Faculty of Literature and Humanities

Department of English Language and Literature

Using the Internet and Learning English Vocabulary

Submitted by:

Fereshteh Torabi

Superviser:

Dr. Mohammad Hadi Mahmoodi

June 2014
 Using the Internet and Learning English vocabulary 2

Abstract:
One of important area in language learning is vocabulary learning whose importance

has always emphasized by English teachers. This study is a study of the effect of using

Internet in learning English vocabularies by using Livemocha website on Iranian EFL

learners in high school. In this research I use experimental method. 10 freshman high

school students participate in the experiment. They are 16 years old girls and in

elementary level. They don’t have any English class experience in institute. They are all

volunteered to the study. The test items designed according to junior high school English

book.

In this study I used correlation. First, for the first research question I used matched T-

test and I conducted a pre-test and a post- test. Next for the second research question I

used Pearson correlation and compute the correlation between the score of the students

from the site and the post-test. The analysis of the result show that learning English

vocabularies was affected by using the website and they can learn better.
 Using the Internet and Learning English vocabulary 3

Acknowledgments:

This research was compiled by junior student of Bu-Ali Sina University majoring in

translation studies as a term project.

I have to acknowledge our professor, Dr. Mohammad Hadi Mahmoodi, who made

suggestions in the direction of improving the research paper.

 Using the Internet and Learning English vocabulary 4

Table of Contents
Abstract........................................................................................................................................................ 2

Acknowledgments........................................................................................................................................ 3

Table of content........................................................................................................................................... 4

List of figures................................................................................................................................................ 5

Introduction................................................................................................................................................... 6

Statement of the problem.............................................................................................................................. 8

Significance of the study.............................................................................................................................. 8

Definitions of the key terms......................................................................................................................... 8

Limitation of study….................................................................................................................................. 10

Review of the related literature................................................................................................................... 10

Theoretical Framework of the Study......................................................................................................... 10

Previous Research Findings........................................................................................................................ 11

Research Questions..................................................................................................................................... 12

Research Hypotheses.................................................................................................................................. 13

Methodology............................................................................................................................................... 13

Participants.................................................................................................................................................. 13

Instrument and material.............................................................................................................................. 13

Design of the study..................................................................................................................................... 14

Procedure.................................................................................................................................................... 14

Data analysis ............................................................................................................................................. 14

Result……………….................................................................................................................................. 15

Discussion and Conclusion......................................................................................................................... 18

Reference.................................................................................................................................................... 19

Appendix..................................................................................................................................................... 21
 Using the Internet and Learning English vocabulary 5

List of figures and charts

Table 1: tests of normality ......................................................................................................................... 15

Table 2: statistics......................................................................................................................................... 16

Table 3: T-test............................................................................................................................................. 17

Figures of the site........................................................................................................................................ 24

 Using the Internet and Learning English vocabulary 6

1.1 Introduction
Nowadays the computer is used in most language classrooms, and it is considered standard

tool in many countries. Computer-assisted language learning (CALL) is not a new development

in language teaching, as it has been used since the 1960s and 70s (Chapelle, 1997).

By passage of time and emergence of the Internet people especially educators use the

Internet for educational purpose. It is a network of thousands of computer networks (Lewis,

1994). The Internet is a connection of thousands of computers from different level of society

such as education, business, government and military. It is the era of computer communication

and the Internet has changed the uses of computers for language learning at the 20th century.

Recently, the Internet is one of the important new technologies. Because the Internet

influences education, business, economic, society, politic, culture in all over the world.

Nowadays most of the people specially educators familiar with the Internet and know how they

can use it. One can get a wide verity of information such as: NEWS, scientific events,

advertisement and etc. through search on the Internet. It seems that the Internet has a wide effect

on people’s lives especially in the field of education and learning for educational purpose.

Learning a language through the Internet is one of its applications.

One easily by searching on search engines can find a lot of web sites and sources that

designed just for learning purpose, specially learning new language. These websites can help the

learner to learn new language or go upward from one level to higher level. There are online and

free materials such as dictionaries, audio files for, free e-books and article files, online courses,

online games for practicing language, online web sites that learner can be submitted their writing

and speaking practice to a teacher or an expert to receive their feedback, online virtual classroom
 Using the Internet and Learning English vocabulary 7

with a native teacher, software that educator specially teachers use them to hold an online

classroom by means of the Internet for language learning and a lot of materials.

