 09/07/2021 

 

Citation | Pham, V. P. H., & Tran, V. D. (2021). The Effects of Vietnamese High School Teacher’s Utility of 

Google Forms on Eleventh Graders’ Grammatical Knowledge. AsiaCALL Online Journal, 12(4), pp. 30-45. 

 

 

The Effects of Vietnamese High School Teacher’s Utility of Google Forms on 

Eleventh Graders’ Grammatical Knowledge 

Vu Phi Ho Pham1, Van Da Tran2* 

 

1 Van Lang University, Ho Chi Minh City, Vietnam 
2 Ton Duc Thang University, Ho Chi Minh City, Vietnam 
*Corresponding author: Van Da Tran, Ton Duc Thang University; Email: englishmylife@gmail.com 

 

Abstract  

In Vietnam, grammar has been taught with conventional teaching methods such as the 

Grammar Translation Method and Audio Lingual Method, which still focus on paper-based 

grammar exercises in high schools. These traditional methods demotivate students' learning 

interest and motivation and fail to increase their independent learning and the effectiveness of 

grammar instruction. The purpose of this study is to explore the effects of Vietnamese high 

school teachers’ utilization of Google Forms on eleventh graders’ grammatical knowledge and 

their perceptions of Google Forms in learning English grammar. The study results emphasized 

the intervention of eleventh-grade students' knowledge of grammar and their perceptions of 

this treatment. The study's findings indicated that the integration of Google Forms 

successfully aided students in enhancing their achievement of grammatical knowledge. 

Furthermore, students have a positive attitude towards this application into grammar teaching. 

Keywords: grammar instruction, grammatical knowledge, Google Forms. 

 

1. Introduction 

Thanks to ICT development, the implementation of Google apps and the application of 

blended learning in grammar instruction, in particular, have proliferated for a few decades. 

Such ICT-based alternatives in language instruction have been affirmed advantageous for both 

language teachers and students with statistical analysis and reliable evidence in a multitude of 

noticeable studies. These alternatives can not only improve the effectiveness of teachers' 

teaching in grammar instruction but also enhance learners' interest, autonomy, and 

concentration on grammar learning (e.g., Garrison & Vaughan, 2008; Do & Nguyen, 2014; 

Isti’anah, 2017; Khalil, 2018; and Pham, 2018a). 

On the other hand, according to Bilonozhko and Syzenko (2020), learners belong to 

Generation Z or Gen Z. It refers to those born after 2000. It is also called the digital 

generation or digital natives. Their lifestyles are established in the basement of the 

mailto:englishmylife@gmail.com


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environment where the Internet, mobile phones, social media, Youtube, and instant messenger 

are dominated. Because they were born and have grown up in such an environment, they have 

a knack for adopting digital gadgets like computers, laptops, ipads, tablets, mobile phones, 

and  ICT applications smoothly. They are also experts for adapting to ICT innovations. 

Harmanto (2013) identifies that it is the growth of ICT that creates Generation Z’s styles of 

learning. They enjoy learning by interacting with ICT devices. They can utilize the Internet to 

discover new things and study what they are not familiar with, and the Internet and digital 

tools are integral parts of their learning process. They pioneer to take in new knowledge and 

skills with new ICT tools and innovative ICT apps. Some studies, such as Pham (2021) and 

Pham D. T. T., Technology is a helpful tool to help students improve their English, and the 

students have possitive attitudes towards technology. To be a good teacher for Generation Z, 

teachers should incorporate more technologies into their lesson plans. They must make use of 

ICT to modernize their instructional methods. They can use more technology-based activities, 

including visual content, and offer ways for students to provide and receive their feedback in 

learning and teaching. Furthermore, in a case study, Van et al.. (2021) highlighted that more 

than three-quarters of students used educational apps and smartphones to learn the language, 

and over 81% of students agreed that technology could enhance the effectiveness of their 

language learning. 

However, in her study, Pham (2015) points out that Grammar-Translation Method still 

plays a dominant role in teaching English grammar throughout Vietnam because many 

English teachers are in favor of adopting it in their teaching practice. Likewise, Khuong 

(2015) claims that many English teachers are still faithful to Audio Lingual Method (ALM) in 

instructing grammar because they get used to this method and are unwilling to adopt a new 

one. These conventional approaches to teaching grammar do demotivate students' interests in 

learning English grammar and minimize teachers' efficiency (Pham, 2015). Also, on utilizing 

these traditional teaching methods, teachers miss an excellent opportunity to assist students in 

their autonomous learning, and students find the language lessons boring (Khalil, 2018). 

