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Increasing motivation is necessary for students in learning English vocabulary. The higher motivation the students gain, the bigger success they achieve in mastering vocabulary. However, most students in senior high schools have less motivation in learning vocabulary, especially in memorizing them. Thus, the teachers need to discover appropriate media for increasing their motivation. Some applications can be used through the smartphone as the need for vocabulary learning. The purpose of this study is to investigate the effectiveness of using Quizlet Application as the media for increasing the students’ motivation in learning vocabulary. Nonequivalent control group design was used in this research. The participants were 65 students who were divided into the experimental and the control groups. The students’ motivation was observed during the process of vocabulary learning by using the observation checklist. In processing the data, the Wilcoxon test was used. The results show the use of Quizlet Application is effective to increase the students’ motivation in learning vocabulary. Students felt more enthusiastic, did not get bored easily, and thus showed high interest when learning vocabulary via the app. They also did the tasks provided in that application independently.
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83 | Studies in English Language and Education, 7(1), 83-95, 2020
P-ISSN 2355-2794
E-ISSN 2461-0275
The Effectiveness of Quizlet Application
towards StudentsMotivation in Learning
M. Rizky Setiawan*
Pangesti Wiedarti
Indonesian Language and Literature Education, Postgraduate Program, Universitas
Negeri Yogyakarta, Yogyakarta 55281, INDONESIA
Increasing motivation is necessary for students in learning English
vocabulary. The higher motivation the students gain, the bigger success
they achieve in mastering vocabulary. However, most students in senior
high schools have less motivation in learning vocabulary, especially in
memorizing them. Thus, the teachers need to discover appropriate media
for increasing their motivation. Some applications can be used through the
smartphone as the need for vocabulary learning. The purpose of this study
is to investigate the effectiveness of using Quizlet Application as the media
for increasing the students’ motivation in learning vocabulary.
Nonequivalent control group design was used in this research. The
participants were 65 students who were divided into the experimental and
the control groups. The students’ motivation was observed during the
process of vocabulary learning by using the observation checklist. In
processing the data, the Wilcoxon test was used. The results show the use
of Quizlet Application is effective to increase the students’ motivation in
learning vocabulary. Students felt more enthusiastic, did not get bored
easily, and thus showed high interest when learning vocabulary via the
app. They also did the tasks provided in that application independently.
Keywords: Quizlet Application, motivation, and learning vocabulary.
* Corresponding author, email:
Citation in APA style: 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),
Received December 23, 2020; Revised February 19, 2020; Accepted February 26, 2020
©Universitas Syiah Kuala. All rights reserved.
M. R. Setiawan & P. Wiedarti, The effectiveness of Quizlet application towards students’
motivation in learning vocabulary | 84
Vocabulary should be taught directly in the classroom activity. It is as important
as other skills such as listening, speaking, reading, and writing. Alqahtani (2015, p.
22) said that “vocabulary knowledge is often viewed as a critical tool for a second
language learner because limited vocabulary in a second language learner impedes
successful communication”. By mastering vocabulary, they can deliver messages to
others without any miscommunication. Furthermore, students’ proficiency in the
English language is also measured by how many words they have memorized. Thus, a
direct study of vocabulary should be conducted in the process of language learning
(Nation, 2001).
Students have to master English vocabulary first before they produce it through
speaking or writing. Then, teachers have an important role to introduce them to a large
amount of unknown vocabulary. However, the new vocabulary is successfully
introduced if they are not interested to learn them. Mastering vocabulary becomes a
problem in which motivated students will try to find a solution for it while unmotivated
students do not even want to learn vocabulary (Grogan et al., 2018). Moreover,
motivation is considered as one of the aspects which determines students’ achievement
in learning vocabulary. Due to this fact, teachers must provide media that could
motivate students and make them more interested in learning English vocabulary.
Based on the learning principles which are appropriate with the 2013
Curriculum, Information and Communication Technology (ICT) is used to make the
learning activity more effective and efficient (Mulyasa, 2018). Moreover, teachers
who design lesson plans should know the benefits of using ICT and integrate it into
English teaching and learning activity (Raman & Mohammed, 2013). On the other
hand, the smartphone is considered as one of the ICT tools that could increase students’
motivation in learning English vocabulary. The smartphone is considered convenient
and interesting to be used for studying vocabulary (Lu, 2008). Moreover, there are
mobile applications that can be implemented as the need for vocabulary learning, one
of which is Quizlet Application.
