At this presentation, the author will explain an experiment which took place with students focused on Quizzlet as a tool to help learners improve their level of vocabulary

1. THE USE OF QUIZZLET TO ENHANCE VOCABULARY IN
THE ENGLISH LANGUAGE CLASSROOM
Salvador Montaner -Villalba
UNED
August 2019

2. •What?
- Practice & Revision of EFL vocabulary
• What for?
- To improve the quality of EFL vocabulary
- Few empiric research on GAMIFICATION & M.A.L.L. in
English at Compulsory Secondary Education

3. M.A.L.L.
The increasingly use of mobile learning has become relevant in education since it is causing
(Kimura, Obari and Goda, 2011) a new generation of TELL to emerge (Fagee, 2013)
This widespread of mobile phone usage makes MALL (Chinnery, 2006) an inevitable
extension of TELL
MALL is thought to augment second language learning through the real world (Palalas,
2011)
MALL converts the learning process into personal, informal, interactive and ubiquitous
experience (Kimura, Obari and Goda, 2011; Taj et al., 2016)

4. Pretest-Posttest Design
T-groupa
Sample
•24 EFL learners
•4th year at Secondary
Education
•A2, CEFRL
Research Tools
•1 pre-test
•1 post-test
5 Variables:
1- Written Task
2-Matching
3- Multiple Choice
4- T/F
5- Spelling

11. DISCUSSION
Research Questions
Quizlet improves learners’acquisition of EFL
vocabulary
Significant Improvement of outcomes at Post-test
CONCLUSSIONS
Few References at Secondary Educ Tasks by EFL learners
Starting Point Further Research
Gamification through MALL in EFL learning and teaching

12. Abdollapour, Z. and Maleki, N.A. (2012). Second Language Vocabulary Acquisition in CALL and MALL environments and their effect on L2 vocabulary retention:
A comparative study, Australian Journal of Basic and Applied Sciences, 6(9), 109-118
Chinnery, G.M. (2006). Emerging technologies: Going to the MALL: Mobile Assisted Language Learning, Language learning & technologies, 10(1), 9-16
Fageeh, A.A.I. (2013). Effects of MALL applications on vocabulary acquisition and motivation, Arab World English Journal, 4(4), 420-447
International Telecommunication Union (2015). ICT facts & figures: The world in 2015, ITU: Geneva
Kimura, M.; Obari, H. and Goda, Y. (2011). Mobile technologies and language learning in Japan, In M. Levy, F. Blin, C.B. Siskin and O. Takeuchi (Eds.)
WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 38-54), New York: Routledge
Miangah, T.M. and Nezarat, A. (2012). Mobile-Assisted Language Learning, International Journal of Distributed and Parallel Systems, 3 (1), 309-319. DOI :
10.5121/ijdps.2012.3126
Palalas, A. (2011). Mobile-Assisted Language Learning: Designing for your students, In S. Thouësny and L. Bradley (Eds.) Second Language Teaching and
Learning with Technology: Views of Emergent Researchers (pp. 71-94), Research-Publishing.net: Dublin
Taj, I.H; Sulan, N.B.; Sipra, M.A. and Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: A Meta-Analysis, Advances in language
and literary studies, 7(2), 76-83. Doi:10.7575/aiac.alls.v.7n.2p.76

13. E-mail: smontaner@invi.uned.es
Linkedin: https://www.linkedin.com/in/salvadormontaner/
Researchgate:
https://www.researchgate.net/profile/Salvador_Montaner-Villalba