The Use of Quizlet to Enhance English as a Foreign Language Learners' Lexical Study and Retention
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| Title: | The Use of Quizlet to Enhance English as a Foreign Language Learners' Lexical Study and Retention |
|---|---|
| Language: | English |
| Authors: | Lap Trinh Quoc, Ngoc Dung To Thai, Tuan Le Cong, Hong Nga Ngo Huynh, Thao Le Thanh |
| Source: | Journal of Educators Online. 2026 23(1). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Educational Technology, Second Language Learning, English (Second Language), Vocabulary Development, Technology Integration, Technology Uses in Education, Web Sites, Grade 10, Foreign Countries, Second Language Instruction, Teaching Methods, High School Students, Computer Oriented Programs, Retention (Psychology) |
| Geographic Terms: | Vietnam |
| ISSN: | 1547-500X |
| Abstract: | The importance of vocabulary in language learning cannot be overstated, and technology integration in English language teaching, particularly in vocabulary development, has become increasingly prevalent. With gamified features, language learning apps can attract and motivate users; however, there is little empirical evidence on their effectiveness in enhancing learners' achievement. Thus, this study aimed to examine the impact of Quizlet, a popular web-based and mobile application for language learning, on the vocabulary learning and retention of Vietnamese tenth-grade EFL students. Using a quasi-experimental design, the study recruited 64 participants who were divided into two groups: an experimental group studying vocabulary with Quizlet and a control group using traditional vocabulary notebooks. Both groups received the same instruction related to three learning units in their textbook and were assessed with vocabulary tests at the beginning and end of, and four weeks after, the intervention. Contrary to our hypothesis, the results showed no significant difference in vocabulary gains between the experimental and control groups. Despite the widespread popularity of Quizlet among language learners, we found that its use in isolation may not lead to improved vocabulary learning outcomes. Further research is needed to explore the factors that affect the effectiveness of technology-based vocabulary learning activities in EFL contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499284 |
| Database: | ERIC |
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