Quizlet Application contains the flashcard that could motivate the students in
learning vocabulary (Ashcroft & Imrie, 2014). However, only a few studies have
observed students’ motivation after using Quizlet Application. This study is set out to
investigate whether the use of Quizlet Application is effective in increasing students’
motivation in learning vocabulary. In doing that, the research question is formulated
as follows:
Is the use of Quizlet Application effective in increasing students’ motivation in
learning vocabulary than not using it?
Hypotheses are also formulated in relation to the research question. The
hypotheses are:
Alternative hypotheses (Ha): there is a statistically significant difference in students’
motivation before and after using Quizlet Application on their motivation in
learning vocabulary.
Null hypotheses (Ho): there is no significant difference in students’ motivation
before and after using Quizlet Application in learning vocabulary.
85 | Studies in English Language and Education, 7(1), 83-95, 2020
2.1 Vocabulary
There are many different definitions of vocabulary. According to Kusrini (2012),
several words applied and comprehended by learners are considered vocabulary.
Moreover, vocabulary is described as a language word that includes single items,
phrases, clauses, which have a definition (Clouston, 2013). On the other hand,
vocabulary is defined as a word list compiled from certain alphabets with their
meaning (Alizadeth, 2016).
Therefore, vocabulary can be defined as many words used to communicate with
other people. Many words have also special connotations which provide different
meanings. Furthermore, vocabulary is one of the most important components in the
English language, which helps the learners to comprehend the text. It is argued that
“vocabulary knowledge is also required for successful reading comprehension” (Sidek
& Rahim, 2015, p. 51).
On the other hand, knowing the techniques of teaching vocabulary is important.
Some techniques of teaching vocabulary (Elyas & Alfaki, 2014) are as follows:
1. Translation it is a simple and quick way used by teachers to reach the goal of
English language learning. When students want to change their native language into
the target language, sometimes translating some words is difficult because they
have no structural equivalent in the two languages.
2. Giving examples – in this technique, the sentences should have clear meanings so
that they can be used to teach the meaning of the new vocabulary.
3. Realia – in this technique, teachers can teach new items of vocabulary through the
real object in the classroom activity. This technique is also considered able to give
students more advantages to understand the words. However, this technique has a
limitation, in which some objects are not able to be brought into the class. For
instance, they cannot bring the object of a plane into the class. They may bring small
objects such as a pen, notebook, clothes, etc.
4. Pictures and mime – teachers can use both pictures and mimes to teach the meaning
of new words. The object of pictures could be photos, wall pictures, flashcards, etc.
When teachers want to teach vocabulary items such as home, room, fruit, or markets
to students, it is very much recommended they use pictures because they are very
hard to explain. Moreover, the use of mime is also regarded as a useful medium to
explain action verbs such as swimming, sitting, walking, etc. These concepts are
not difficult to explain. They can pretend to do them in front of the class.
Besides, there are several vocabulary mastery standards for each level, they are
as follows (Department of National Education, 2004):
Mastering 500 to 1500 words including the beginner level reader category at the
level of elementary school education through junior high school.
Mastering 1500 to 3000 words including the secondary level reader category at the
level of secondary school education (high school).
Mastering more than 3000 words including the category of advanced readers at the
level of higher education.
According to these standards, the students at senior high school level should
master vocabulary more than 1500 words before entering the higher level of education.
This is because the 2000-word level is considered the limitation of high-frequency
M. R. Setiawan & P. Wiedarti, The effectiveness of Quizlet application towards students’
motivation in learning vocabulary | 86
words (Nation, 2001). It is further said that these words would help students to use
language in both spoken and written. Therefore, the teacher should teach them a lot of
vocabulary in the classroom activity.
2.2 Motivation
Motivation is considered as one of the most words or terms employed in
psychology. In general, it is stated that “to psychologists, a motivation is a need or
desire that energizes behavior and directs it toward a goal” (Myers, 2010, p. 443). In
line with this theory, motivation is defined as the decision made by people about
purposes and the effort done to achieve those goals (Brown, 2001). Moreover, it is also
considered as the reasons why people do something intentionally (Mclean, 2009). On
the other hand, based on the behavioral theory, instincts or emotions are also related
to actions in which motivation can arise (Mclean, 2003).
