Exploring Students’ Perspectives on Quizlet as a Gamified Vocabulary Learning Tool in a Business English Course
DOI:
https://doi.org/10.17507/jltr.1703.17Keywords:
business English, gamified learning, Quizlet, students’ perceptions, vocabulary learningAbstract
This study explores university students' perspectives on Quizlet as a gamified vocabulary learning tool in a business English course. Conducted with fifteen third-year business administration students at a university in Vietnam, the study employed focus group interviews as a data collection tool to examine students’ perceptions of Quizlet. Findings reveal that students overwhelmingly found Quizlet user-friendly, accessible, and engaging, with its gamified features enhancing motivation and vocabulary retention. The platform’s various study modes, particularly flashcards, quizzes, and Quizlet Live, contributed to increased active participation and long-term recall. While previous studies caution against over-reliance on gamified learning for rote memorization, this research demonstrates that Quizlet facilitates both memorization and contextual learning when strategically integrated into instruction. The study contributes to the growing body of research on technology-enhanced language learning, particularly in English for Specific Purposes (ESP) vocabulary acquisition. Despite its positive findings, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting avenues for future research such as longitudinal studies on retention and comparative analyses of gamified tools in ESP contexts. Findings offer practical insights for educators seeking to optimize digital learning strategies for business English vocabulary instruction.
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