Quizlet as a Learning Tool for Enhancing L2 Learners’ Lexical Retention: Should It be Used in Class or at Home?

Abstract

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.

The Role of Quizlet Learning Tool in Learners' Lexical Retention: A Quasi-Experimental Study

“…The reason could be that learning via Quizlet was fun and enjoyable. This is evident through the interviews with students using Quizlet in previous studies, which demonstrated a positive outlook on Quizlet use [14,25,28,36]. One more possible explanation is due to the game-like design of the activities on this platform [15].…”

“…In addition, teachers should instruct their students to learn vocabulary in small sets, with regular practice on Quizlet rather than trying to remember a long list of words over a short period of time. Despite its effectiveness, this learning tool should be utilized in moderation because frequent repetition may cause boredom [28,36]. Finally, when implementing technology in the classroom, teachers should observe their students' use of laptops and mobile phones.…”

Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis

“… Alastuey and Nemeth (2020) discussed the effects of Quizlet on vocabulary acquisition, highlighting the cognitive, affective, and motivational benefits for students creating their own learning material. However, Nguyen and Van Le (2022) pointed out the limited empirical research on the effectiveness of Quizlet, indicating a gap in the evidence. İnci (2020) reported that the use of the application in foreign language lessons improved learner engagement of learners.…”

“…These findings align with the research by Körlü and Mede (2018) , which indicated that Quizlet had a positive impact on students’ performance and autonomy in vocabulary learning ( Körlü and Mede, 2018 ). Also, several studies have demonstrated the positive influence of Quizlet on student’s cognitive learning such as vocabulary learning and retention ( Barr, 2016 ; Özer and Koçoğlu, 2017 ; Ashcroft et al, 2018 ; Körlü and Mede, 2018 ; Sanosi, 2018 ; Andarab, 2019 ; Çinar and Ari, 2019 ; Toy, 2019 ; Arslan, 2020 ; Chaikovska and Zbaravska, 2020 ; Tanjung, 2020 ; Van et al, 2020 ; Akhshik, 2021 ; Aksel, 2021 ; Fursenko et al, 2021 ; Ho and Kawaguchi, 2021 ; Kurtoğlu, 2021 ; Setiawan and Putro, 2021 ; Atalan, 2022 ; Lin and Chen, 2022 ; Nguyen and Van Le, 2022 , 2023 ).…”

“…This situation emphasizes the importance of investigating the effectiveness of mobile technologies in improving the quality of the learning process in language education and meeting the different needs of learners. Moreover, the global application of technology in English teaching and learning has been instrumental, benefiting both teachers and learners by facilitating classroom activities and accelerating language acquisition through the use of technology and its services ( Nguyen and Van Le, 2022 ). Moreover, the integration of technology within the language learning milieu cultivates a heightened sense of self-directed and malleable learning methodology.…”