toniit.comtoniit.com/wp-content/uploads/2018/04/final-report-543.docx · web viewtechnology has...

Running head: The effects of using Quizlet in ELP classroom at CSUSB 1

The effects of using Quizlet in ELP classroom

at CSUSB for academic vocabulary ability

Arwa Albahli, EunBi Jeong, Kendi Tabuni, Yu- Tsan Shih

California State University San Bernadino

The effects of using Quizlet in ELP classroom at CSUSB 2

Introduction

Technology has revolutionized the way we dispense knowledge especially with the intro-

duction of mobile tools that have proved to have great potential in not only classrooms but also

in ensuring that students continue to learn outside the classroom (Dede, 2014). This paper seeks

to prove the hypothesis that the use of technology and more specifically the use of Quilzet in

English Learning Programs (EPLs) in California State University San Bernardino (CSUSB) posi-

tively affects the score of academic vocabulary test in ELP classrooms. This research also reveals

that the students’ perception of using Quilzet affects their performance. Students who had posi-

tive attitudes and beliefs about the use of Quizlet showed better performance than those with

negative attitude and beliefs.

This paper argues that the incorporation of mobile technologies in the learning process in

English Learning Programs has the effect of enhancing student learning and improving the out-

come of students who employ the use of online tools such as Quizlet in the learning process as

opposed to traditional methods of learning. The main argument that this paper poses is that there

exists substantial evidence that the use of Quizlet in classrooms brings about a number of bene-

fits such as improved participation, higher quality, lengthier writing, improved research, analyti-

cal skills (Gulek & Demitras , 2005).


This research seeks to analyze the use of technology supported vocabulary learning in

universities by considering the outcomes of the results of the students. The research suggests that

in addition to incidental vocabulary learning, which occurs in the context of extensive reading

and communication, the use of deliberate strategies aimed at facilitating vocabulary growth also

improves the results of students in the class. The use of memory techniques enables learners to

remember facts that would have otherwise been forgotten. This is known as the ‘forgetting

curve’. This research reveals memory techniques such as Quizlet may be used to commit the

learned vocabulary to the long-term memory.

One of the main focuses of any language program is that the students gain a keen under-

standing of grammar. Nevertheless, in order to achieve this, it is necessary to establish a basic

level of understanding and this can only be done when students grasp vocabulary used in class.

The results of the qualitative studies on students who used Quizlet and the non-users revealed

that those students who used Quizlet scored better on the vocabulary tests than their counterparts

(Barr, 2010). Therefore, infer that the use of Quizlet or other vocabulary learning aids has some

qualitative benefits as opposed to the use of traditional methods.

The use of innovative technology to break away from traditional learning methods results

to a more dynamic and interactive learning experience and therefore broadens the students ap-

proach tackling problems. Such methods help develop students’ competencies as well as en-

hances the pedagogy process. However, this is only possible if the students are receptive to these

programs and develop positive attitudes and practices to enable them to make the most these sup-

plementary tools (Benachaiba & Guenine , 2009). This research shows that the perception of stu-

dents has a direct impact on their performance and therefore determines their success.

Literature review


Sung, Chang, & Yang (2015) pointed the method of learning language has changed

rapidly based on ‘mobile-device-assisted learning (p. 69)’ for the last several years. As wireless

technologies evolve, the mobile application also has evolved. Mobile can access anytime and

anywhere, the students also can access it regardless of time and place (Nicky, 2013). Accord-

ingly, educators wanted to adopt new mobile learning technology in their education, as well as

the technology has become spectacular in the field high education (Ally & Prieto-Blázquez,

2014). Thus, it has risen pretty rapidly, because mobile learning is attractive to educate members

for teachers and students (JISC infoNet, 2012).

Phuong (2016) pointed that the potential of language learning by using mobile is clear to

see (p. 44). Al-Fahad (2009) demonstrated the mobile technologies improved the communication

and studying of learners, also, changed learners’ perceptions to become more positive in their

study. Marcin & Błażej (2017) also found that using mobile learning as the game is effective in

education.

