Action Research: Using Quizlet for Mobile
Vocabulary Learning and Retention
URL for this presentation:
http://tesolpresent.pbworks.com/Action-Research-Quizlet
Christine Bauer-Ramazani
Saint Michael's College
Colchester, Vermont
What is Quizlet?
• free
Web2.0 and
mobile app
vocabulary
flashcard
and study
program
2
Action Research: Purpose
• Quizlet well established
among teachers/learners
• 100 million Quizlet users
• Studies on other flashcard
programs: Anki (Altiner,
2011)
• No empirical research on
Quizlet
Source: Our mission, 3/16/2015
3
Quizlet—Advantages & Functions
Advantages of Quizlet
 app on mobile devices / ubiquitous access
 6 functions to increase interaction with vocabulary
1.
2.
3.
4.
5.
6.
learning definitions (Flashcards)
checking their progress (Learn)
spelling the words they hear (Speller)
playing 2 games for review (Scatter & Space Race)
taking randomized practice tests (Test)
Audio: listening to model pronunciation
 Pictures to enhance comprehension & memory
 Sharing tools
4
Hypothesis
• Increased exposure to vocabulary via
the 6 functions of Quizlet will increase
retention.
5
Action Research: Purpose
1. use a spaced interval protocol (Nation, 2011;
Loucky, 2010) with Quizlet quizzes
2. measure retention rates
3. document the students’ attitude toward
vocabulary learning with Quizlet (Likert-style
questionnaire)
6
Outline
•
•
•
•
Methodology of the action research project
Discussion of results
Suggested effective classroom applications
Recommendations for further research
7
The study – Participant profile
• Subjects
– 9 IEP students (6 female, 3
male) at Saint Michael’s College
• Countries/Languages
– 6 Arabic speakers (Saudi Arabia)
– 2 Portuguese speakers (Brazil)
– 1 Korean speaker (South Korea)
• Proficiency level: advanced
(TOEFL scores of 500+)
• Age: 22-25 (7), over 25 (2)
• Length of session: 8 weeks
• IRB protocol was followed.
Native language
Korean
11%
Portuguese
22%
Arabic
67%
8
The Study--Methodology
• 2 readings with 20
vocabulary terms each
– Making Connections 3:
Sustaining Planet Earth
Reading 1: Ecology,
Overpopulation, and
Economic
Development
– Making Connections 3,
Ch. 4: Sustaining Planet
Earth-- ProblemSolution Vocabulary
9
Test-type
• Randomized test
generated from 20-item
bank
• 10 test questions
– 3 written questions:
definition  term
– 3 matching
– 2 multiple-choice
– 2 true-false
10
Results
# of Quizlet Functions Used & Test Results
for Problem-Solution Reading
Student
Code
A
B
C
G
F
D
H
I
E
MEANMEANQuizlet
Quiz
functions Resultsused- ProblemProblem- Solution
Solution (%)
(%)
100
100
100
83
67
67
67
67
50
87
78
76
90
97
94
64
91
83
87
64
Student
Code
E
I
H
MEAN-Quiz
Results- ProblemSolution
D
F
MEAN-Quizlet
functions usedProblem-Solution
G
C
B
A
0
20
40
60
80
100
120
%
11
Results
# of Quizlet Functions Used & Test Results
for Reading 1
Student
Code
MEAN- MEAN-Quiz
Quizlet
Resultsfunctions
Rdg1
usedRdg1
100
83
A
100
89
B
100 91.2 94
C
100
99
H
100
91
I
83
92
G
67
100
D
67 83.3 70
F
50
80
E
Student
Code
E
F
D
G
MEAN-Quiz ResultsRdg1
I
MEAN-Quizlet
functions used-Rdg1
H
C
B
A
0
20
40
60
80
100
120
%
12
Overall Results
# of Quizlet Functions Used & Test Results—AVERAGES
(2 randomized tests, given at 5 intervals)
Student
Code
A
B
C
H
I
G
F
D
E
MEAN- MEANQuizlet
Quiz
functions Resultsused- ProblemProblem- Solution+
Solution +
Rdg1
Rdg1
100
80
100 88 89
100
96
83
91
91
83
89
83
93
67
67
67 78 96
50
72
E
D
F
MEAN-Quiz ResultsProblemSolution+Rdg1
G
I
MEAN-Quizlet
functions usedProblem-Solution +
Rdg1
H
C
B
A
0
20
40
60
80
100
13
Results
Questionnaire
• Google Form
• Likert-scale Survey: Using Quizlet to Learn
Vocabulary (http://goo.gl/forms/o4YjwWazCc)
• Purpose
– measure the students’ attitudes towards Quizlet
and their uses of it
14
How is Quizlet accessed?