Besides, according to Wentzel and Brophy (2009, p. 3), “in the classroom
context, the concept of student motivation is used to explain the degree to which
students invest attention and effort in various pursuits, which may or may not be the
ones desired by the teachers”. It can be concluded that, in terminology, motivation is
considered as a desire or intention that could trigger someone to do something.
Therefore, motivation becomes one of the most important aspects that will influence
students’ performance or achievement in learning English.
Motivation is divided into two types, i.e. intrinsic motivation and extrinsic
motivation. In general, intrinsic motivation (IM) could be defined as an engagement
in behavior that is inherently satisfying or enjoyable (Legault, 2016). For example, a
child plays with friends or alone outdoors for no other reason than because it is fun
and innately satisfying. Meanwhile, extrinsic motivation (EM) is a performance
influenced by an achievement separated from the action itself (Legault, 2016). For
instance, a child helps her mother at home to receive some candies. It is supported by
Brown (2001), who stated that extrinsic motivation is triggered by positive feedback
such as money, prizes, grade, etc. Moreover, he asserted that avoiding punishment is
included in extrinsic motivation.
In the educational aspect, IM is considered as the motivation to get involved or
participate in the learning activity based on its desire (Schunk et al., 2014). Students
who have intrinsic motivation will feel enjoyable when working on tasks. On the other
hand, EM is a motivation to participate in learning activity as a means to achieve a
goal (Schunk et al., 2014). Students who have extrinsic motivation believe that they
will gain the outcomes desired such as a reward, teacher praise, or avoidance
punishment if they participate in the classroom activity. Through the explanation
before, it can be understood that students’ motivation in learning activity may appear
because it is triggered by their internal or external factors.
Besides, there are several characteristics of motivated students such as diligently
facing in tasks, resilient to face difficulties, showing interest in various problems,
preferring to work independently, not getting bored easily on routine tasks, able to
defend his opinion, not easy to let go of things that are believed, and feeling the
enjoyment of solving problems (Sardiman, 2010). It is further said that students who
have these characteristics can be regarded as having high motivation. Therefore,
teachers should recognize and understand those characteristics so that they can interact
well with their students and motivate them while teaching English materials.
87 | Studies in English Language and Education, 7(1), 83-95, 2020
2.3 Quizlet Application
Quizlet Application is known as the digital flashcard which can be used through
both computers and smartphone (Wright, 2016). In the Merriam-Webster dictionary,
flashcard is defined as a card that probably contains a picture, number, and words used
by teachers in the class a learning media. Moreover, Nation (2001) states that through
flashcards, learners can easily get the connections between form and meaning of the
words. Quizlet Application is considered as the digital flashcard that provides the
picture cards used through electronic devices such as smartphone, online or offline, to
help learners memorize the form and meaning of the words together.
Table 1. The description of learning modes in Quizlet Apps.
Words and their meanings can be learned through
multiple choice and writing questions. Questions
are sorted from easy to difficult.
Digital flashcards demonstrate terms in which the
students can flip them by using mouse clicks or
touching the screens to show definitions or pictures
that explain the term.
Students are asked to write the definitions for the
terms or the pictures exposed. They can retake this
module if they make an error.
Students are asked to type what they hear from the
audio prompt. If they misspell the word, they will
hear it dictated letter by letter while the correct
answer is being typed in the screen.
A test consists of four types of questions: written,
multiple choices, matching, and True or False. The
questions are based on the study set. The scores
gained and the correct answers for the mistaken
ones can be checked.
A game in which learners are asked to match terms
to their definitions (or the corresponding pictures)
as quickly as possible. After finishing it, the app
shows them their scores and ranks among other
In this game, students are asked to type the term
which is corresponded with its definition before the
asteroid falls and crashes onto the planet.
There are 4 or more students required to play this
module in which they are connected to and they are asked to enter
the unique session code. After that, multiple-choice
questions based on the study sets should be
answered by the students in each group through
their computers. They have to collaborate to get the
correct answers because the answers are randomly
scattered among the devices. The winner is the first
group that finishes the game.