Furthermore, teachers can not exploit the benefits of blended learning, the combination of 

activities inside the classroom and outside the classroom, in instructing grammar. In other 

words, teachers only focus on the process of learning and teaching inside the classroom and 

ignore it outside the classroom (Khuong, 2015). Tackling these notable problems will bring 

practical benefits to both teachers and students in teaching and learning English grammar.  

Google Forms combined with blended learning in grammar instruction is one notable 

recommendation to deal with these issues. Google Forms is defined by Haddad and Kalaani 

(2014) as an interactive web-based platform with a user-friendly application programming 

interface for producing online surveys, questionnaires, and quizzes. Blended learning refers to 

an educational curriculum that combines online sources with conventional learning in a 

classroom (Graham, 2000).  

 To unravel the effects of Vietnamese high school teachers’ utilization of Google Forms 

on 11th graders’ grammatical knowledge, a quasi-experimental study is first undertaken. Then 

the questionnaire and the interview are utilized to clarify the Vietnamese 11th graders’ 

perceptions of Google Forms in learning English grammar. 



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2. Literature review 

2.1 Grammar instruction 

Grammar teaching is an important part of language teaching in high school. According 

to Fromkin, Rodman, and Hyams (2017), grammar instruction is helpful for learners who 

learn English because it can guide them to acquire and use how language is produced. He also 

suggests that form-focused language will be necessary if learners promote levels of accuracy 

in the target language. Pham and Nguyen (2014) claimed that the teachers at high school often 

employed the Grammar Translation Method in teaching grammar. DeKeyser (1996) believes 

that grammar teaching is essential to enhance language learning since it provides learners with 

several basic ways to create language. He also points out that the consciousness of target 

structures and forms is essential to second language learning.  

Another significant point demonstrated by Zhang (2009) is that grammar instruction is 

fundamental in second language teaching because grammar is the basic background of the 

English language. Without grammar, learners find it impossible to learn a language. In 

addition, the most important goal for learning a language is to help learners communicate 

effectively and appropriately in social contexts. Thus, grammar teaching can assure this goal 

because it empowers students to know how to combine vocabulary to make a meaningful 

sentence used for their communicative purposes. Besides, he discusses that grammar learning 

does not occur naturally, but it needs teaching by teachers who can improve learners' grammar 

learning effectiveness and accuracy. Learners themselves can indeed learn other skills such as 

listening, speaking, reading, and writing. Still, they are not capable of learning grammar 

autonomously, and they need to be supported by teachers in learning grammar.   

From what has been discussed so far, it is obvious to summarize that grammar 

teaching is an integral part of language teaching because it is considered a core part of a 

language and has a decisive effect on second language learning success. 

2.2 ICT-based alternatives of teaching English grammar 

With the integration of ICT into language teaching, the last decade has seen rapid 

innovation in teaching English grammar. Google-app-based alternatives and blended learning 

are two of the most leading trends for teaching English grammar at present. 

Google-app-based alternatives  

Al-Harbi and Alshumaimeri (2016) highlight that language teacher should integrate 

technology into teaching grammar in the era of technology because this can prompt students 

to direct their learning and offer them opportunities to practice the target language and 

develop their autonomous learning language learning outside the classroom. This view is 

supported by Saeedi (2016) and Keshta and Harb (2013), who points out that interactive 

technological platforms serving as a motivator should be utilized in grammar teaching. 

Thanks to this, students are able to have access to endless online input sources and be more 

active in their language learning. In the same vein, Khalil (2018) notes that Google apps offer 

teachers considerable ways to conduct English grammar lessons in the digital age. Such 



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Google-app-mediated alternatives in grammar instruction can promote learners’ autonomy 

and enhance their willingness.  

