The Merits of Quizlet for Vocabulary Learning at Tertiary Level

Anjaniputra, Agung Ginanjar; Salsabila, Vina Aini

doi:10.25134/ieflj.v4i2.1370

Cited by 38 publications

(45 citation statements)

References 8 publications

(18 reference statements)

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“…Most students felt more enthusiastic and did not get bored easily with learning vocabulary when using this application. This is supported by the research conducted by Anjaniputra and Salsabila (2018) who found that the students using Quizlet Applications seemed excited and that the application even reduced their boredom in learning vocabulary. Through this game, they competed with each other to achieve the best results.…”

Section: Discussionmentioning

confidence: 66%

The effectiveness of Quizlet application towards students’ motivation in learning vocabulary

Setiawan

Wiedarti

2020

SiELE

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Increasing motivation is necessary for students in learning English vocabulary. The higher motivation the students gain, the bigger success they achieve in mastering vocabulary. However, most students in senior high schools have less motivation in learning vocabulary, especially in memorizing them. Thus, the teachers need to discover appropriate media for increasing their motivation. Some applications can be used through the smartphone as the need for vocabulary learning. The purpose of this study is to investigate the effectiveness of using Quizlet Application as the media for increasing the students’ motivation in learning vocabulary. Nonequivalent control group design was used in this research. The participants were 65 students who were divided into the experimental and the control groups. The students’ motivation was observed during the process of vocabulary learning by using the observation checklist. In processing the data, the Wilcoxon test was used. The results show the use of Quizlet Application is effective to increase the students’ motivation in learning vocabulary. Students felt more enthusiastic, did not get bored easily, and thus showed high interest when learning vocabulary via the app. They also did the tasks provided in that application independently.

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Section: Discussionmentioning

confidence: 66%

The effectiveness of Quizlet application towards students’ motivation in learning vocabulary

Setiawan

Wiedarti

2020

SiELE

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“…Research has shown that second language proficiency largely depends on the range of vocabulary a learner has acquired, and that limited vocabulary knowledge can impede successful communication (Alqahtani, 2015;Anjaniputra & Salsabila, 2018).…”

Section: Learning Vocabularymentioning

confidence: 99%

“…A large and growing body of literature has investigated the effects of Computer Assisted Language Learning (CALL) on vocabulary acquisition (Nakata, 2011;Son, 2001). Studies have reported that computer assisted techniques have a positive effect on learning new words (Chien, 2015;Kiliçkaya & Krajka, 2010;Nikoopour & Kazemi, 2014;Stroud, 2014;Wong & Looi, 2010), enhance students' motivation (Chien, 2015;Stroud, 2014), and promote independent, autonomous learning (Anjaniputra & Salsabila, 2018;Farangi, Nejadghanbar, Askary, & Ghorbani, 2015;Phillips, 2017).…”

Section: Introductionmentioning

confidence: 99%

Quizlet and podcasts: effects on vocabulary acquisition

Alastuey

Nemeth

2020

Computer Assisted Language Learning

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To date, several studies have investigated the potential benefits of using Quizlet and podcasts for vocabulary development. However, they have mainly focused on the use of available material, and its effects on receptive vocabulary acquisition and students' motivation. In contrast, relatively little has been done to study the effects of studentgenerated podcasts and Quizlet flashcards sets on second language vocabulary acquisition including productive skills. Hence, the present study seeks to analyze and compare how student-created podcasts and Quizlet flashcards affect vocabulary retention, taking into account both receptive and productive vocabulary knowledge.Twenty-three adults, aged 18 -61, participated in the study. The instruments used were vocabulary tests as pre-tests to check students' prior knowledge, and as immediate posttests to measure receptive and productive vocabulary acquisition, and a questionnaire to gauge students' perceptions of the two methods. Results showed that although there was no significant difference between the two methods regarding receptive or productive vocabulary acquisition, and both techniques helped students to retain new vocabulary, participants expressed a greater preference for the Quizlet methodology.

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“…Albeit teachers' disinclination and unreadiness, integrating the technology in the classroom can generate a myriad of advantages for students in the learning process. Some of the advantages are stated that these entail enjoyable learning, learning autonomy, learner persistence, and learner engagement (Anjaniputra & Salsabila, 2018). Therefore, the use of Padlet is supposed to facilitate not only students' interest to develop their writing skills, but also to allow for sharing ideas with others.…”

Section: Introductionmentioning

confidence: 99%

The Teaching of Writing Recount Texts by Utilizing Padlet

Saepuloh

Salsabila

2020

IEFLJ

Self Cite

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Writing has always been beneficial for those who master it. Albeit its virtues, it is subject to investigation due to issues concerning its derisory tasks, its complexity, and its arid learning activities. Based upon the issues, this study is aimed at portraying how English teachers teach students writing recount texts by integrating Padlet into their classroom. Involving one English teacher and a class of 25 students, this study obtained the data through observation of four class meetings. The data were then analyzed qualitatively to depict thoroughly the teaching practice of the teacher as Padlet was deployed in the classroom. The analysis resulted in findings vis-�-vis the integration of Padlet and the teacher�s ways of integrating Padlet, that the integration of technology is categorized into some levels. The findings to some extent conform to previous studies that the integration of technology has been prevalent among English teaching in general. It is therefore suggested that teachers maintain the integration of technology while keep on fostering the accompanying capability of integrating it.�Keywords: writing; recount texts; Padlet; technology integration; digital teaching media.

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The Merits of Quizlet for Vocabulary Learning at Tertiary Level

Cited by 38 publications

References 8 publications

The effectiveness of Quizlet application towards students’ motivation in learning vocabulary

The effectiveness of Quizlet application towards students’ motivation in learning vocabulary

Quizlet and podcasts: effects on vocabulary acquisition

The Teaching of Writing Recount Texts by Utilizing Padlet

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