In this application, as shown in Table 1, the users design their learning modules
or study sets. They can select any words for certain reasons and put them into the
modules (Chien, 2013). Moreover, learning modes, such as flashcards, games
M. R. Setiawan & P. Wiedarti, The effectiveness of Quizlet application towards students’
motivation in learning vocabulary | 88
(matching game and gravity game), quizzes, and collaborative activities are provided
in each module created. In the flashcard mode, the users can see the words, along with
their meaning and their picture, which is one of the techniques in teaching vocabulary.
Furthermore, it is possible for them to hear the pronunciation of words in that learning
mode. Therefore, it is believed that through the Quizlet Application, students will be
helped to memorize and master any learning materials, especially new vocabulary
2.4 Using Quizlet Application for the Students
It has been discussed that motivation is one of the important indicators which
decides the students’ vocabulary achievement. Using Quizlet Application through the
smartphone is good media to motivate students in learning vocabulary. According to
Rezaei et al. (2014), mobile applications are appropriate media to make students enjoy
learning the words. It is indicated that students are motivated to learn vocabulary when
applying it. Moreover, Quizlet has been regarded as a useful tool so that students want
to study vocabulary through that application (Dizon, 2016). It means that they have a
positive attitude toward the Quizlet Application, and their willingness to apply it in the
future shows how it influences their motivation in language learning.
The learning modes provided in Quizlet are also believed to make students enjoy
and feel interested in learning vocabulary. For example, in the matching game,
students can see their score and rank and are able to try again to get a better score.
Then, students do not get bored easily when learning vocabulary. On the other hand,
they can enjoy learning the English language when using technology, in which the
Quizlet Application can be used. This is because students can be more engaged in the
process of language learning (Golonka et al., 2014). Therefore, the students will be
more focused on the target words learned when using the Quizlet Application.
By using the Quizlet Application via a smartphone, students may learn the
vocabulary independently. This is because the design of Quizlet Application is
appropriate for autonomous learners (Sanosi, 2018). Moreover, the Quizlet
Application is considered enjoyable by students in learning vocabulary (Lander, 2016).
On the other hand, according to Cinar and Ari (2019), the level of education achieved
by students’ fathers would give an impact on vocabulary learning. He further states
that the Quizlet Application can be used successfully if the students’ fathers have
higher education. However, the use of Quizlet would be considered costly high for
students because internet access is required to apply it (Dizon, 2016). Therefore, it is
suggested to provide devices such as a modem, Wi-Fi portable, etc., in which students
can freely access the Internet to use that application.
A recent study by Christanti (2018) has shown that the Quizlet is effective to
increase the students’ motivation in learning vocabulary. Besides, another study found
that the Quizlet Application could increase the students’ positive attitude toward the
English course (Cinar & Ari, 2019). On the other hand, according to the study
conducted by Hikmah (2019), most students give positive responses on the Quizlet
Application and regard it as an interesting media. Accordingly, these successful
findings prove that the Quizlet Application is appropriate to be used to increase
students’ motivation in learning vocabulary.
89 | Studies in English Language and Education, 7(1), 83-95, 2020
This study was a quasi-experimental method. The participants were divided into
two groups: experimental group and control group. In the experimental group, the
participants should study the vocabulary materials through the Quizlet Application via
a smartphone, while the other group learned them without using it (i.e. paper-based
vocabulary). Moreover, the design of the research used in this study was the non-
equivalent control group design. In this kind of design, the participant in the
experimental group and control were not chosen randomly (Sugiyono, 2015).
The participants in this research were the tenth-grade students in SMAN 1
Sambungmacan, located in Sragen, Central Java. The number of participants was 65
students. Some participants were included in the experimental group and others were
included in the control group. Both groups would be observed during the classroom
activity, and the researcher used the observation checklist to record data.
The observation checklist functioned as the tool of the instrument. In this kind
of instrument, the researcher made some items based on the indicators of motivated
students. The indicators are diligently facing the task, resilient in facing difficulties,
showing interest in learning vocabulary, preferring to work independently, not getting
bored with learning routines, and happy to answer the questions. The value of each
item would be determined by the scores arranged in the form of a rating scale. Table 2
and Table 3 present the observation guidelines and the observation checklist sheet.
Table 2. The observation guidelines of motivated student in learning vocabulary.
Score 4
Students answer 76-100% of questions.
Score 3
Students answer 51-75% of the questions.
