presented at TESOL 2015 (recorded)

1. Action Research: Using Quizlet for Mobile
Vocabulary Learning and Retention
Christine Bauer-Ramazani
Saint Michael's College
Colchester, Vermont
URL for this presentation:
http://tesolpresent.pbworks.com/Action-Research-Quizlet

2. What is Quizlet?
• free
Web2.0 and
mobile app
vocabulary
flashcard
and study
program
2

3. 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

4. Quizlet—Advantages & Functions
Advantages 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
4

5. Hypothesis
• Increased exposure to vocabulary via
the 6 functions of Quizlet will increase
retention.
5

6. 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

7. Outline
• Methodology of the action research project
• Discussion of results
• Suggested effective classroom applications
• Recommendations for further research
7

8. 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.
Arabic
67%
Portuguese
22%
Korean
11%
Native language
8

9. 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
9

10. 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

11. 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 64
0 20 40 60 80 100 120
A
B
C
G
F
D
H
I
E
MEAN-Quiz
Results- Problem-
Solution
MEAN-Quizlet
functions used-
Problem-Solution
Student
Code
% 11
87
78

12. 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-Quizlet
functions used-Rdg1
Student
Code
%
12
91.2
83.3

13. 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 80
B 100 89
C 100 96
H 83 91
I 83 89
G 83 93
F 67 67
D 67 96
E 50 72 0 20 40 60 80 100
A
B
C
H
I
G
F
D
E
MEAN-Quiz Results-
Problem-
Solution+Rdg1
MEAN-Quizlet
functions used-
Problem-Solution +
Rdg1
13
88
91
78

14. Results
Questionnaire
• Google Form
• Likert-scale Survey: Using Quizlet to Learn
Vocabulary
• Purpose
– measure the students’ attitudes towards Quizlet
and their uses of it
14

15. How is Quizlet accessed?
1-2 times
45%
3-4 times
44%
6+ times
11%
# of times used Quizlet within the
last year
on home
computer
56%
on mobile
device
22%
on a
college
computer
22%
Access to Quizlet
15

16. 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
16

17. Importance of the functions of Quizlet
for vocabulary study
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AUDIO
function FLASHCARDS
SPELLER
function LEARN
function TEST function
SCATTER &
RACE games
0
0
0 1
1
1
2
2
2 1 2 3
3
3
3
4
2
1
4
4
4
3
4
3
0 0 0 0 0
1
not important at all somewhat important important very important not sure
17

18. Preference for the functions in Quizlet
for studying vocabulary
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3
4
4 4
5
4
3
5 4
2
3 1
1
2
1
1 3
2
2
3
2
0
1
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.
18

19. Effectiveness of Quizlet as a study tool
for vocabulary
strongly
agree
67%
agree
22%
neither
agree nor
disagree
11%
Quizlet increased my interest in
studying vocabulary.
strongly
agree
89%
neither
agree nor
disagree
11%
Quizlet is an easy tool to use for
studying.
19

20. Effectiveness of Quizlet as a study tool
strongly
agree
67%
agree
22%
neither
agree nor
disagree
11%
I like Quizlet because I can access
it to study vocabulary on my
own devices.
strongly
agree
78%
agree
11%
neither
agree nor
disagree
11%
I feel that Quizlet improves my
ability to learn vocabulary.
20

21. Effectiveness of Quizlet as a study tool
strongly
agree
78%
agree
11%
agree
somewhat
11%
I enjoy studying vocabulary with
Quizlet.
strongly
agree
89%
neither
agree nor
disagree
11%
I prefer Quizlet for studying
vocabuarly to using vocabulary
lists (words + definitions).
21

22. Effectiveness of Quizlet as a study tool
strongly
agree
67%
agree
somewhat
11%
neither
agree nor
disagree
22%
I feel confident that I know the
vocabulary after studying with
Quizlet.
strongly
agree
23%
agree
11%
agree
somewhat
22%
neither
agree nor
disagree
22%
disagree
somewhat
11%
disagree
11%
I prefer learning vocabulary
through printed vocabulary lists.
22

23. 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

24. 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

25. 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.
25

26. Questions?
Thank you for your participation!
Christine Bauer-Ramazani
Contact:
cbauer-ramazani@smcvt.edu
Web site:
http://academics.smcvt.edu/cbauer-ramazani