Insights Into Vietnamese Bilingual Students’ Quizlet-Based English Vocabulary Learning
DOI:
https://doi.org/10.17507/jltr.1403.15Keywords:
bilingual student, English, perception, Quizlet, vocabularyAbstract
Modern technology has revolutionized the education by offering various tools that can enhance the teaching and learning process in general and English language teaching and learning in specific. Among a wide range of educational apps, Quizlet has been applied in vocabulary teaching and learning in different contexts. Therefore, this study aims at investigating bilingual students’ Quizlet-based English vocabulary learning. It involved a cohort of 50 bilingual students, who were conveniently sampled from an international school in Vietnam, in answering the questionnaires. The collected data were analysed in terms of descriptive statistics with the use of software SPSS. The findings have shown that bilingual students perceived Quizlet as a useful, enjoyable, easy, and convenient tool for English vocabulary language learning, and they reckoned that Quizlet could improve their vocabulary learning. Based on such findings, this study has come up with pedagogical implications for the use of Quizlet in English vocabulary teaching and learning in the research context and other similar ones.
References
Aksel, A. (2021). Vocabulary Learning with Quizlet in Higher Education. Language Education and Technology (LET Journal), 1(2), 53-62.
Anjaniputra, A. G., & Salsabila, V. A. (2018). The merits of Quizlet for vocabulary learning at tertiary level. Indonesian EFL Journal, 4(2), 1-11.
Apriliani, D.N. (2021). Students’ Perception in Learning English Vocabulary Through Quizlet. Journal of English Teaching, 7(3), 343-353. DOI: https://doi.org/10.33541/jet.v7i3.3064
Chapelle, C. A. (2008). Computer assisted language learning. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics. Malden, MA: Blackwell Publishing
Chien, C. W. (2015). Analysis the effectiveness of three online vocabulary flashcard websites on L2 learners’ level of lexical knowledge. English Language Teaching, 8(5), 111-121.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th Ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, California: SAGE Publications, Inc
Dizon, G. (2016). Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, 16(2), 40-56.
Ho, D. V., Pham, T. S. T/, & Huynh, N. T. (2020). Using Quizlet to Enhance Vocabulary Acquisition of Non-English Major Freshmen. In The 8th Open TESOL International Conference 2020 Proceedings.
Ho, T. T. H. (2019). The effect of digital apps on Vietnamese EFL learners’ receptive vocabulary acquisition: a case study of Quizlet and paper flashcards. Western Sydney University.
Jorge, C. M. H., Gutiérrez, E. R., García, E.G., Jorge M. C. A., & Díaz, M. B. (2003). Use of the ICTs and the perception of e-learning among university students: A differential perspective according to gender and degree year group. Interactive Educational Multimedia, 7, 13-28.
Köse, T., & Mede, E. (2016). Perceptions of EFL learners about using an online tool for vocabulary learning in EFL classrooms: a pilot project in turkey. Procedia-Social and Behavioral Sciences, 232, 362-372.
Lander, B. (2016). Quizlet: What the students think--A qualitative data analysis. EURO CALL, 12(3), 254-259.
Nakata, T., & Webb, S. (2016). Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials. In B. Tomlinson (Ed.), Second Language Acquisition Research and Materials Development for Language Learning (pp. 123–138). Oxon, UK: Taylor and Francis.
Nguyen, T. T., Nguyen, D. T., Nguyen, D. L. Q. K., Mai, H. H., & Le, T. T. X. (2021). Quizlet as a Tool for Enhancing Autonomous Learning of English Vocabulary. AsiaCALL Online Journal, 13(1), 150–165. https://doi.org/10.54855/acoj221319
Özer, E. Y., & Koçoğlu, Z. (2017). The use of Quizlet flashcard software and its effects on vocabulary learning. Makalenin kabul edildiği tarih, 26(04), 61-81.
Pham, A.T. (2022). University Students’ Perceptions on the Use of Quizlet in Learning Vocabulary. International Journal of Emerging Technologies in Learning, 17(7), 54-63. https://doi.org/10.3991/ijet.v17i07.29073
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Sangtupim, N., & Mongkolhutthi, P. (2019). Using Quizlet in Vocabulary Learning: Experiences from Thai High School Students. In The 8th LITU International Graduate Conference Proceedings (pp. 213-226).
Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83- 95.
Thompson, T., & MacDonald, C. (2005). Community Building, Emergent Design and Expecting the Unexpected: Creating a Quality E-Learning Experience. The Internet and Higher Education, 8(3), 233–249.
Tran, T. Q., & Duong, H. (2021). Tertiary non-English majors’ attitudes towards autonomous technology-based language learning. Advances in Social Science, Education and Humanities Research, 533, 141-148, https://doi.org/10.2991/assehr.k.210226.018
Tran, T. Q., & Duong, T. T. H. (2022). Insights into young learners’ attitudes towards gamified learning activities in English language learning. TNU Journal of Science and Technology, 227(13), 25 – 31.
Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28, 46–65.