Students can read web versions of daily newspapers and same-day news reports from

sources such as the French Embassy's gopher service, the daily Revue de Press (Armstrong and

Yetter-Vassot, 1994). As Armstrong and Yetter referred, learner can know more about the

culture of target language. Also learner can aware of their cultural, political, historical point of

view about an issue.

Learner can find a lot of information on different web sites. On the Internet they can find

online library. Learners can search in online library and get any kind of information. The Internet

can be used as a tool for communication among learners and teachers from all over the world.

Learner can be communicated with native speaker or teacher. Learners can easily know about the

culture of the language that they want to learn and this will help him or her to know more about

that language. Learner can be communicated with native speaker or teacher. Learners can easily

know about the culture of the language that they want to learn and this will help him or her to

know more about that language.

Learner can load their information in the Internet as a web site, blog and so forth. They can

register in many web sites that can log in as a user and communicate with other user. They can

take test and evaluate their knowledge about target language. Learner can submit their writing or

listening exercise. Online or offline native teachers can help learner and give them feedback.

Many sites are available for learner and teacher to join and the teacher hold an online virtual

classroom in specific time. Learner can join from all over the world with different culture. They

can easily share a lot of information and experience a real classroom.

 Using the Internet and Learning English vocabulary 8

Communication with native speakers cause language learners to learn how communicate,

how request information, how make friendship, which structure rule, vocabulary and so forth,

they can use. Most of the content in the Internet is in written form, and majority of them are in

English. Use of the Internet can help learner to improve their skills. They faced with a lot of new

vocabularies when they are surfing on the Internet. Vocabulary is one of the basic elements of

skills. There are numerous web sites that learners can practice everyday vocabulary by

registering in the web sites. The web sites send an email to their inbox to alarm the learner for

practicing new vocabulary every day.

1.2. Statement of the Problem

It seems that most of the countries use the Internet for educational purpose more or less.

Iranian educators know how to use the Internet for common application such as: checking email,

chat and research purposes but less of them aware of how to use it for learning a language.

It seems that learners face with some problem to learn through the Internet, maybe they are

not aware of such materials, lack of good internet speed, teachers and students do not have

enough knowledge to use the Internet, in schools and universities computer is just for field of

computer science and IT.

Base on my experience and numerous studies that other researchers did about the

relationship between learning vocabulary and using the Internet, I think that use of computers or

the Internet has a large impact on acquisition of English, especially vocabulary knowledge. In

this study, I want to find out, is the use of the Internet affects the English vocabulary skills of

learners.
 Using the Internet and Learning English vocabulary 9

1.3 . Significance of the Study

I chose vocabulary, since it is one of the most important areas in language teaching.

Vocabulary learning strategies is one of favorite ways among Iranian learner to learn a language.

There has not been much study about Persian language learners. Lewis (1993) referred to,

“Lexis is the core or heart of language”.

1.4. Definitions of the Key Terms

1.4.1 Vocabulary

Richards et al. (1992) has defined this term as a set of lexemes which includes single words,

compound words and idioms.

1.4.2 Vocabulary Learning

Learning a package of sub-sets of words as well as learning how to use strategies to cope

with unknown or unfamiliar words ( Mayuree Siriwan, 2007).

1.4.3 VLSs (Vocabulary Learning Strategies)

The term “vocabulary learning strategies” refers to “any set of techniques or learning

behaviors, which language learners use to understand the meaning of a new word, to restore the

knowledge of newly-learned words, and to expand one’s knowledge of vocabulary”

(Intaraprasert 2004, as cited in Siriwan, 2007).

1.4.4 CALL

Computer-assisted language learning (CALL) is an approach which focuses on using

computer technology in learning or teaching a foreign language to students. Davis said that

computer “has become a fixture in many homes” nowadays, has significant effect on education

and has been more and more needed classrooms (http://www.iatefl.org.pl/call/

j_article26.htm#article1).
 Using the Internet and Learning English vocabulary 10

1.4 Limitation of the Study

There were some limitations for this research. First, the sample population makes the

validity of the research doubtful because the population size is small, for a valid and reliable

result, the great numbers of participants is needed. Second, for the evaluation of learning result I

used just multiple-choice. Third, in this study good knowledge of CALL is needed, specially

knowing about internet staffs. Fourth, in this method, researcher can measure the gain due to

treatment. However, without a control group, justified statement about results cannot be made

(Farhadi, 1388, p.131). Finally, the research is conducted for only one week. It would be

interesting to examine the effects of using website on long-term.

