Action Research: Using Quizlet for Mobile Vocabulary Learning and Retention
Christine Bauer-RamazaniSaint Michael's College
Colchester, Vermont
URL for this presentation: http://tesolpresent.pbworks.com/Action-Research-Quizlet
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
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Source: Our mission, 3/16/2015
Quizlet—Advantages & FunctionsAdvantages of Quizlet
app on mobile devices / ubiquitous access 6 functions to increase interaction with vocabulary
1. learning definitions (Flashcards)2. checking their progress (Learn)3. spelling the words they hear (Speller)4. playing 2 games for review (Scatter & Space Race)5. taking randomized practice tests (Test)6. Audio: listening to model pronunciation
Pictures to enhance comprehension & memory Sharing tools
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Hypothesis
• Increased exposure to vocabulary via the 6 functions of Quizlet will increase retention.
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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
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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.
Arabic67%
Portuguese22%
Korean11%
Native language
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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-- Problem-Solution Vocabulary
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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
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Results# of Quizlet Functions Used & Test Results
for Problem-Solution Reading
Student Code
MEAN-Quizlet
functions used-
Problem-Solution (%)
MEAN-Quiz
Results-Problem-Solution
(%)A 100 76
B 100 90
C 100 97
G 83 94
F 67 64
D 67 91
H 67 83
I 67 87
E 50 640 20 40 60 80 100 120
A
B
C
G
F
D
H
I
E
MEAN-QuizResults- Problem-Solution
MEAN-Quizletfunctions used-Problem-Solution
Student Code
% 11
87
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Results# of Quizlet Functions Used & Test Results
for Reading 1
Student Code
MEAN-Quizlet
functions used-Rdg1
MEAN-Quiz Results-
Rdg1
A 100 83
B 100 89
C 100 94
H 100 99
I 100 91
G 83 92
D 67 100
F 67 70
E 50 80 0 20 40 60 80 100 120
A
B
C
H
I
G
D
F
E
MEAN-Quiz Results-Rdg1
MEAN-Quizletfunctions used-Rdg1
Student Code
%12
91.2
83.3
Overall Results# of Quizlet Functions Used & Test Results—AVERAGES
(2 randomized tests, given at 5 intervals)
Student Code
MEAN-Quizlet
functions used-
Problem-Solution +
Rdg1
MEAN-Quiz
Results-Problem-Solution+
Rdg1
A 100 80B 100 89C 100 96H 83 91I 83 89
G 83 93F 67 67D 67 96E 50 72
0 20 40 60 80 100
A
B
C
H
I
G
F
D
E
MEAN-Quiz Results-Problem-Solution+Rdg1
MEAN-Quizletfunctions used-Problem-Solution +Rdg1
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88
91
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ResultsQuestionnaire
• Google Form
• Likert-scale Survey: Using Quizlet to Learn Vocabulary
• Purpose
– measure the students’ attitudes towards Quizlet and their uses of it
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How is Quizlet accessed?
1-2 times45%
3-4 times44%
6+ times11%
# of times used Quizlet within the last year
on home computer
56%
on mobile device
22%
on a college
computer22%
Access to Quizlet
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Use of the 6 functions of Quizlet to study vocabulary
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 0 0 0 0
1
4
3 3 3 1
3
2
0 0
2
0
1
3
6 6
4
7
4
every time
most of the time
sometimes
rarely
never
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Importance of the functions of Quizletfor vocabulary study
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AUDIOfunction FLASHCARDS
SPELLERfunction LEARN
function TEST functionSCATTER &
RACE games
00
0 11
1
22
2 1 2 3
33
34
21
44
43
4
3
0 0 0 0 0
1
not important at all somewhat important important very important not sure
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Preference for the functions in Quizletfor studying vocabulary
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
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4 4
5
4
3
5 42
3 1
1
2
1
1 3
2
2
3
2
01
0 0
1
0
0
0 0 0 0 0
1
2
no response
I strongly dislike it.
I dislike it somewhat.
I neither like nor dislike it.
I like it somewhat.
I like it a lot.
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Effectiveness of Quizlet as a study tool for vocabulary
strongly agree67%
agree22%
neither agree nor disagree
11%
Quizlet increased my interest in studying vocabulary.
strongly agree89%
neither agree nor disagree
11%
Quizlet is an easy tool to use for studying.
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Effectiveness of Quizlet as a study tool
strongly agree67%
agree22%
neither agree nor disagree
11%
I like Quizlet because I can access it to study vocabulary on my
own devices.
strongly agree78%
agree11%
neither agree nor disagree
11%
I feel that Quizlet improves my ability to learn vocabulary.
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Effectiveness of Quizlet as a study tool
strongly agree78%
agree11%
agree somewhat
11%
I enjoy studying vocabulary with Quizlet.
strongly agree89%
neither agree nor disagree
11%
I prefer Quizlet for studying vocabuarly to using vocabulary
lists (words + definitions).
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Effectiveness of Quizlet as a study tool
strongly agree67%
agree somewhat
11%
neither agree nor disagree
22%
I feel confident that I know the vocabulary after studying with
Quizlet.
strongly agree23%
agree11%
agree somewhat
22%
neither agree nor disagree
22%
disagree somewhat
11%
disagree11%
I prefer learning vocabulary through printed vocabulary lists.
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Suggestions for Effective Classroom Applications
Formative Assessment1. T-created Quizlet with terms, word forms,
definitions, pictures2. 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
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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 paired-associate 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 Press.
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Questions?
Thank you for your participation!
Christine Bauer-RamazaniContact:
Web site: http://academics.smcvt.edu/cbauer-ramazani