Blended Learning 

According to Isti'anah (2017), thanks to the never-ending innovation of technology 

and the Internet, blended learning has prevalently been used as an effective approach to 

teaching English grammar. Online classes can be combined with offline ones in English 

grammar instruction. This integration can improve the effectiveness of teachers' grammar 

teaching and better students' learning outcomes and interests in learning grammar. Concurrent 

with this research trend, Ngo (2018) points out that blended learning, the combination of 

conventional and technology-mediated methodologies in the language classroom, has become 

prevalent in grammar instruction. He found that employing blended learning enhanced 

students' English grammar knowledge and encouraged their autonomy. More importantly, 

learners had a positive view toward the utilization of blended learning in instructing grammar.  

Overall, these suggestions provide important insights that teaching English grammar 

with the aids of technology-based learning platforms can be a leading model which may be 

advantageous for both language teachers and students. 

2.3 The ways technology applied in grammar teaching and learning 

Technology does support grammar teaching and learning in a wide range of ways. 

According to An and Williams (2019),  one of the noticeable ways is that videos and films can 

be used in the presentation stage or input. Some short videos and movies can raise students' 

awareness of grammatical structures, and teachers can use them to help students understand 

how structures are utilized in real-life situations communication. In line with this, Chau 

(2021) points out that ICT plays a key role in supporting students to get access to real input 

and diverse sources of contemporary materials of learning.  Another way is the use of apps 

and online games (Busyteacher, n.d.). Thanks to online apps and games, students can practice 

grammatical points and memorize the rules better. More significantly, with funny games, 

students have great opportunities to experience edutainment, the combination of education 

and entertainment. This can help students enhance the effectiveness of grammar learning and 

increase their excitement and interest in grammar acquisition. In line with this, Busyteacher 

(n.d.) points out that one more way for technology to be integrated into grammar teaching is 

Web Quests. Such technological tools are adopted as a virtual classroom in which students are 

required to complete a grammar exercise, and teachers can visit and give feedback on 

students' task completion. Finally, the technology-based class should be exploited to use the 

time outside the classroom for students to practice and memorize grammatical points because 

regular practice outside the class does increase students' efficiency and activeness in the 

process of English grammar learning (Nguyen, 2021). 

2.4 Google Forms and its uses in language instruction 

According to Pham (2018a), Google Forms is one of the products developed by 

Google. Along with Docs, Sheets, and Slides in G Suite, Google Forms is designed for the 

education area. The initiative aim of Google forms is to create various kinds of forms to 



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gather information and data for surveys or to enroll in a particular event. 

Google Forms can be used to create language quizzes or exercises. Pham (2018a)  

highlights that Google Forms can provide teachers and students with different types of 

questions utilized as quizzes in language teaching such as (i) Multiple choice, (ii) Checklists, 

(iii) Text – for short answers, (iv) Paragraph text – for longer answers, (v) Choose from a list, 

(vi) Scale – a customizable Likert scale question, and (vii) Grid – select an answer from a 

rubric-style grid. 

What is more, thanks to Google Forms, tests can be designed for language assessment. 

In the educational context, Google Forms is considered a useful technological tool in the 

classroom. In his online article, Catapano (n.d.) suggests several ways for utilizing Google 

Forms in learning and teaching. Google-Forms-based exercises can be used as formative 

assessments. Google Forms offers teachers a convenient tool for assessing students’ 

understanding quickly and accurately. Teachers are able to create and adopt Google-Forms-

based tests in their language teaching in time-saving and convenient ways because Google 

Forms can set up a time allowance for the tests and score students' answers automatically. 

Last but not least, teachers can adopt Google Forms for setting up 

homework/assignments for language teaching. According to Pham (2018a), Google Forms 

can be utilized for teachers to set up homework or assignments which students have to 

complete inside and outside the classroom. Besides, the teachers can give a deadline for the 

assignments or homework and give comments and evaluate students' work thanks to Google 

forms. From what has been discussed so far, a vast number of functions of Google Forms 

presented in this section are provided for the teacher in language instruction, and Google 

Forms can be notable recommendations for a teacher to adopt in instructing English grammar.   

2.5 Research Questions 

Due to the aims, the research makes efforts to seek answers to two primary questions 

as follows: 

a) What are the effects of Vietnamese high school teachers’ utilization of Google Forms on 

eleventh graders’ grammatical knowledge?  

b) What are Vietnamese eleventh graders' perceptions of using Google Forms in learning 

English grammar? 

