Quizlet as a Learning Tool for Enhancing L2 Learners’ Lexical Retention: Should It be Used in Class or at Home?
In the twenty-first century, with the evolution of technologies, teaching and learning practices, especially in second language acquisition, have taken a significant leap. Numerous applications and software have been created to facilitate and boost learners’ L2 vocabulary. The goal of this study is...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2022-01-01
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| Series: | Human Behavior and Emerging Technologies |
| Online Access: | http://dx.doi.org/10.1155/2022/8683671 |
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| Summary: | In the twenty-first century, with the evolution of technologies, teaching and learning practices, especially in second language acquisition, have taken a significant leap. Numerous applications and software have been created to facilitate and boost learners’ L2 vocabulary. The goal of this study is to examine the effectiveness of Quizlet in enhancing lexical retention of EFL students at a private institution in Vietnam in two learning modes: at home and in class. Eighty-nine university students participated in the study and were separated into three groups. While the in-class group (n=31) had weekly sessions of vocabulary revision in class with their teacher, the at-home group (n=30) did the weekly reviews on Quizlet at home by themselves. The control group (n=28), however, did not utilize Quizlet for vocabulary review either in class or at home. During four weeks, the three groups learned and practiced 32 target words, divided into four sets (1 set=8 items), with each set utilized in one week. Via a quasi-experimental design including a pretest and a posttest, the quantitative data were analyzed with the employment of the Generalized Linear Mixed Model to generate reliable outcomes. Semistructured interviews were conducted after the posttest to gain insights into learners’ opinions on Quizlet use. The results indicated that Quizlet was effective in boosting lexical gains in second language acquisition and that most participants were interested in interacting with this tool for reviewing vocabulary. However, there was no statistically significant difference in lexical gains between the at-home and in-class groups. Pedagogical implications, as well as recommendations for future research, were also discussed. |
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| ISSN: | 2578-1863 |