Access to Quizlet
on a
college
computer
22%
on mobile
device
22%
# of times used Quizlet within the
last year
6+ times
11%
on home
computer
56%
1-2 times
45%
3-4 times
44%
15
Use of the 6 functions of Quizlet to study
vocabulary
100%
90%
3
4
80%
70%
60%
6
4
6
7
2
1
50%
2
most of the time
40%
0
sometimes
0
3
30%
4
20%
0
3
3
3
rarely
never
1
10%
0%
every time
1
0
0
0
0
0
16
Importance of the functions of Quizlet
for vocabulary study
0
100%
0
0
0
0
90%
1
80%
4
4
4
3
70%
4
3
60%
50%
40%
3
3
3
30%
4
1
2
20%
10%
0%
2
2
0
AUDIO
function
0
FLASHCARDS
not important at all
2
1
0
1
3
2
1
1
SPELLER
function
somewhat important
LEARN
function
TEST function
important
SCATTER &
RACE games
very important
not sure
17
Preference for the functions in Quizlet
for studying vocabulary
100%
0
1
90%
0
1
0
1
3
0
0
1
2
80%
1
0
2
2
0
3
70%
60%
2
5
3
4
1
no response
2
1
50%
I strongly dislike it.
2
40%
I dislike it somewhat.
I neither like nor dislike it.
30%
20%
5
3
4
4
4
I like it somewhat.
4
3
I like it a lot.
10%
0%
18
Effectiveness of Quizlet as a study tool
for vocabulary learning
Quizlet is an easy tool to use for
studying.
Quizlet increased my interest in
studying vocabulary.
neither
agree nor
disagree
11%
neither
agree nor
disagree
11%
agree
22%
strongly
agree
89%
strongly
agree
67%
19
Effectiveness of Quizlet as a study tool
I like Quizlet because I can access
it to study vocabulary on my
own devices.
neither
agree nor
disagree
11%
neither
agree nor
disagree
11%
agree
22%
I feel that Quizlet improves my
ability to learn vocabulary.
agree
11%
strongly
agree
67%
strongly
agree
78%
20
Effectiveness of Quizlet as a study tool
I prefer Quizlet for studying
vocabuarly to using vocabulary
lists (words + definitions).
neither
agree nor
disagree
11%
I enjoy studying vocabulary with
Quizlet.
agree
somewhat
11%
agree
11%
strongly
agree
89%
strongly
agree
78%
21
Effectiveness of Quizlet as a study tool
I prefer learning vocabulary
through printed vocabulary lists.
disagree
somewhat
11%
I feel confident that I know the
vocabulary after studying with
Quizlet.
neither
agree nor
disagree
22%
disagree strongly
11%
agree
23%
neither
agree nor
disagree
22%
agree
11%
strongly
agree
67%
agree
somewhat
22%
agree
somewhat
11%
22
Suggestions for Effective Classroom
Applications
Formative Assessment
1. T-created Quizlet with terms, word forms,
definitions, pictures
2. Student-created Quizlets, shared with
others.
3. Collaborative Quizlets—created by student
groups
Dictionaries
• Depending on proficiency level: learners’
dictionaries
– Longman Dictionary of Contemporary English
Online (LDOCE), Cambridge Academic Content
Dictionary, Merriam-Webster's Learner's Dictionary)
Settings: public, private, shared link
Sharing
• link sent via email, posted in an LMS or on a
Web page (e.g. Wiki, blog)
Ongoing: encouragement to use all 6 functions
23
Recommendations for further research
• Large-scale research on the effectiveness
of Quizlet
• Empirical research on Quizlet vs.
traditional vocabulary study methods
• Quizlet vs. Vocabulary-in-context tests
– Testing students’ ability to produce words
learned through Quizlet in a fill-in-the blank
vocabulary test with context
• Expand time horizon
– Semester (16-week) period
24
References
• Altiner, C. (2011). Integrating a computer-based flashcard program into academic vocabulary
learning. MA thesis, Iowa State University.
• Fitzpatrick, T., Al-Qarni, I., & Meara, P. (2008). Intensive vocabulary learning: A case study.
Language Learning Journal, 36(2), 239248. doi:10.1080/ 09571730802390759
• Folse, K. (2004). Myths about teaching and learning second language vocabulary: What
• recent research says. TESL Reporter, 37(2), 1-13.
• Foster, H. (2009). Building learner-generated vocabulary logs with Quizlet. The Language
Teacher , 33(12).
• Gu, P. (2003). Vocabulary learning in a second language: Person, task, context
• and strategies. TESL-EJ 7(2).
• Loucky, J. P. (2010). Maximizing vocabulary development by systematically using a depth of
lexical processing taxonomy, CALL resources, and effective strategies. CALICO Journal, 23 (2),
363-399.
• Nakata, T. (2011). Computer-assisted second language vocabulary learning in a pairedassociate paradigm: a critical investigation of flashcard software. Computer Assisted Language
Learning, 24(1), 17-38. http://dx.doi.org/10.1080/09588221.2010.520675
• Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
• Nation, I. S. P. (2001). Learning vocabulary in another language. New York: Cambridge
University Press.
• Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44 (4), 529-539.
doi:10.1017/S0261444811000267
• Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge. U.K: Cambridge University
25
Press.
Questions?
Thank you for your participation!
Christine Bauer-Ramazani
Applied Linguistics Department
Saint Michael’s College
Contact:
cbauer-ramazani@smcvt.edu
http://academics.smcvt.edu/cbauer-ramazani