3. Methods 

3.1 Pedagogical Setting and Participants 

The current study was conducted at a rural upper secondary school in An Giang 

province. This school was established in 1998, and currently, 73 teachers are teaching at it, 

and 1241 students are attending it. Along with other school subjects, English is compulsory 

for all students from grade 10 to grade 12. The English classes consist of3 forty-five-minute 

periods every week. The primary goal for English high school education is to create and 

develop students’ communicative competence. In other words, students are expected to use 

English as an effective tool of communication and achieve the proficiency level of B1 in the 



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Common European Framework of Reference for Languages (CEFR) when they finish grade 

12. 

Eighty-nine eleventh graders from class 11A4 and 11A5 in the academic year of 2020 

- 2021 were non-randomly chosen out of three hundred and thirty-four students from a pool of 

eleventh-grade students of a high school in An Giang province.  The rationale for selecting 

participants for the study is due to the researcher’s convenience. This choice can help the 

researcher save time and energy because the participants are authentic class groups, so they 

are easily accessible and available. Participants are all between 17 and 18 years old, and all of 

them are native speakers of Vietnamese and learn English as a foreign language. They were 

divided into two equal groups. Class 11A4 consisting of 25 female students and 19 male 

students, serves as the experimental group, and class 11A5, including 25 female students and 

20 male students, plays the role of the control group. 

3.2 Design of the Study 

The quasi-experimental research with pretest-posttest control-group design will be 

adopted to investigate the impacts of Vietnamese high school teachers’ utilization of Google 

Forms on 11th graders’ grammatical knowledge in the first phase of the research.   

The design of the study is described in Table 3.1: 

Table 3.1: The design of the study 

Group Pre-test Intervention Post-test 

Experimental group X X X 

Control group X O X 

In this study, the pre-test and post-test were employed for both the experimental and 

control groups. However, only the experimental group received the intervention of employing 

Google Forms in grammar instruction, while conventional approaches were still adopted for 

teaching grammar to the control group.  

3.3 Data collection and analysis 

Four typical instruments, such as the pre-test, the post-test, the questionnaire, and the 

interview, were adopted to collect adequate data for the research. The pre-test was a paper-

based test that requires students to answer grammar questions. In the pre-test, there were 

twenty-five items. The content of the pre-test centered on seven grammatical points such as 

the sequence of tenses, reduced forms of relative clauses, question tags, if clauses, reported 

speech with to infinitives and gerunds, wish clauses, and perfect participles in the curriculum 

of Tieng Anh 11 – Volume 2 textbook. The post-test was similar to the pre-test in terms of 

time allowance, the number of questions, the grammatical points, question forms, and 

question levels to make the data gathered for the study more valid and reliable. The 

questionnaire included fifteen Likert questions with five points (strongly agree, agree, 

uncertain, disagree, strongly disagree). These questions explored the participants' perceptions 

of enjoyment, engagement, convenience, perceived learning, concentration, motivation, 



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satisfaction, effectiveness, and autonomy toward utilizing Google Forms in learning English 

grammar. Since all participants are EFL students, the questionnaire was employed in 

Vietnamese to ensure that all respondents understood and answered the questions accurately. 

It was designed in the basement of Google Forms. The semi-structured interview comprised 

six open-ended questions on six themes such as (i) the level of interest and motivation 

students achieved through learning English grammar with the integration of Google 

Forms,(ii)the level of effectiveness on students’ learning English grammar with  Google 

Forms exercises, (iii) the extent of convenience that Google Forms offered students in 

learning English grammar, (iv) the extent that Google-Forms-based lessons supported 

students’ independent learning, (v) the difficulties students confronted when they learned 

English grammar with Google Forms, and (vi) students’ recommendations for improving the 

effectiveness of integrating Google Forms into grammar instruction. 

The procedures for gathering adequate data for the study are described in the 

following table. 

