1. Christine Bauer-Ramazani Saint Michael's College Colchester, Vermont
Action Research: Using Quizlet for Mobile Vocabulary Learning and Retention
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Christine Bauer-Ramazani
Saint Michael's College Colchester, Vermont

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

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
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
learning definitions (Flashcards)
checking their progress (Learn)
spelling the words they hear (Speller)
playing 2 games for review (Scatter & Space Race)
taking randomized practice tests (Test)
Audio: listening to model pronunciation
Pictures to enhance comprehension & memory
Sharing tools

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

6. Action Research: Purpose
use a spaced interval protocol (Nation, 2011; Loucky, 2010) with Quizlet quizzes
measure retention rates
document the students’ attitude toward vocabulary learning with Quizlet (Likert-style questionnaire)

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

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: (7), over 25 (2)
Length of session: 8 weeks
IRB protocol was followed.

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

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

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 90 C 97 G 83 94 F 67 64 D 91 H I 87 E 50 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 89 C 94 H 99 I 91 G 92 D 67 F 70 E 50 80
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 89 C 96 H 83 91 I G 93 F 67 D E 50 72 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

15. How is Quizlet accessed?

16. Use of the 6 functions of Quizlet to study vocabulary

17. Importance of the functions of Quizlet for vocabulary study

18. Preference for the functions in Quizlet for studying vocabulary

19. Effectiveness of Quizlet as a study tool for vocabulary learning

20. Effectiveness of Quizlet as a study tool

21. Effectiveness of Quizlet as a study tool

22. Effectiveness of Quizlet as a study tool

23. Suggestions for Effective Classroom Applications
Formative Assessment
T-created Quizlet with terms, word forms, definitions, pictures
Student-created Quizlets, shared with others.
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 , posted in an LMS or on a Web page (e.g. Wiki, blog)
Ongoing: encouragement to use all 6 functions

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

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), doi: /
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),
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),
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), doi: /S
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge. U.K: Cambridge University Press.

26. Questions? Thank you for your participation!
Christine Bauer-Ramazani Applied Linguistics Department
Saint Michael’s College
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