Before focusing on Quizlet, the following study points out the mobile learning is useful to

the education field. Basoglu and Akdemir (2010) stressed importance of learning vocabulary

when learning a foreign language. As increasing use of mobile phones, it used for learning pur-

poses. The researchers mentioned that mobile gave outstanding educational situation. Students

can use mobile regardless of time and place. Therefore, the researchers studied the effects of us-

ing a mobile vocabulary learning program by using the mix-method research design. The target

of the study was 60 students who were undergraduate students in the Black Sea region of Turkey.

The researchers used ECTACO Flash Cards to study, and 30 students studied using the mobile

vocabulary learning app and 30 students studied by taking traditional method. After studying,


this study found that studying by using mobile app is more effective to memorize vocabulary

than traditional learning tools.

In case of Quizlet, Dreyer (2014) studied that effectiveness of using Quizlet on 95 stu-

dents in an American urban high school language arts class. The study had taken for 14 weeks.

The students took a test every week and were requested using the Quizlet in their free time by a

researcher. After weeks, the researchers collected score, questionnaire. The result showed the ef-

fectiveness even though the study had limitation which is some tests were off for snow days.

Chien (2013) pointed out the importance of memorizing vocabulary when foreign students learn

English. The research studied the perception of using Quizlet flashcards of 76 freshmen in a uni-

versity in Taiwan and practice to how making a flashcard. Eight students felt that reviewing vo-

cabulary by using Quizlet made fun and pretty convenience to use Quizlet. Deborah (2016) ex-

amined effects of using the Quizlet video game on science classroom in a southern New Jersey

school. There are 7 middle school students who had learning disabilities. The researcher gave

Quizlet link through Google to students. After that, the researcher collected data by giving a

Liker Scale of 1-5 for students. The result of study figured out that the students increased their

vocabulary score by comparing percentage and mean score based on Quizlet dashboard and im-

proved their on-task behaviors by their attitude. Davie and Hilber (2015) conducted a study

which is undergraduate engineering students’ attitudes of using Quizlet at South Westphalia Uni-

versity. They collected data by using a questionnaire and interviewing from 68 students, and

compared between several vocabulary tests. According to the study, they cannot conclude evi-

dent effect by comparing the exam score, however, they found that students felt Quizlet was effi-

cient when they used to prepare the test and to memorize vocabulary longer, and Quizlet also

motivated to study vocabulary. In addition, the researchers point out m-learning is an interesting


new area in education part and has a lot of potential. Gilbert (2016) investigates the effects of us-

ing Quizlet in learning English as a second language. In the article, the author discusses how

Quizlet is useful in the acquisition of L2 English vocabulary. The study involved convenience

sampling and nine students who were second year at a university. The learners had to study over

a period of 10 weeks and took a pre-test and post-test. The pre-test involved administering ver-

sion 1 of the 30-item Vocabulary Levels Test (VLT). After the test, the results of the pre-test and

the post-test indicated improvement in acquisition of vocabulary. The findings therefore indi-

cated that using Quizlet enhanced L2 vocabulary acquisition by students. This study concluded

that Quizlet is a useful approach to studying L2 vocabulary.

To sum up, the fundamental aim of education is students’ outcomes (Fernandez, 2017),

and improving memorizing vocabulary skill is important students’ outcomes. Consequentially,

mobile learning has risen as tool of education. The researchers wanted to figure out the effective

of using mobile learning. A lot of earlier studies had tried to figure out effectiveness using vocab-

ulary learning app or Quizlet rather than traditional study method. Their targets were a classroom

of the same country’ students or same cultural area. Thus, there is no classroom that is having

different nationality students. An aims to examine of our research is to show that statement:

whether or not Quizlet affects the score of academic vocabulary tests in ELP classroom that are

having different nationality students in United States.