Score 2
Students answer 26-51% of the questions.
Score 1
Students answer 0-25% of questions.
Score 4
Students ask or discuss with friends or teachers to get answers
Score 3
Students just ask a friend or teacher.
Score 2
Students just keep quiet and do not pose questions or discuss.
Score 1
Students do not try to get an answer at all.
Score 4
Students immediately prepare the learning tools or stationery without being instructed by
the teacher.
Score 3
Students prepare the learning tools or stationery without being instructed by the teacher.
Score 2
Students prepare the learning tools or stationery after being instructed by the teacher.
Score 1
Students do not prepare the learning tools or stationery even if instructed by the teacher.
Score 4
Students work on the assignments independently.
Score 3
Students work on the assignments independently then match them with friends.
Score 2
Students work on the assignments then cheat on friends.
Score 1
Students do not work on the assignments but cheat on friends.
Score 4
Students are excited and immediately position themselves.
Score 3
Students are excited but slowly position themselves.
Score 2
Students are enthusiastic but do not position themselves.
Score 1
Students are not enthusiastic and do not position themselves.
Score 4
Students immediately work on tasks provided in the Quizlet App.
Score 3
Students are somewhat late to begin working on a task.
Score 2
Students procrastinate on tasks.
Score 1
Students do not work the tasks at all.
M. R. Setiawan & P. Wiedarti, The effectiveness of Quizlet application towards students’
motivation in learning vocabulary | 90
Table 3. The observation checklist sheet.
Observed aspects
Diligently facing the
Students focus on answering questions
Resilient in facing
Students ask or discuss when encountering
Show interest in
learning vocabulary
Students prepare the learning tools or
Prefer to work
Students work on assignments
Do not get bored with
learning routines
Students are enthusiastic about learning
new vocabulary.
Happy to answer the
Students work on assignments given.
In this study, the researchers participated in the classroom activity and one of
them acted as the teacher as the need for the observation. The researcher would observe
the students’ motivations in learning vocabulary based on the indicators provided in
the observation sheets. The observation was conducted two times: before the treatment
and after the treatment. The data that was obtained from the item provided in the
observation sheet would show the scores of items accumulated. Then, the total scores
of items were calculated into percentages by using the following formula (Sugiyono,
2015, p. 137):
Indicator score = Number of items scored x 100%
Maximum score
The researchers also analyzed the data inferentially. It was aimed to prove the
hypotheses formulated before. The SPSS 20 was used for that purpose.
In this section, the data obtained are provided in response to the research
questions. Some tables provide the results followed by the interpretation of data. Table
4 is the results of students’ motivation presented in percentages.
Table 4. The results of students’ motivation shown in percentages.
Observation checklist
Experimental group
Control group
Pre-observation checklist
Post-observation checklist
Table 4 shows the percentages of students’ motivation calculated from the total
score in both groups. In the results of the pre-observation checklist, the percentage
obtained by the experimental group was 64%, while the control group was 61%.
Hence, the difference in percentages between the two groups was only 3%. This means
that the levels of motivation of both groups were the same before the treatment.
Moreover, after the treatment was given for twelve times, the students’ motivation in
both groups increased. The experimental group obtained 89%, and the control group
gained 68% in the post-observation checklist. There was a big difference in motivation
91 | Studies in English Language and Education, 7(1), 83-95, 2020
between those two groups, in which their difference in percentage is 21%. On the other
hand, it also meant that the students who used the Quizlet Application had higher
motivation in learning vocabulary than those who did not use it.
Besides, the experimental group has different results in both observation
checklists. In the pre-observation checklist, the percentage of students’ motivation is
64%. After the treatment was given, the students’ motivation increased quite high,
reaching 89%. Then, the difference in percentage between the pre-observation and
post-observation is 25%. On the other hand, in the control group, the results of
students’ motivation in the two observation checklists were different. The percentage
of students’ motivation before they were controlled is 61%. After that, it increased by
68% in the post-observation checklist. Then, the difference in percentage between
them is 7%. In conclusion, the difference between the two observations in the
experimental group is higher than that in the control group.
In the observation checklist, there were some indicators observed. These
indicators were applied to find the students’ motivation. In this study, the results of
each indicator are presented in Table 5.