Table 3.2: Procedures for data collection 

Step Research instrument Group of participants 
Type of data 

collected 

1 Pre-test 
Experimental group and 

control group 
Quantitative data 

2 Post-test 
Experimental group and 

control group 
Quantitative data 

3 Questionnaire Experimental group only Quantitative data 

4 Interview Experimental group only Qualitative  data 

It can be seen from the data in table 3.2, procedures for data collection of the study 

included four steps. First and foremost, the quantitative data of the pre-test conducted with 

both the experimental and control groups were collected prior to the intervention. Second,  the 

data of the post-test for both groups were gathered after the treatment. Two first steps were 

undertaken to help the researcher collect efficient data for the first research question. Third, 

the in-depth information of the questionnaire from only the experimental group was 

quantitatively brought together. Finally, qualitative information in the interview from 

participants of the experimental group was elicited. Two latter steps were carried out in an 

attempt to seek the answer to the second research question. 

The descriptive data collected from the pre-test, the post-test, and the questionnaire for 

the current study were processed and analyzed through Statistical Package for the Social 

Sciences (SPSS) of version 22.0 for Windows. Then the textual data gathered from the 

interview was scrutinized. 

 Data analysis procedures followed the phases in the table below.  



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Table 3.3: Procedures for data analysis 

Phase Research instrument Type of data analysis Values of analysis 

1 
 

The pre-test 
Descriptive data  

Frequency, mean, standard 

deviation, and Independent 

Samples T-test of both groups’ 

means 
2 The post-test 

 

3 

 

The  questionnaire Descriptive data  Mean, standard deviation  

4 The interview Textual data Textual analysis 

From the table above, it can be shown that four major phases were included in the 

procedures for data analysis. In the first phase, the pre-test data had been descriptively 

analyzed with several values, namely, frequencies, means, standard deviations before 

independent Samples T-test of both participant groups' means were calculated. These analyses 

were undertaken to ensure that the level of the experimental group was similar to that of the 

control group prior to the treatment. In the second phase, the post-test data were descriptively 

processed with the same values as the pre-test to check whether the treatment had statistically 

significant effects. In the third phase, the data from the questionnaire were quantitatively 

analyzed with two sub-stages. To analyze the descriptive data, the frequencies of each scale in 

each item were first calculated. Then, each of the five scales in the items of the first part of the 

questionnaire was coded a value (namely, strongly agree = 1, agree = 2, uncertain = 3, 

disagree = 4, and strongly disagree = 5). Following this, the data had been converted into 

means for analysis. In the fourth phase, textual data from the interview was translated into 

English and transcribed into words. Next, the data was organized and classified into question-

based themes to analyze the data more quickly and accurately. Finally, to process qualitative 

data from the interview, in each question, answers were put into tables so that the researcher 

could discover similar answers, collect diverse answers and be aware of the overall trends of 

the data. In short, the primary purpose of data analysis from the interview was to better 

understand the participants' answers to the questions in the questionnaire. 

4. Findings and discussion 

4.1 Research question 1: What are the effects of Vietnamese high school teachers’ utilization 

of Google Forms on eleventh graders’ grammatical knowledge? 

To answer the first research question, the findings from the pre-test and the post-test 

are described. 

Findings from the pre-test 

In the table below, the results of the pre-test fro both group are presented. 



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Table 4.1: Summary of pre-test results 

Group N M S.D. t p 

Experimental 44 6.21 .9664 
.146 .885 

Control 45 6.24 1.0354 

As seen from Table 4.1, the statistical values of the two groups are very much the 

same. The first feature being recognized was a fair equivalence between the means of both 

groups (6.21 for the experimental group and 6.24 for the control group). Moreover, the two 

standard deviation values (.966 for the experimental and 1.03 for the control groups) were 

nearly equal. Thus, it could be asserted that both groups shared an approximate similarity: 

their grammatical knowledge was at the same level. 

Also shown in this table, the value sig (2-tailed) of 0.885 were much bigger than the 

alpha 0.05, which meant there was no significant disparity between the two means, and two 

sets of scores were of equivalent means. Hence, it can be concluded that the students in both 

groups had equal grammatical knowledge before the experiment. 

Findings from the post-test 

Like the pre-test, the post-test’s scores of the two groups were also analyzed in the 

following table. 

Table 4.2: Summary of post-test results 

Group N M S.D. t p 

Experimental 44 7.045 .8636 
.416 .0005 

Control 45 6.520 .8447 

Table 4.2 informed that after the intervention, the mean score of the experimental 

group (M= 7.045) was higher than that of the control group (M=6.520). In other words, there 

was a disparity of .5255 of the mean scores of both groups. This result indicated that the 

students in the experimental group had considerably improved their grammatical knowledge 

during the time of experimental teaching. 