Research Questions

This paper seeks to answer the following questions:

1. Does the using of Quizlet affect the score of academic vocabulary tools in ELP classroom?

2. If so, do EPL students’ perceptions of using Quizlet affect their performance?

Methodology


According to our literature review, recently, the trend of M- learning using in educational

field seems to be positive no matter on the instructors or learners. Our research focused on the ef-

fect and perceptions of the Level three students who use Quizlet to study their vocabulary in

English Language Program at California State University San Bernardino. The English Language

Program Level three class has total fourteen students from different countries. Based on our

knowledge, all of them use the application, Quizlet, to study their vocabulary skills. All of four-

teen students filled up the survey for our research group; in addition, we had five voluntary stu-

dents accepted to 1 on 1 interview with our group. On the other hand, we collected their vocabu-

lary quiz score from their teacher: Cheré Smith, who provided the score from their third week

test, which was the first vocabulary for current academic quarter, and their eighth week test.

The participants in the research is Level three student in ELP. The data was collecting

by survey, interview, and two documents of score from Cheré Smith, who is the teacher in Ya-

suda Center. The survey questionnaire had been distributed in Level three class by Cheré Smith

and hand-delivered immediately after class dismissed. The interview was recording in the class

time after the students finished the survey. The data collection had been conducted at 2017, No-

vember 17.

The survey consisted of four questions. The first question in the survey showed how fre-

quently the students using Quizlet in their vocabulary study per week. The second, third, and

forth questions in the survey represented the students’s perceptions of using Quizlet. In second

and third question, a five- level scale with (5) Highest Agree to (1) Lowest Agree, had been used

to ranked the students’ perceptions items.

The documents of vocabulary quiz score consisted of two results from their week three

test and week eight test. According to the information from Cheré Smith, the week three test was


the first vocabulary test after teacher asked students to use Quizlet for their study and preparation

of vocabulary test, in addition, the week eight test was the test which students took recently. The

design of the examination paper between week three and week eight was the same.

The quantitative data in the study consisted of survey and score. The survey data was fo-

cused on the students’ perceptions of using Quizlet, and the score data posed the effect of the

Quizlet using. The survey data had been calculated and represented into percentage form. The re-

sult of option (1) and (2) in the second and third question in the survey had been combined, and

considered as the negative answer of this question; also, the result of option (4) and (5) in the

second and third question in the survey had been combined, and considered as the positive an-

swer of this question.

The interview in this research consisted of two questions. Our research group interview

five voluntary level three students after they finished the survey in class. Those five students had

been asked two interview questions, which was focused on the students’ perceptions of using

Quizlet, additionally, they had been informed that the interview would be recorded by the re-

search group.

The qualitative data in the study is the data that collected by interview. The interview

data was focused on the students’ perceptions of using Quizlet. The interview data had been rep-

resented to coding categories and analyzed by coding scheme. The coding categories consisted of

Plnt, EtU, and HD. Furthermore, the results of coding scheme had been calculated and repre-

sented to percentage form.

Result

As an international student, I needed Quizlet app because the Quizlet app is a way to pro-

vide useful vocabularies with the complete meaning. ELP students feel convenience with Quizlet


app because for certain reasons: Quizlet helps ELP students to memorize the vocabulary easily,

Quizlet shows the word or vocabulary with the complete meaning, and Quizlet is one of app that

ELP’s teachers use to provide the vocabulary and teach the students. However, Quizlet is also an

app, which includes text-based and visual study material that ELP students are able to study. The

Quizlet learn feature mixes true and false, multiple-choice, and other types of questions and,

based on performance, increases difficulty over time.

Moreover, the great thing for Quizlet is a basic framework that ELP students fill with

their own information. ELP students can play against their friends and discuss sets, and entire

classes can share teacher created sets.

Furthermore, from the data that we get with ELP students, mainly they really feel that

Quizlet is convenient. Such as, one interviewee said, “I can understand maybe some words that I

do not understand, and I can repeat to read, to prepare, and to remember what my language mean

compares with English mean.” So, Quizlet helps him to more understand the meaning of the

word. This is how international students can improve their language as second language learners.