Table 5. The results of aspects of motivation observed on students of experimental
Percentage (%)
Diligently facing the task
Resilient Faces Difficulties
Show interest in learning vocabulary
Prefer to work independently
Not bored with learning routines
Happy to answer the questions
From Table 5, it can be seen that the percentages of indicators increased in the
post-observation checklists. The differences of percentages between two observation
checklists in each indicator are 22% (first indicator), 20% (second indicator), 29%
(third indicator), 38% (fourth indicator), 25% (fifth indicator), and 18% (fifth
indicator). The indicator that has the highest percentage increase is the fourth indicator.
Meanwhile, the lowest increase is found in the fifth indicator. Furthermore, the
indicator with the highest percentage is the first indicator while the lowest indicator is
the second one. In conclusion, the results showed that the Quizlet Application has
increased the indicators of students’ motivation in learning vocabulary.
In this research, the Wilcoxon test was included as the non-parametric test
applied to find out the result of comparing means between the pre-observation
checklist and the post-observation checklist. This was because the data were not
normally distributed and also not homogenous. The test result for the experimental
group is shown in Table 6.
Table 6. The results of the Wilcoxon Test for experimental group.
Mean rank
Sum of ranks
It is apparent from Table 6 that the value of sig (p) is 0.28. It meant that p= 0.028
is lower than 0.050 or p<0.05. Accordingly, we can infer that there is a statistically
M. R. Setiawan & P. Wiedarti, The effectiveness of Quizlet application towards students’
motivation in learning vocabulary | 92
significant difference in students’ motivation before and after the use of the Quizlet
Application in learning vocabulary, or that Ha (alternative hypothesis) is accepted and
Ho (null hypothesis) is rejected.
The results of this study reveal that the use of the Quizlet Application is effective
to increase the students’ motivation compared with the motivation of students who do
not use that application. The findings of the current study are consistent with Christanti
(2018) who suggested that the Quizlet Application can be used to increase students’
motivation. On the other hand, the total score or percentage of calculated items
obtained by the user of that application is much higher than the non-user. It means that
the students who use the Quizlet Application have a higher motivation than those who
do not use it. These results are in agreement with those obtained by Lees and Mcnee
(2015) who found that most students are more interested to use the digital flashcard
than using paper-based for learning vocabulary.
Several factors made this experiment successful. First, the students have
smartphones, and they were allowed to bring them to the school for the purpose of
learning even before this study was conducted. The second factor was the ease of
getting internet access. Here, the researchers provided Mini-Wi-Fi for the students who
did not have an internet quota. Third, the Quizlet Application was not difficult to be
used. At last, there were no problems that occurred in the application at the time of
Most students felt more enthusiastic and did not get bored easily with learning
vocabulary when using this application. This is supported by the research conducted
by Anjaniputra and Salsabila (2018) who found that the students using Quizlet
Applications seemed excited and that the application even reduced their boredom in
learning vocabulary. Through this game, they competed with each other to achieve the
best results. They tried to match the words with their meanings as fast as possible.
Moreover, most of them played the game more than once. This was because they
wanted to finish that game quickly so that they could obtain better scores. According
to the study conducted by Leis et al. (2015), the students who were encouraged to use
the smartphone have a high tendency to learn English outside the classroom. It was
similar to what happened in this research, in which some students played the matching
game through their smartphone at home.
In doing the assignments provided in the Quizlet Application, most students
prefer to work independently without cheating on their friends. This is supported by
Korlu and Mede (2018) who found that the Quizlet Application positively influences
the students’ performance and makes them more autonomous in learning vocabulary.
However, it is contrary to the previous study which had suggested that the use of the
Quizlet Application does not make students autonomously learn vocabulary (Kalecky,
In this study, the students seemed highly interested to learn vocabulary by using
the Quizlet Application. It was observed from their action to prepare their learning
tools. The students immediately provided their smartphone and began opening the
Quizlet Application without being instructed by the teacher. This statement is in
93 | Studies in English Language and Education, 7(1), 83-95, 2020
agreement with other research that found that the students were interested to use
Quizlet Application in learning vocabulary (Hikmah, 2019).
