Underlying Theories and frameworks
Cognitivism
Cognitivism is a theory that focuses on how learners process new information
in the mind. The emphasis in this theory is on the internal mental process that takes
place in learning and on mental structures. Cognitivism supports the idea that learners
are actively engaged in cognitive processes such as thinking, memorizing, decisionmaking and problem-solving (Kurt, 2023). Quizlet application incorporates principles
such as actively engaged learner and cognitive processes which are aligned with
cognitivist theory. Quizlet application integrates in their design some learning
strategies which are supported by cognitivists such as spaced repetition and active
recall.
Cognitivists promote using practices which include active recall of
information. Cognitivists encourage learners to practice retrieving information from
memory because they believe in the effectiveness of using active recall to strengthens
the memory and understanding of new information, therefore, improves the learning
process (Ertmer & Newby, 2013).
Cognitivists support using the learning strategy spaced repetition. They
believe that introducing intervals in the active recall of information can increase longterm memory. Spaced repetition happens when learners continually leave longer
periods of time between each practice of active recall of information. Research shows
that long-term retention improves when the delay interval between each occurrence of
recall constantly increases (Hanson & Brown, 2019).
Memory-based strategic model for vocabulary learning
This model was introduced by Ma (2014), and it includes two equivalent
processes for learning vocabulary, each one contains four stages. The upper process is
the internal memory, and the lower process is the external behavior and thoughts. The
first stage in the internal memory process is noticing the new word through visual or
auditory input. The second stage is assessing the meaning of the new word by
guessing or searching in the dictionary. the Third stage is recognizing the new word
by making connections between the new word form and its meaning using repetition,
imagery etc. The fourth stage is retrieving the word from the memory and using it in
receptive or productive way which will support the long-term retention of this word
with every use.
The basic design of Quizlet application follows this model when in creating
vocabulary and any other study sets. The first stage of the model is established in the
Quizlet when the learner reads and listens to the new word on the flashcard. The
second stage happens when the learner flips the flashcard and learns the meaning and
form of the word. The third stage occurs when the learner plays the match and other
games. The fourth stage is when the learner takes the test.
Advantages and disadvantages of Quizlet
There are many advantages and disadvantages of using Quizlet in learning and
teaching which have been established in previous studies (Sari, Ftriani & Saputra,
2020; Sippel, 2022; Vu & Bui, 2023) as well as from personal use of the application.
The advantages of using Quizlet include:
1- Easy to use: Quizlet provides a user-friendly interface and easy and quick
access to practices through link or QR code using any device.
2- Motivation: Quizlet uses gamification to keep learners engaged. Learners
enjoy the different activities, challenges, and competitions.
3- Usefulness: Quizlet is proven to be useful in vocabulary learning because it
offers more understanding of the word through contextualization in the fill-in-
the-blank tasks. Also, learners see Quizlet as a useful tool to monitor and selfregulate their learning when practicing at home.
4- Active and interactive learning: learners are actively engaged in individual
activities as well as in the classroom activities. Quizlet live provides
opportunities for learners to interact and cooperate with each other on group
tasks.
5- Personalized learning: Quizlet monitors and adapts the difficulty of the (learn)
mode based on the performance of the learner, it regulates the spaced
repetition based on the pace of the learner, and it offers personalized
recommendations for study sets based on the level and interest of the learner.
6- Easy to use and time saving for teachers: teachers only need to add their
teaching material to make a study set and the application will do the tasks and
tests for them which will save time for the teachers on the formative
assessments.
The Disadvantages of using Quizlet include:
1- Boredom caused by lack of flexibility: the free version of Quizlet is limited in
types of exercises and includes the same background and music which can
cause loss of interest and boredom when used repeatedly.
2- Dependence on Internet connection: even though some modes of Quizlet can
be used without internet connection, Quizlet live which is used in the
classroom depends on the internet connection and might not work properly
leading to loss of motivation and engagement.
3- Complications in using Quizlet live for groups: this mode allows each member
of the team to see only a few items from the study set on their device which
aims to encourage students to collaborate and work together, but instead, it
caused chaos and confusion in the classroom.
Suggestions and Recommendations
References
Chaikovska, O., & Zbaravska, L. (2020). The efficiency of Quizlet-based EFL
vocabulary learning in preparing undergraduates for state English exam.
Advanced Education, 7(14), 84–90. https://doi.org/10.20535/2410-8286.197808
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism:
Comparing critical features from an instructional design
perspective. Performance improvement quarterly, 26(2), 43-71.
Kurt, Dr. S. (2023, October 25). Cognitivism learning theory, strategies and
examples. Educational Technology.
https://educationaltechnology.net/cognitivism-learning-theory-strategies-andexamples/
Ma, Q. (2017). Technologies for teaching and learning L2 vocabulary. The handbook
of technology and second language teaching and learning, 45-61.
Sari, D. E., Ftriani, S. A., & Saputra, R. C. (2020). Active and interactive learning
through Quizlet and Kahoot. Proceedings of the International Conference on
Online and Blended Learning 2019 (ICOBL 2019).
https://doi.org/10.2991/assehr.k.200521.025
Seibert Hanson, A. E., & Brown, C. M. (2019). Enhancing L2 learning through a
mobile assisted spaced-repetition tool: An effective but bitter pill? Computer
Assisted Language Learning, 33(1–2), 133–155.
https://doi.org/10.1080/09588221.2018.1552975
Sippel, L. (2022). Quizlet. CALICO Journal, 39(3), 393-402.
Vu, T. T., & Bui, D. B. (2023). Combination of photos, definitions, and fill-in-theblank tasks in Quizlet: A concern about learning academic vocabulary in online
listening classes. Journal on English as a Foreign Language, 13(1), 102–126.
https://doi.org/10.23971/jefl.v13i1.5239