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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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The integration of technologies into education, especially language learning, has become more prevalent in this information age. One of the widely used tools for supporting second language (L2) vocabulary acquisition is Quizlet. Despite its increased popularity, empirical research on the effectiveness of Quizlet in enhancing L2 learners' lexical retention is still limited. Furthermore, most works primarily used conventional statistical methods such as t-tests or ANOVA, which might generate errors of Type I and II. This study aims to fill in these gaps by examining the impact of Quizlet on the lexical gains of EFL students at a private institution in Vietnam. Fifty-nine undergraduates participated in the study and were separated into two groups. The control group (n=28) did not utilize Quizlet during the in-class lessons, while the experimental group (n=31) revised vocabulary using Quizlet on a weekly basis. During four weeks, the experimental group reviewed thirty-two target words, divided into four sets (one set including eight items). Each set was utilized for one week in class under the supervision of the teacher. The data from the pretest and posttest were analyzed using Generalized Linear Mixed Model to generate more reliable statistics. The results demonstrated that learners in the experimental group achieved significantly better scores than those in the control group. Therefore, it could be concluded that Quizlet should be implemented in the classroom as a review or practice activity on a regular basis.