Review of the Related Literature

2.1 Theoretical Framework of the Study

The CALL is one of the phases of this framework. This model used the computer as a tutor,

presenting drills and non-judgmental feedback. This approach still uses the computer as a tutor,

although it gives students choices, control and interaction. The current approach is integrative

CALL, which is based on multimedia computers and the Internet. These technological

developments have brought text, graphics, sound, animation and video to be accessed on a single

inexpensive computer (http://www3.telus.net/linguisticsissues/CALL.html).

The lexical approach (lewis 1993) refers to the belief that the building blocks of language

learning and communication are not grammar, functions or notions or some other unit but lexis

( Jack C. Richard). In multimedia tasks the same content is presented through texts, graphics,

sounds and motions, which offer opportunities for a variety of learning styles and build multiple
 Using the Internet and Learning English vocabulary 11

paths in memory. As students simultaneously see and hear the same information, it is easier to

recall it (Healey, 2000a).

2.2 Previous Research Findings

Previous researches showed different result. The result of some research showed that there is

a relationship between the use of the Internet and learning vocabulary. From the study we can

see that web-based language learning is popular way in teaching and learning a foreign language.

A research presents the important role of computers in foreign language learning, especially

the role of web in vocabulary learning for intensive reading. It states the situation of web in

foreign language learning and makes a comparison between the traditional ways of vocabulary

learning and the web-based vocabulary learning in intensive reading (Inner Mongolia, 2011,

p.254).

Another study shows incorporating technology into the learning process as well as wide

access to the Internet does accompany students on their ways of improving English. On the other

hand, students still have doubts how to refer to numbers of vocabulary units found in many

English course books (Praca licencjacka, 2007, p. 4). A study discusses the impact of multimedia

on vocabulary learning of pre-intermediate and intermediate Iranian EFL learners. Therefore,

treatment shows clearly to have a significant impact on vocabulary learning of the learners

(Tabar, H and Khodareza, M, 2012, p.1). While in some researches, it was not showed that the

use of the Internet helps learning English vocabulary, there were many inspiring findings. As

Haydar Ates (2012) referred to many students often use computers for games and computer

should be used to cover the classroom activity, but should not be used as basic of teaching in
 Using the Internet and Learning English vocabulary 12

primary schools. If the students are not experienced with technology in the classroom, class time

is often wasted on technical troubles. In addition, the teacher faces the difficulty of having a class

full of students who are all at different skill levels. In many schools, most students don’t have a

computer experience. Teachers may have a great amount of their student body with little

computer experience. While it is important to educate these children in technology, it must be

done at a pace that meets every individual's needs or more learning time will be wasted (Haydar

Ates, 2012, p.695). As Jim Ranalli(2009) citing in his paper “The results provide insights into

the benefits that might be gained from an online multimedia approach to learner training, as well

as useful design and content considerations for future enhancements to the site.”

There are a lot of findings in researches so that there is a gap in those researches; in this

regard I try to do research on Iranian students. It seems that Web-based vocabulary learning has

never been done among Iranian students. We want to prove whether this way of vocabulary

learning and learning on the Internet by a website can motivate the learners’ interest of learning

vocabulary in comparison to the traditional way (GTM) of interpreting, memorizing and reciting

words.

2.3 Research Questions

 Is there any significant relationship between the use of the Internet and vocabulary

learning of Iranian students?

 Does using Livemocha site significantly improve the participant’s vocabulary

knowledge?
 Using the Internet and Learning English vocabulary 13

2.4 Research Hypotheses

 There is no relationship between the use of the Internet and vocabulary learning of

Iranian students.

 There is no significant relationship between the use of Livemocha site and the

participant’s vocabulary knowledge.

In this experiment the vocabulary learning is dependent variable and use of the Internet is

independent variable.

Methodology

3.1 Participants

10 freshman high school students participated in the experiment. They are 16 years old girls

and in elementary level. They didn’t have any English class experience in institute. They were all

volunteered to the study. The test items designed according to freshman high school English

book.

3.2 Instrument and Materials

By conducting a vocabulary close ended test, I gave freshman high school students a pre-test

and after treatment a post-test conducted. The test designed base on freshman high school book.

