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

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

3

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.

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

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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

78

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%

34

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:

cbauer-ramazani@smcvt.edu

Web site: http://academics.smcvt.edu/cbauer-ramazani