Also seen from this table, the sig. value (2-tailed) = 0.005 which was smaller than 

alpha 0.05. This result indicated that there was a significant difference in terms of studying 

achievement between the experimental and control group after ten weeks of experimental 

teaching. 

So far, the data from the pre-test and post-test have been analyzed and interpreted. The 

analysis suggested that the grammatical knowledge of both groups was initially almost similar 

at an average level. Yet, this similarity was no longer remained after the teaching intervention 

but substituted by a statistically significant difference. This difference was in favor of the 

experimental group experiencing Google Forms in learning English grammar. Indeed, this 



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group really made great achievements when the students obtained substantial progress in their 

scores by integrating Google Forms into teaching grammar. 

4.2 Research question 2: What are Vietnamese eleventh graders' perceptions of using Google 

Forms in learning English grammar? 

In order to answer the second research question, data from the questionnaire and 

interview were analyzed and discussed. 

Findings from the questionnaire 

The results from the questionnaire provided the researcher with students' perceptions 

concerning the implementation of the teaching alternative, Google Forms, into teaching 

English grammar to eleventh students in a high school. The findings from the questionnaire 

are laid out on two major themes as follows: 

Table 4.3: Students’ perceptions of Google Forms integration into grammar instruction 

 M S.D. 

Interest and motivation   

I am interested in doing English grammar exercises with Google Forms. 2.18 0.54 

I enjoy learning more English grammar with Google Forms. 2.18 0.66 

I feel more motivated to learn English grammar through Google-Forms-

based exercises. 
2.29 

 

0.70 

 

Engagement and Concentration   

Google-Forms-based exercises can make me more engaged in learning 

English grammar. 
2.40 0.84 

Google-Forms-based exercises can help me enhance my concentration in 

learning English grammar. 
2.34 0.79 

Convenience   

I feel comfortable completing English grammar exercises with Google 

Forms. 
2.38 0.84 

I am convenient to do English grammar exercises with Google Forms. 2.31 0.80 

Usefulness   

I can get more useful strategies for learning English grammar from 

Google-Forms-based exercises. 
2.22 0.68 

Google Forms is a useful tool for learning English grammar. 2.09 0.64 

As shown in the above table, the means of items ranging from 2.09 to 2.40 (smaller 

than 3.00) have revealed that students felt more interested, motivated, engaged, concentrated, 

and useful in learning grammar due to the application of the Google-Forms-based grammar 

exercises.  

 

 

 

 

 



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Table 4.4: The effectiveness of Google Forms integration and its support for students’ 

autonomy 

 M S.D. 

Effectiveness   

Google-Forms-based exercises can help me understand English grammar 

better. 

 2.27 0.66 

Google-Forms-based exercises can help me review English grammar 

knowledge more effectively. 
2.22 0.64 

Autonomy   

Google-Forms-based exercises can support my autonomy in learning English 

grammar. 
2.27 0.73 

Satisfaction   

I would like to learn Google-Forms-based lessons for my learning English in 

the future. 
2.25 0.78 

I am satisfied with the application of Google Forms in learning English 

grammar. 
2.20 0.67 

Google Forms should be integrated into grammar instruction. 2.06 0.62 

From the above table, the means of items ranging from 2.06 to 2.27 (smaller than 

3.00) indicated that effectiveness in learning grammar was enhanced, and students' 

autonomous learning was supported when Google Forms was merged into teaching grammar. 

Collectively, this integration of Google Forms into grammar instruction has left a good 

impression and a positive effect on the students under treatment. 

Findings from the interview 

Of the questionnaire population of 44 participants, only ten of these (6 females and 

four males) took part in the semi-structured interview. They can be ciphered as F1, F2, F3, F4, 

F5, F6, M7, M8, M9, and M10. As discussed earlier, six open-ended questions in the 

interview were administered to clarify participants’ answers in the questionnaire. 

About students' interests and motivation, a wide range of responses were elicited.  One 

student stated that “I think doing Google-Forms-based exercises are similar to playing online 

games where I can combine learning with entertainment, which makes me feel more interested 

and motivated in my grammar learning” (F1).  