The treatment is using Livemocha website for a week. This website is design for learning

language through use of the Internet and it gives the student score when they learning new items.

For learning through use of the Internet we need good internet knowledge and speed.
 Using the Internet and Learning English vocabulary 14

3.1 Design of the Study

In this research I used pre-experimental method, one- group pretest and posttest study. The

experimental method is the only method of research that can truly test hypotheses and answer a

research question. It represents the correct way to the solution of a research question. The

experimental method involves manipulating one variable to determine if changes in one variable

cause changes in another variable (Farhadi, 1388, p.123).

3.4 Procedures

First I gave a letter of introduction from my professor and delivered it to the school

management. I selected the subjects randomly from particular class in the Fatemat Alzahra high

school in Kabodrahang city. I put all the names in a dish and draw the names up to 10. Second,

by conducting a vocabulary test, I distributed a pre-test to junior high school students. The pre-

test is a vocabulary test according to junior high school English book. The computers and the

Internet are available there. Then, I taught the students to use the Livemocha site. The students

asked question and I answered any questions about the site. The students worked on the site for a

week. After all, I conducted a post test. I distributed another vocabulary test. Then, I gathered the

test paper and collected the paper from the students. Finally, I planned to elicit necessary

information, collected the data and recorded the data. At the end of the procedure I summarized

the data from answer sheet and as mentioned before according to design of the study.

3.5 Data Analysis

In this study I used Pearson correlation. First, for the first research question I used Pearson

correlation and compute the correlation between the final score of the students from the site and

the post-test. Next for the second research question, I used matched T-test between the scores of

pre-test and post- test.

 Using the Internet and Learning English vocabulary 15

4.1 Results

Parametric statistical tests:

Table 1: The result of Shapiro-Wilk test for normality of distribution of variables

Tests that are based on the normal distribution of variables in the population called

parametric tests. To use these methods, the researcher must make assumptions. Some of these

assumptions are:

1. The data that used in this research is consistent and regular or in other words, the scale of

measurement is relative. Based on this assumption, parametric tests are limited to the interval

scale or relative.

2. The variable is normally distributed in population (Delavar, 2009, pp. 481-482). The data

that used in this research is consistent and regular. In other words, the condition for necessary

scale measurement is proper. Because another parametric test conditions is the normal

distribution of the data, therefore, to examine the assumption in considering that the sample size

is less than 200, it is used Shapiro Wilk test.

The purpose of this test is to determine whether the data are normal or not. According to the

results in Table 1, it can be stated that the pre-and post-test scores are normalized, because the
 Using the Internet and Learning English vocabulary 16

significance level for all Z values in each is larger than 05/0 (p > 05/0). But the site final rating

scores are not normal, so it can be concluded that parametric tests can be used to analyze the

research hypothesis.

The site first rating scores given to all participants equal to 40,999; therefore cannot be taken

for the test. Both Shapiro Wilk and matched T-test for independent groups cannot be calculated

for these variables.

Status of first and final site scores and scores of the students:

Table 2: Descriptive Statistics for first and final site scores and scores of the students:

Minimum and maximum test scores of the students’ pre-test are10 and 18 respectively, the

mean is 13.7, the median is 13, the variance is 4.9 and the standard deviation is 2.21. The

Minimum and maximum test scores of the students’ post- tested are 11 and 19 respectively. The

mean is 15.2, the median is 15, the variance is 5.06 and the standard deviation is 2.25. The site

first scores given to all participants equal to 40,999, both mean and median number is 40999.

Variance and the standard deviation is zero. The minimum and maximum of the site final points

is 27,041 and 321,890, respectively. Mean is 3/91478 and median is 5/34707. Variance is

14730400032.6 and standard deviation is 121368.8.

 Using the Internet and Learning English vocabulary 17

Hypothesis 1: There are significant differences between pre- test and post-test scores of
students.

Table 3: Comparison of pre-and post-test mean scores of the students using the t test for dependent groups

According to information contained in Table 3, the mean of students post- test scores is

(15.2) greater than the pre-test scores (7/13) and the results of t- test dependent groups showed a

significant difference at 1% because (p < 0.01); Therefore, there is a difference between

comparison of the means, it means that the score of students in post-test is getting better than

pre-test.

Hypothesis 2: There is a meaningful relationship between the students test scores and the site

final grades after the post-test.