Also, there is no limit to use the Quizlet app, the students can learn vocabulary even though they

are not at the classroom. Such as, one of interviewee said, “I can search the words everywhere

and every time, I can practice the word even I am out of classroom.” Quizlet does not have limit

time, but Quizlet app can be used everywhere. It makes ELP students feel comfortable to use

Quizlet because they can improve their vocabulary easily, prepare themselves before they come

to the class, and learn the meaning of the words.

Most of ELP students feel Quizlet really helps them find the definition of the words and it

is easy to use the Quizlet app to improve their English with the speaking, writing, and reading

skills while they are learning at the English Language Program in Yasuda. From many interna-


tional students in ELP, we decided to interview with five students and this is a table shows how

the students feel about the Quizlet.

Table 1. Interview Result

Country Member Content

Vietnam Student A 1. Plnt, Etv

2. Plnt, HD

Two interview questions:

1.How do you feel about convenience of

Quizlet?

2.Do you think Quizlet helps you to mem-

orize vocabulary?

China Student B 1. Plnt,

2. Plnt, HD

China Student C 1. Plnt, Etv

2. Pnlt, HD

Jordan Student D 1. Plnt, Etv

2. Plnt

Jordan Student E 1. Plnt, Etv

2. HD

Code:

Plnt = Positive Verbal Interaction

Etu = Easy to Use

HD = Helps by Definition

Plnt = 100%

Etu = 80%

Hd = 80%


Many app can be able to use for the purpose English learner can use to improve their

English skills. All ELP students use Quizlet because the ELP center provides the Quizlet app to

improve international students’ English skills. They use Quizlet in different times such as, once a

day, once a week, but some students use the Quizlet app every day. The survey shows that most

of ELP student especially level three, they use once every one to two days. .

Table 2. Survey Result

Survey Result Form 14 students

1 1~2 3~4 5~6 Every Day

10 3 1

71% 21% 7%

2 1 2 3 4 5

0 1 6 2 5

0% 7% 42.8% 14.2% 35.7%

3 1 2 3 4 5

0 0 6 4 4

0% 0% 42.8% 28.5% 28.5%

4 Convenience to Use Easy to Use (the Definition) Unit: Person

8 6

57.1% 42.9%


Moreover, while using Quizlet for international students at the ELP their vocabulary can

improve more. They improve their speaking, writing, and their reading, the fact is their score im-

proves when they get the test. Also, more deeply we can rate how they improve their vocabulary

through the score. They get the score different in the different time such as, they got little a bit

low score the first test, but they got high score after they passed the test a few times. This also

shows how Quizlet is very useful for international students at the ELP Yasuda Center.

Tabel 3. Score Result

Students Week 3 Week 8

A 4 10

B 4 10

C 7 10

D 3 10

E 8 10

F 10 10

G 10 10

H 10 10

I 10 10

J 10 10


Conclusion

In conclusion, Quizlet app is very useful for ELP students to improve their vocabulary

because Quizlet app makes is easy for students to learn the meaning of the word and memorize

the word. ELP students as an international students and foreign language learners, really needed

Quizlet app to use. Moreover, ELP students can use Quizlet app in the class and also, out of class

because there is no limit to use. They can use everywhere and anytime they want, so that is a

great purpose to use Quizlet.

Finally, this paper takes ELP students’ attention to look how useful the Quizlet app is and

encourage ELP students to use Quizlet app more with the purpose to improve vocabulary as an

English language learner.


References

Al-Fahad, F, N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile

learning in King Saud University, Saudi Arabia. The Turkish Online Journal of Educatio

their on-task behaviors by their attitude nal Technology, 8(2), 111-119.

