The present study aims to address three research questions. First, whether Quizlet could enhance students’ learning motivation. Second, whether using Quizlet could improve vocabulary learning. Third, what are students’ perceptions of using Quizlet to learn vocabulary. The results of the present study are already discussed in Chapter Four. The major findings are summarized below:
The quantitative and qualitative data of the present study illustrate that the students felt more motivated after using Quizlet to learn vocabulary. The post-test and delayed post-test showed that the experimental group significantly outperformed the control group. Students’ attitudes toward Quizlet were positive and they believed that learning with Quizlet was enjoyable and interesting.
5.1.1 Discussion of Research Question 1
Does using Quizlet make students feel more motivated? If so, how are the students motivated?
Based on the results of the motivation questionnaire, the reflection report, and six interviews, Quizlet clearly enhanced students’ learning motivation. The results of the present study support Stockwell’s (2013) statement that applications of
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technologies enhance students’ motivation. The games in and portability of Quizlet improved students’ learning techniques when learning vocabulary. This supports several studies previously discussed (Baierschmidt, 2013; Flores, 2015; Yip & Kwan, 2006).
The usefulness and appropriateness of games affect learners’ responses.
Moreover, if the content and language in games are relevant to learners, they will enjoy and value games more (Wright, Betteridge, & Buckby, 1983). The qualitative data drawn from the present study found that games play an essential role in vocabulary learning. After playing the games, most of the students’ responses showed they felt that learning by playing games was enjoyable. Many students regarded games as a key factor in enhancing their learning motivation.
Interestingly, Chien (2013) stated that most of her participants thought Space Race (also known as Gravity, a spelling game) was regarded as the most helpful activity. The participants in the present study considered Scatter (a matching game) more interesting than Gravity. The reason might be that Chien’s participants were college students. Hence, Scatter was too simple and bored them. However, the participants in the present study were senior high school students who thought Gravity was challenging and difficult. It appears that teachers must consider the differences between the two games as well as the nature of their students before assigning suitable and motivating games to their students.
Quizlet not only motivated students to learn, it also motivated them to do so autonomously. During the eight-week study, the students were shown how to use the Quizlet flashcard sets and were also encouraged to create their own sets. This was
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done because according to Cunningham (2017), teaching students how to seek other user-created sets helps them develop autonomous learning and encourages them to create their own sets with peer-to-peer support systems. Furthermore, learner autonomy has been regarded as one of the ultimate goals in language learning (Bajrami, 2015). In the present study, some students formed a small Quizlet vocabulary team to do related vocabulary practice and created their own flashcard sets.
The result of the present study supported Cunningham’s (2017) assertion. It is clear that Quizlet, with interactive features and appropriate learner training, can promote learner autonomy in L2 classroom (Cunningham, 2017).
5.1.2 Discussion of Research Question 2
What is the effect of using Quizlet on students’ vocabulary learning?
The results of the post-test and the delayed post-test indicated that the experimental group’s test scores significantly improved, which is in line with previous studies (Barr, 2016; Chien, 2013; Dizon 2016; Dreyer, 2014; Özer &
Koçoğlu, 2017). The results of the reflection report and interviews showed that students found Quizlet was effective for vocabulary learning. From the qualitative data, most students deemed that pictures were an important factor in retaining words in memory. Some students said that they could see pictures in their minds after learning vocabulary with Quizlet. They believed the pictures appearing in their minds successfully helped them retain the meanings of the target words. In conclusion, pictures indeed play a crucial role in multimedia learning.
Multimedia learning refers to learning from words and images (Özer &
Koçoğlu, 2017). Mayer (2005) claimed “People learn more deeply from words and
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pictures than from words alone” (p. 31). This is similar to the Dual Coding Theory in Chapter two. Quizlet enables learners to link words to pictures on flashcards.
Therefore, the participants utilizing Quizlet significantly improved because information could be stored both verbally and visually. Not only is it easier for learners to recall information this way, but visual learning is a marvelous way to motivate and captivate learners (Gangwer, 2009). Quizlet’s picture therefore appear to be beneficial to students’ second language development.
5.1.3 Discussion of Research Question 3
What are students’ perceptions of learning vocabulary with Quizlet?
Students had favorable views and perceptions toward the use of Quizlet from the perception part of the questionnaire, the reflection report, and the interviews.
According to the result of the questionnaire, most students agreed that playing games through Quizlet was interesting. Moreover, they also believed that Quizlet’s digital flashcards were convenient for learning vocabulary and enhanced their memory of English vocabulary. It is obvious that students considered Quizlet to be helpful to their language development. These findings reinforce the aforementioned studies which explored learners’ perceptions of computerized and mobile flashcard programs (Altiner, 2011; Azabdaftari & Mozaheb, 2012; Chien, 2013; Dizon, 2016; Lu, 2008).
The results of the present study indicate that learning vocabulary is easy, convenient, and interesting with Quizlet. Through pictures and different learning modes in Quizlet, learning vocabulary becomes effective. Students’ feedback echoes Dizon’s (2016) assertion that Quizlet improves students’ English vocabulary and that is useful. Another feedback is in accordance with Dreyer’s (2014) statement that
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playing games makes learning and memorizing vocabulary enjoyable. Moreover, students’ responses’ were in line with Barr’s (2016) statement that Quizlet expanded students’ active vocabulary learning, confidence, and enjoyment. Students’ overall perceptions of Quizlet were positive except for few students who claimed that they would not use Quizlet in the future.