One more interviewee added that “well, I enjoy interacting with electronic devices (i.e., 

smartphone and laptop), so when I do Google-Forms-based exercises, I feel really interested 

in learning English grammar.” (M10) 



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In regard to the new approach’s effectiveness, the majority commented that “Doing 

Google-Forms-based exercises can help them remember the grammar points because I can do 

them as many times as they would like.” Other responses to this question included: “I can do 

and share Google-Forms-based exercises with my classmates, which assists me better 

understand the grammar structures.” (M9) and “I think Google-Forms-based exercises can 

help me enhance my strategies for autonomous learning, which can assist me to enhance the 

effectiveness of learning grammar.” (F5) 

Regarding convenience, a common view against the interviewees was that 

“completing Google-Forms-based exercises is convenient because they can do grammar 

exercises anytime and anywhere they like, and they find really easy to have access to learning 

materials.” Talking about this issue, an interviewee said: “I can do Google-Forms-based 

exercises with my smartphone, which is convenient for me in my learning English. Moreover, I 

do not need to bring a lot of learning materials when I do Google-Forms-based exercises.” 

(F6) 

In the aspect of autonomous learning, several interviewees argued that “Google Forms 

supports our autonomous learning in learning English grammar because we can do Google-

Forms-based exercises as many times as possible, which assists them to revise the 

grammatical lessons and remember the grammatical knowledge better.” While others stated: 

“We can set up a proper plan for our independent learning outside the classroom with the aids 

of Google-Forms-based exercises because the contents of these exercises are in line with 

those of the lesson we learned inside the classroom and we can review the grammar 

knowledge better through Google-forms-based exercises.” Another interviewee said: “I do 

Google-Forms-based exercises, and then I can check the answers with their clear and 

detailed explanations by myself, which can encourage my self-studying. What is more, I can 

do Google-Forms-based exercises outside the classroom, or anywhere I like.” (F6) 

About the problems, half of the interviewees responded that they had no problems 

when they did Google-forms-based grammar exercises. However, other participants have 

confronted several issues as follows: 

F2 said: My internet connection is not stable, so I have to go to the coffee house for a more 

stable Internet connection. 

M7 stated: One day, when I was going to complete my Google-forms-based exercise, but there 

was a power cut, I had to do the whole exercise again the next day because I could save what 

I have completed. 

F4 considered: “Some exercises were designed too long with too many items, my eyes were 

tiring when I read them, so I feel tired after completing these exercises.” 

In response to recommendations,  participants provided a variety of responses.  One 

interviewee said: “More and more Google-Forms-based exercises should be created and sent 

to students so that they can have more opportunities to practice them.” (M8). Mentioning this 

aspect, one interviewee argued that "Google Forms should be integrated into not only 

grammar instruction but also other fields like vocabulary, phonetics, listening, reading, and 



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so on.” One more student commented: "to be more effective and useful for students to learn 

grammar, the teacher ought to design the answer keys with more detail explanations.” Finally, 

another interview participant recommended that “the number of questions in each exercise 

should be limited from twenty to thirty because if the content of the exercises is too lengthy, it 

can make me tired of reading and answering the questions. Moreover, doing an exercise with 

reasonable length can assist me in avoiding some technical problems such as a power cut or a 

weak internet connection." 

All responses to the questions in the interview indicated that the participants had a positive 

attitude towards the merge of Google Forms into grammar instruction.  

5. Conclusion 

5.1 Conclusion 

As mentioned in the introduction, the current study was designed to determine the 

effect of Google Forms' utilization on eleventh-grade students' grammar knowledge and 

discover these students' perceptions of this application. The findings from the study have 

shown as follows. 

Regarding the first research question, Vietnamese high school teachers' utilization of 

Google Forms on eleventh graders' grammatical knowledge is that Google Forms merged into 

grammar instruction to eleventh-grade students has greatly helped improve students' 

grammatical knowledge. The students from the experimental group have developed from 

having average scoring points to achieving a lot of fair and good scores. Their progress is 

much more meaningful when compared to the modest improvement of their partners who 

received the conventional method of grammar instruction. Besides, the difference in the score 

improvement of the two groups has been proved to be statistically significant, which indicated 

the effectiveness of the trial alternative of Google Forms when it was implemented to 

teaching English grammar to 11th graders. Last but not least, students perceived that Google 

Forms exercises were likely to scaffold the effectiveness of their grammar learning. 