Table 4: examine the relationship between the students test scores and the site final points using the
Pearson correlation test.
 Using the Internet and Learning English vocabulary 18

According to the Pearson correlation test results in Table 4, there is a significant positive

correlation between the post- test scores of the students and final point on website ( p =0.042

and r =0.650) because (p < 05/0) . Therefore, with the accretion of the site final point, the test

scores will rise, and vice versa, and the 42.2% of the variance in students' test scores can be

explained on the site as the final score.

5.1 Discussion and Conclusion

As I mentioned before numerous studies researchers did about the relationship between

learning vocabulary and using the Internet. But this kind of research is not conducted on Iranian

EFL learners. I think that use of computers or the Internet has a large impact on acquisition of

English, especially vocabulary knowledge as Lewis (1993) referred to, “Lexis is the core or heart

of language”. In this new era, technology is something inevitable. Teachers and students can use

CALL for learning a language. The research question which was to be investigated is: Is there

any significant relationship between the use of the Internet and vocabulary learning of Iranian

students? Base on the results, there is a significant difference between the pre- test and post- test.

The post-test score is increased in comparison with pre-test score after using the Livemocha site

as data analysis shows in table 4, there is a positive relationship between using the internet and
 Using the Internet and Learning English vocabulary 19

References:

Ates, H. (2012). information technology and the learning environment in primary high school.

Published by Elsevier Ltd. DOI: 10.1016/j.sbspro.2013.09.263

Cecilia, S. (2004). Using Online Resources in Teaching Vocabulary. Retrieved from

www.nefmi.gov.hu/downlad.php?docID=99

Farhadi, H. (1388). Research Methods in Applied Linguistic 1&2. Tehran. Payame Noor

University

Hadid, T. N. & Saber, M. S. (2012). The Effect of Using Vocabulary Teaching Software on

Iranian Intermediate EFL Learners’ Vocabulary Acquisition. World Applied Sciences

Journal, 19 (3): 387-394. DOI: 10.5829/idosi.wasj.2012.19.03.1164

Licencjacka, P & Filologia, N. (2007). Computer-Assisted Language Learning: Effectiveness of

vocabulary learning with the help of the authorial on-line application of the

Catch’n’Practise v1.0. Kolegium Kształcenia University.

Meena. S. (1997).The Internet and Foreign Language Education Benefits and Challenges: USA

The Internet TESL Journal, Vol. III, No. 6, June 1997, The University of Arizona.

Retrieved from http://iteslj.org/Articles/Singhal-Internet.htm

Rahimy, R. & Shams, K. (2012). An Investigation of the Effectiveness of Vocabulary Learning

Strategies on Iranian EFL Learners’ Vocabulary Test Score, International Education

Studies; Vol. 5, No. 5; 2012 ISSN 1913-9020 E-ISSN 1913-9039 ,Canadian Center of

Science and Education. DIO:10.5539/ies.v5n5p141

 Using the Internet and Learning English vocabulary 20

Ranalli, J, (2009). Prospects for Developing L2 Students’ Effective Use of Vocabulary Learning-

Strategies via Web-Based Training. Iowa State University. CALICO Journal. 27(1), p-p.

161-186.

Richard, J & Rodgers, T. (2001). Approaches and Methods in Language Teaching, United

Kingdom, Cambridge University Press

Solange, M. (2001). Computer-Assisted Language Learning (Call) And The Internet Cultura

Inglesa de São Carlos, Brazil. Retrieved from

http://www3.telus.net/linguisticsissues/CALL.html

Tabar, H & Khodareza, M. (2012). The Effect of Using Multimedia on Vocabulary Learning of

Pre-Intermediate and Intermediate Iranian EFL Learners. J. Basic. Appl. Sci. Res.,

2(12)12879-12891, Retrieved from

http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(12)12

879-12891,%202012.pdf

Warschauer, M & Kern,R. (200). Network-based Language Teaching: Concepts and Practice.