Ally, M. & Prieto-Blázquez, J. (2014). What is the future of mobile learning in education? Mo-

bile Learning Applications in Higher Education [Special Section]. Revista de

Universidad y Sociedad del Conocimiento Universities and Knowledge Society Journal

(RUSC), 11(1). 142-151. http://dx.doi.org/10.7238/rusc.v11i1.2033

Basoglu, E, B., & Akdemir, O., (2010). A comparison of undergraduate students’ English vocab-

ulary learning: Using mobile phones and flash cards. The Turkish Online Journal of Edu-

cational Technology, (9)3, 1-7. Retrieved from http://www.tojet.net/articles/v9i3/931.pdf

Barr, B. (2010). Checking the Effectiveness of Quizlet as a Tool for Vocabulary Learning. Tama-

gawa University, Center for English an a Lingua Franca, Japan, 1-13.

Benachaiba, A., & Guenine , B. (2009). Student's Attitudes and Perception Towards the Effec-

tiveness of Mobile Learning in King Saudi University,Saudi Arabia. The Turkish Online

Journal of Educational Technology, 111-119.

Chien, C. (2013). Perception and practice of Taiwanese EFL learners’ making vocabulary flash-

cards on Quizlet, International Conference e-Learning, 459-462. Retrieved

from http://files.eric.ed.gov/fulltext/ED562311.pdf

Davie, N., & Hilber, T. (2015). Mobile-Assisted Language Learning: Student Attitudes to Using

Smartphones to Learn English Vocabulary. Retrieved from http://files.eric.ed.gov/

fulltext/ED562454.pdf


Deborah, B, A. (2016). The effect of the video game Quizlet on the acquisition of science vocab-

ulary for children with learning disabilities. Retrieved from ProQuest Digital Disserta-

tions.

Dede, C., & Harvard University. (2014). The role of digital technologies in deeper learning. Jobs

for The Future, 3-36. Retrieved from http://www.jff.org/sites/default/files/publications/

materials/The-Role-of-Digital-Technologies-in-Deeper-Learning-120114.pdf

Dizon, G. (2016). Quizlet in the EFL Classroom: Enhancing Academic Vocabulary Acquisition

of Japanese University Students. Teaching English with Technology, 16(2), 40-56. Re-

trieved from http://files.eric.ed.gov/fulltext/EJ1135913.pdf

Dreyer, J. (2014). The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary

Test Scores. Studies in Self-Access Learning Journal, 5(3), 217-234. Retrieved from

https://sisaljournal.files.wordpress.com/2014/09/dreyer1.pdf

Fernandez, M. (2017). Augmented Virtual Reality: How to Improve Education Systems. Higher

Learning Research Communications, 7(1), 1-15. Retrieved from http://files.eric.ed.gov/

fulltext/EJ1150087.pdf

James C, G., & Haken, D. (2005). Learning with technology: The impact of laptop use on stu-

dent achievement. Journal of Technology, 3(2), 3-6. Retrieved from https://ejournal-

s.bc.edu/ojs/index.php/jtla/article/view/1655/1501

Nicky, H. (2013). Mobile learning. ELT Journal, 61(1), 80-84. Retrieved from https://doi-

org.libproxy.lib.csusb.edu/10.1093/elt/ccs064

Marcin, W., & Błażej, P. (2017). Mobile learning game effectiveness in cognitive learning by

adults: A comparative study. SAGE journals, 48(4), 435–454.

doi: 10.1177/1046878117704350


Phuong, T. (2016). Training learners to use Quizlet vocabulary activities on mobile phones in

Vietnam with Facebook, Jaltcalljournal, 12(1), 43-56. Retrieved from http://files.eric.ed.-

gov/fulltext/EJ1107943.pdf

Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language

learning? A meta-analysis, Educational Research Review, 16, 68-84. doi: 10.1016/j.e-

durev.2015.09.001

JISC infoNet. (2012). Mobile Learning infoKit. Retrieved from https://2020research.files.word-

press.com/2011/07/mobile-learning-infokit.pdf

http://dx.doi.org/10.1016/j.edurev.2015.09.001

http://dx.doi.org/10.1016/j.edurev.2015.09.001

toniit.comtoniit.com/wp-content/uploads/2018/04/final-report-543.docx · web viewtechnology has...

Documents