APPLICATION OF QUIZLET.COM TO TEACHING AND LEARNING

BUSINESS ENGLISH VOCABULARY AT UEH

Trần Thị Phỉ Võ Đoàn Thơ

Nguyễn Lương Hoàng Thành Hồ Đình Phương Khanh

Phan Thúy Khanh

Introduction

Literature review

Methodology

Findings & Discussion

Implications & suggestions

Conclusion

Reasons for application of Quizlet.com

• Importance of vocabulary • Gradual process • Time constraint • Free website • Convenience • Blended learning: self-sufficient learners

QUIZLET.COM

MODULE 1: UNIT 1 UEH-Business English- Module 1-unit 1.1

UEH-Business English- Module 1-unit 1.1– collocation

UEH-Business English- Module 1-unit 1.2

UEH-Business English- Module 1-unit 1. 2-collocation.

QUIZLET.COM

MODULE 4: UNIT 12 UEH-Business English-Module 4-unit 12.1

UEH-Business English-Module 4-unit 12.1-collocation

UEH-Business English-Module 4-unit 12.2

UEH-Business English-Module 4-unit 12. 2-collocation

QUIZLET Andrew Sutherland

American 2005

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LITERATURE REVIEW

Vocabulary & its importance

Vocabulary teaching & learning strategies

The application of Quizlet

Discovery strategies

• Determine the meaning of new words when

encountered for the first time.

Consolidation strategies

• Consolidate word’s meaning when

encountered again. Schmitt - 1997

Gregory (2012) • Easy to use • More accessible • More user-friendly • Time effective • More flexible • More collaborative • More competitive

METHODOLOGY - Criteria of choosing words :

top 1000 -2000 frequently used words

- Participant profile:

12 classes + 8 teachers

INSTRUMENTS 3 sources:

1. Questionnaires for students and teachers

2. Interviews with students and teachers

3. Results of the vocabulary tests in class.

QUESTIONNAIRES

INTERVIEWS

TEST SCORES

FINDINGS & DISCUSSION

FINDINGS & DISCUSSION

1. From students

2. From lecturers

QUESTIONNAIRES

THE BACKGROUND / OPINIONS

THE LAYOUT

THE CONTENT

THE TASKS

THE EFFECTIVENESS

BACKGROUND KNOWLEDGE / OPINION (2 questions – 1)

BACKGROUND KNOWLEDGE / OPINION (2 questions – 2)

LAYOUT (1 question)

CONTENT (4 questions – 1)

CONTENT (4 questions – 2)

CONTENT (4 questions – 3)

DO YOU NEED VIETNAMESE EQUIVALENTS?

CONTENT (4 questions – 4)

TASKS (2 questions)

Neutral

EFFECTIVENESS (3 questions – 1.2)

WHAT IS YOUR OPINION AFTER USING QUIZLET?

EFFECTIVENESS (3 questions – 3)

HOW DO YOU KNOW ABOUT QUIZLET?

From colleagues

From newspaper

From the internet Other ways

9/9 0/9 0/9 0/9

BACKGROUND KNOWLEDGE / OPINION (2 questions – 2)

CONTENT (3 questions – 2)

SHOULD WE ADD VIETNAMESE EQUIVALENT?

Yes because sts do not

understand the definition in

English

Yes even if sts understand the

definition in English

No

1/9 2/9 6/9

EFFECTIVENESS (4 questions – 3)

HOW IS THE ENGLISH PROFICIENCY LEVEL OF YOUR STUDENTS AFTER USING QUIZLET?

Improved a lot Improved Not improved

0/9 8/9 1/9

EFFECTIVENESS (4 questions – 4)

WILL YOU RECOMMEND QUIZLET TO OTHER LECTURERS?

Yes No

9/9 0/9

1. TEACHERS not applying Quizlet:

- Deal with a great deal of knowledge in the

textbook.

- Find it complicated using the program on

computer.

- Be bored with the activities

INTERVIEWS

1. TEACHERS applying Quizlet:

- Be really easy to use.

- Be friendly to users.

- Be relevant enough to encourage students

- Be effective and useful.

INTERVIEWS

1. STUDENTS not using Quizlet:

- Find it inconvenient owing to low-speed

Internet connection.

- Do not have enough time .

INTERVIEWS

1. STUDENTS using Quizlet:

- Be extremely useful for their language

learning.

- Help them to learn new words.

- Provide them with the way of how to learn

vocabulary

INTERVIEWS

1. STUDENTS:

- Be extremely useful for their language

learning.

- Help them to learn new words.

- Provide them with the way of how to learn

vocabulary

TEST SCORES

IMPLICATIONS AND SUGGESTIONS

Both teachers and students should continue

to use the page

Effectiveness

some ways to popularize the page

POPULARITY

• Posting information about Quizlet.com on the School of Foreign languages for Economics’ website

• Clear instructions & demonstrations should be given

• Clear instructions and demonstration • Information technology helps control

studies on Quizlet • Homework accounting for part of the

midterm score

• Frequently updated

• Paraphrased and made short

Definitions of words

Combine different methods Use Quizlet.com as a supplementary source Create various activities to consolidate

vocabulary Regular tests Worksheets/handouts

Games ( by students)

Teachers

CONCLUSION

REFERENCE • Allen, Virginia French (1983), Techniques in

Teaching Vocabulary, Oxford: Oxford University Press.

• Ellis, N. C. (1994), “Consciousness in second language learning: psychological perspectives on the role of conscious process in vocabulary acquisition,” AILA Review 11, Pp. 37-56

• Fan, M.Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern Language Journal, 87(2), 222-241.

• Gregory E. Menke, (2014). Comparing Quizlet and Rapid Rote: VocabularyLearning in a Collaborative Environment. Mobile Language Learning Summit: Towards Learner Autonomy

• Meara, Paul (1996), “The dimensions of lexical competence,” Pp. 35-53, in Brown, G., Malmkjaer, K. and Williams, J. (Eds.) Performance and Competence in Second Language Acquisition, Cambridge: Cambridge University Press.

• Nakata, T. (2011). Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software. Computer Assisted Language Learning, 24, 17–38.