Hence, there were some problems faced by the researchers in this study. First, a
few students did not seem to focus on learning vocabulary through their smartphone
and were even doing other activities. It was found that some of them were opening
other applications such as Instagram and Facebook, etc., while other students were
using the Quizlet Application. The researchers tried to control this situation by walking
around the class and took their attention to focus back on the app. When they were
caught using another application, they would immediately close it and continue to
study vocabulary via the Quizlet Application. Besides, there were two students, not
more, who forgot to bring their smartphones to the classroom in the first and second
meetings. Fortunately, the researcher who acted as the teacher had two smartphones
and lent them to the students.
Based on the results, it can be concluded that the use of Quizlet Application is
effective to increase the motivation of students in learning vocabulary. It can be seen
by comparing the results between the two observation checklists. Moreover, the
students who used the Quizlet Application had higher motivation than those who did
not use it. On the other hand, most students felt more enthusiastic, did not get bored,
had high interest when learning vocabulary via the Quizlet Application. They also did
the tasks provided in that application independently. Therefore, it is recommended that
English teachers use the Quizlet Applications in teaching vocabulary that is
incorporated with other materials.
A limitation of this study is that the researcher did not use another instrument
such as an interview or questionnaire to strengthen the results of the study. Moreover,
this study was also limited by the absence of some students in the classroom so that
they were removed from being the participants of research. On the other hand, it is
highly suggested or recommended that other researchers conducting similar research
to do in-depth studies on the use of the Quizlet Application that attempts to investigate
its effect on students’ motivation by using more than one instrument. They may also
use other dependent variables that can be influenced by that application.
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... Around thirty percent of L2 research in the previous twelve years has focused on vocabulary learning in diverse situations (Stroud, 2014). Many of empirical research has discovered substantial links between students' receptive vocabulary capacity and their writing, speaking, reading, as well as listening abilities (Robertson, 2015;Sage et al., 2020;Sanosi, 2018;Setiawan & Wiedarti, 2020;Shokrpour et al., 2019;Tran, 2016). Nevertheless, students have always found it difficult to learn L2 vocabulary, and their success is typically determined by the amount of their language learning autonomy (Hyso & Tabaku, 2011;Nakata, 2011;Nejati & Jahangiri, 2018;Okkan & Aydin, 2020;Platzer, 2020). ...
... Besides, they can use their learning and recalling vocabulary time to be an excellent playtime for studying. So, studying and recalling vocabulary through the Memrise application can become the favorite playtime for the students (Köse et al., 2016;Setiawan & Wiedarti, 2020). Moreover, by learning Vocabulary through Quizlet, the students will also have excellent playtime activities. ...
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The student's ability to understand and use academic and research vocabulary was lacking. Therefore, this research tries to enhance the students' vocabulary achievement by applying Memrise and Quizlet Applications. This research applies Classroom Action Research using four procedures: Planning, Action, Observation, and Reflection. Researchers obtained data from tests and questionnaires. The results showed that vocabulary planting through the Memrise and Quizlet applications increased student achievement. In addition, students also showed a positive attitude towards the application of Memrise and Quizlet for vocabulary learning. Lecturers or teachers can use the Memrise and Quizlet Applications as a medium to motivate students and provide fun and independent learning. Vocabulary achievement improved after learning vocabulary using Memrise and Quizlet applications from the results presented above. This study also used the Memrise and Quizlet applications to instil vocabulary. Therefore, the researcher suggests that teachers or lecturers who teach use the Memrise and Quizlet applications as alternative media to instil word material in students in the long term.
... The findings to support the mobile-assisted vocabulary learning of ESL and EFL learners and their perceptions of using the mobile-assisted vocabulary learning platforms are summarised in Table 1 Among the studies, two articles were identified to use interactive mobile games to enhance students' vocabulary learning (Kohnke, 2020;Hao et al., 2019). In most of the studies, the researchers focussed on exploring the use of commercial mobile applications in learning vocabulary (Ali & Ghazali, 2016;Aslan, 2016;Chen et al., 2019;Deris & Shukor, 2019;Guaqueta & Castro-Garces, 2018;Klimova & Polakova, 2020;Setiawan & Wiedarti, 2020;Wang & Shih, 2015). Other than that, four of the studies were identified to use social media applications in vocabulary learning (Bensalem, 2018;Khabsarian-Dehkordi & Ameri-Golestan, 2017;Ko, 2019;Rezaei et al., 2013). ...
