The Effect of Online Quizlet Flashcards and Student-Created Quizlet Flashcards on Learning and Retention of Productive and Receptive Vocabulary Knowledge of Elementary Iranian EFL Learners

Document Type : Original Article

Authors

1 Department of English Language and Literature, Faculty of Humanities & Social Sciences, University of Yazd, Yazd, Iran

2 Department of English Language and Literature, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Sistan and Baluchestan, Iran

Abstract

Learning vocabulary seems to be a major focus of language instruction. The role of vocabulary knowledge in language learning has been studied by many researchers. The present study was conducted to investigate the effect of using online Quizlet flashcards and student-created Quizlet flashcards on learning and retention of receptive and productive vocabulary knowledge. Sixty Iranian elementary high school students who were randomly divided into 3 groups (twenty subjects per group) participated in this study. The materials and data collection instruments included the Quick Placement Test (QPT), the students’ textbook, Top Notch1 from which the vocabulary items were selected, a pre-test, an immediate post-test, and a delayed post-test. It should be mentioned that the control group was taught the words through the conventional method while the first experimental group received the words using online flashcards and the next experimental group worked on developing their own Quizlet flashcards. The results showed that in terms of receptive vocabulary knowledge learning, the students of the online Quizlet flashcards group significantly outperformed students of the control group and online Quizlet flashcards. In learning of the productive vocabulary knowledge, the learners of the control group performed significantly better than other two experimental groups. The results on vocabulary retention revealed that students of the student-created Quizlet flashcards group significantly outperformed students of the control group in terms of retention of the receptive vocabulary knowledge, and in terms of the productive vocabulary knowledge retention there were no significant difference between the groups of the study. These findings will be advantageous for English language teachers to choose the teaching techniques which can facilitate the process of language teaching and learning.

Keywords

Applied Linguistics Inquiry
Volume 1, Issue 2
September 2023
Pages 59-72

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History

  • Receive Date: 16 April 2023
  • Revise Date: 10 May 2023
  • Accept Date: 30 August 2023

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