In response to the second research question, what Vietnamese eleventh graders’ 

perceptions of using Google Forms in learning English grammar are, students’ perceptions of 

the teacher’s utilization of Google Forms in English grammar instruction showed a positive 

attitude toward the new approach. Specifically, learners thought that they felt more interested, 

motivated, engaged, convenient, and concentrated on learning grammar with the merge of 

Google Forms. More significantly, their autonomous learning could be stimulated thanks to 

this fusion effectively. 

In short, the Google Forms alternative does avail students in terms of grammatical 

knowledge and their attitudes towards this approach. 

5.2 Limitations 

Although this study may be of value in an EFL high school in Vietnam, several 

significant limitations need to be considered. Firstly, in comparison with a true experiment, 

this study, a quasi-experiment, may undergo some limitations related to the generalization to 

the whole population (the 11th graders) though the subjects (44 students) have some similar 



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43 

matching characteristics (i.e., age, level, and background) to those of the population. 

Secondly, this approach was applied to the 11th graders only. Therefore, it does not ensure that 

it has positive effects on other high school graders. Thirdly, the current experiment confirmed 

the effectiveness of the new approach on grammar instruction only. Its effects on other 

language aspects or skills of language teaching have not been discovered yet. Finally, the 

experimental duration was limited in time and was probably not long enough to determine 

whether the improvement can be consistent and sustainable over a longer period or not. 

5.3 Suggestions for further studies 

From the limitations mentioned above, there are several suggestions for further 

studies. First and foremost, it is expected that future studies will expand the subjects of study 

to ensure the generalization of the results for students of the same grade. Second, the process 

genre approach has proved its effectiveness on the 11th graders; therefore, it is suggested that 

further studies be implemented on the 10th and 12th graders to depict a more comprehensive 

picture of applying the process genre approach to teaching English writing to high school 

students. Next, the current study is affirmed to be successful on grammar instruction. 

Therefore, future research should concentrate on investigating Google Forms integration's 

effects on other language fields (i.e., vocabulary & pronunciation) and other language skills 

(i.e., listening & reading).  Finally, to testify the approach's effectiveness over time, future 

studies should also be conducted in a bigger length of time, for example, an academic year 

instead of one semester. 

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Biodata 

(1) Assoc. Prof. Pham Vu Phi Ho, Ph.D., Faculty of Foreign Languages, Van Lang University, 

Vietnam. He used to be a Vice-President of Ba Ria – Vung Tau University, and Vice-President 

and Dean of Faculty of Foreign Languages of Van Hien University, Vietnam. Pham has been 

published 47 research articles in both local and International Journals (ISI/Scopus-indexed), 

and 8 books and course-books, 2 course-books were used for undergraduate students at 

HCMC Open University, Vietnam, and one course-book was used for both the undergraduate 

and graduate level at Lourdes College, Higher Education Department, Cagayan de Oro City, 

the Philippines. He is the Vice President for Administrative Affairs of the AsiaCALL and the 

managing editor of its Online Journal. He is now the Editor-in-chief of the International 

Journal of TESOL & Education. He is also an editor for the Asian Journal of Applied 

Linguistics (Scopus-indexed), an editor for the World Journal of English Language (scopus-

indexed), and a peer reviewer for some international Journals indexed in ISI/Scopus such as 

Computer Assisted Language Learning, Open Sage, International Journal of Instruction. His 

main interests include academic writing, peer responses, translation, teaching methodologies, 

and technology-enhanced learning. 

(2) Tran Van Da is a teacher of English at Thanh My Tay Junior High School, An Giang 

Province, Vietnam. He has  a twelve-year experience of teaching English to junior high school 

students. The fields he is interested in are English Teaching Methodology and ICT integration 

into language learning and teaching. 

https://www.academia.edu/16700372/Changes_in_teaching_grammar_in_the_world_and_in_Vietnam.html
https://www.academia.edu/16700372/Changes_in_teaching_grammar_in_the_world_and_in_Vietnam.html