New York. Cambridge University Press

http://www.gse.uci.edu/ed168/resume.html

http://en.wikipedia.org/wiki/Computer-assisted_language_learning

http://www.iatefl.org.pl/call/ j_article26.htm#article1
 Using the Internet and Learning English vocabulary 21

Appendixes:

Pre - test: (vocabulary test):

: ........ ‫جنس‬ .......... :‫سن‬ .................... :‫نام و نام خانوادگی‬

. ‫بهترين گزينه را انتخاب كنيد‬

1- Kindergarten is a German -------------. It means children’s garden.

a) word b) number c) color d) name

2- How much money did you ------------ for the book?

a) pass b) push c) pick d) pay

3- This man is not from ours --------------. He speaks English.

a) city b) country c) village d) town

4- The time when the sun sets is called ----------------.

a) sunshine b) sunrise c) sunset d) sunny

5- Children should have books with pretty pictures. “Pretty” is the opposite of ---------.

a) heavy b) ugly c) funny d) tiny

6- Gardeners pick fruits when they are ----------.

a) green b) ripe c) black d) beautiful

 Using the Internet and Learning English vocabulary 22

7- The green coconut must ----------- on the tree longer.

a) pick b) get c) drop d) stay

8- Children like to see monkeys because they are ---------.

a) funny b) heavy c) happy d) angry

9- It is not my ----------- to clean the kitchen.

a) duty b) ago c) grade d) sense

10- Farmers raise plants and vegetables.

“Raise “means -------------.

a) grow b) keep c) need d) sell

11- We usually --------- fruits when they are ripe.

a) drop b) raise c) pick d) grow

12- “Do you remember her name?”– No, I’m sorry. “I-------- names soon.”

a) receive b) change c) forget d) find

13- These problems aren’t easy for us. We can’t ---------- them.

a) grow b) understand c) leave d) raise

14- Amir told a funny joke and everyone --------- a lot.

a) lost b) died c) cried d) laughed

 Using the Internet and Learning English vocabulary 23

15- We cannot go to the party if the snow is too ---------.

a) down b) nice c) deep d) thin

16- Accidents are usually caused by ---------- drivers.

a) careful b) careless c) slow d) kind

17- Mordad is usually the ----------- month of the your in Iran.

a) wettest b) mildest c) coldest d) hottest

18- A person who sells meat is a ------------.

a) baker b) farmer c) butcher d) teacher

19- He went to a -------------- and ordered some mushrooms.

a) farms b) school c) restaurant d) factory

20- Someone who cooks is a -------------.

a) farmer b) baker c) butcher d) dentist

Good luck
 Using the Internet and Learning English vocabulary 24

Samples of the Livemocha website:

 Using the Internet and Learning English vocabulary 25

Post- test: (vocabulary test):

: ........‫جنس‬ .......... :‫ سن‬.................... :‫نام و نام خانوادگی‬

.‫بهترين گزينه را انتخاب كنيد‬

1) The monkeys ………….to the top of the trees.

a) eat b) pick c) play d) climb

2) If you put water on the fire, It will ……………

a) come b) go c) boil d) leave

3) A…………..cleans the rooms.

a) teacher b) dentist c) servant d) monkey

4) What is your number? I……… it.

a) wrote b) read c) forgot d) remembered

5) I can't ………….my book .Didn't you see it?

a) find b) put c) leave d) ask

6) Mina is a …………girl. She can solve that problem easily.

a) bad b) good c) wise d) tall

7) We ………….the table nearer the window.

a) buy b) sell c) push d) pay

 Using the Internet and Learning English vocabulary 26

8) ………………….clears the heavy snow.

a) car b) bus c) snowplow d) taxi

9) You have a …………. I can hear you.

a) jacket b) voice c) loud voice d) good voice

10) Go and play in the …………….

a) library b) room c) yard d) bedroom

11) Reza sits …………….me in the class.

a) far b) beside c) back d) front

12) The snow is very …………… The bus can't come here.

a) beautiful b) good c) deep d) late

13) This book is …………difficult. Read it more.

a) to b) too c) a little d) a lot

14) She is ……………a cat.

a) eating b) going c) drawing d) making

15) They know many ……………..languages.

a) fast b) forget c) foreign d) finally

 Using the Internet and Learning English vocabulary 27

16) …………, we changed our program.

a) Should b) Can c) Finally d) Must

17) If you can't do it for the first time,……… again.

a) go b) try c) walk d) wait

18) This lesson is too difficult. I can ………………it hard.

a) read b) understand c) study d) see

19) I'm hungry. Please ……………..a sandwich.

a) write b) order c) come d) eat

20) You will ……….your hand if you put it in hot water.

a) boil b) burn c) buy d) grow

Good luck