... Wang et al (2020) agreed that the mobile-assisted learning platforms did not categorise the vocabulary according to the difficulty levels that the students perceived. In addition, it was sometimes a distraction for students to use mobile devices and applications in the classroom as students sometimes logged into other applications such as Facebook and would quickly switch it back to the targeted mobile-assisted learning platform when teachers found out (Ko, 2019;Setiawan & Wiedarti, 2020). Students in the study of Ko (2019) further pointed out that they felt a little ashamed to receive negative feedback when they posted their sentences using the vocabulary learnt in the mobile-assisted learning platform. ...
... Different scholars reported similar findings on the effectiveness of YouTube videos in improving students' speaking skills (see Albahlal, 2019;Arroyyani, 2018;Pratama et al., 2020;Setiawan and Wiedarti, 2020;Tristiana and Swondo, 2020). Qomar (2016) examined the use of YouTube in enhancing students' speaking performance and found that YouTube could improve students' speaking skills. ...
... The results reported by Jati et al. (2019, p. 101) showed that "the students' speaking skill was improving in three aspects 1) accuracy, 2) fluency, 3) performance". Similar findings on the effectiveness of YouTube videos in improving students' speaking skills were reported by different scholars (see Albahlal, 2019;Arroyyani, 2018;Pratama et al., 2020;Setiawan and Wiedarti, 2020;Tristiana and Swondo, 2020). The present study, which is the beginning of a series of empirical research endeavors, is limited in focus. ...
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This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each. The experimental group was taught through the use of YouTube videos, while the control group was taught the speaking skills using the traditional approach. A pre-test and a post-test were administered to the two groups. Four TEFL experts were asked to rate the participants’ performance using the IELTS speaking band descriptors, which consist of four main categories: fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. The findings showed that the performance of the two groups was improved. However, compared to the traditional group, the experimental group demonstrated a relatively better improvement. The results also showed significant progress in the speaking performance of the students subjected to the YouTube experiment. Of all the four constructs under investigation, pronunciation and fluency & coherence were the most noticeably advanced in the performance of the YouTube experimental group. The present study recommends that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.
... This result means that the research hypothesis was accepted, namely that there was an effect of using smartphone-based Quizlet on student interest in Accounting Education, Universitas PGRI Madiun. The study results supported the findings (Boyce, 2016;Hikmah, 2019;Hochberg et al., 2018;Setiawan & Wiedarti, 2020;Shyr et al., 2021;Wardana & Zakiah, 2019;Woodcock et al., 2012)as their built-in sensors allow many different measurements, but until now, there has been little research that studies this approach. Due to current interest in their development, it seems necessary to provide empirical evidence about potential effects of SETs by a well-controlled study. ...
... The study results were supported by Baptist (2018) which stated that based on the results of a survey of student responses to Quizlet, most students enjoyed and felt the benefits of the Quizlet application. Setiawan & Wiedarti (2020) showed that the use of the Quizlet application proved effective in increasing student learning motivation. Students felt more enthusiastic and did not get bored easily during learning so they showed high interest. ...
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This study aimed to provide empirical evidence of the effect of smartphone-based Quizlet on students’ learning interest in Universitas PGRI Madiun, Indonesia. This study was pre-experimental with a one-shot case study that is a group that got help, and the results were observed next. The population were accounting education students in Universitas PGRI Madiun. 54 students received smartphone-based Quizlet assistance in learning activities. We used statistical testing to test comparisons formulated in research hypotheses using simple linear regression tests. The results proved empirically that the use of smartphone-based Quizlet affected the students' learning interest in Universitas PGRI Madiun, Indonesia. The menu provided in the Quizlet application could activate students in learning and give a positive effect to students. Students became active in learning activities, did assignments on time, and learnt independently. The Quizlet application can be used as material for educators to consider increasing student interest in learning social science.
... While analyzing some studies, it seems that a large number of commendable studies in the broader literature explored the concept of using IERs for teaching, as they recently affirm their effectiveness in language-related instruction though with challenges (Sanosi, 2018;Setiawan and Wiedarti, 2020). Numerous authors show that IERs may be effective in writing instruction when applied appropriately (Olp et al., 2020;Zainuddin et al., 2020). ...
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Purpose This paper asserts that while educational resources are times effective in teaching students how to write, the format in which they are delivered can influence results. With this in mind, this study aims to examine the effectiveness of using educational resources in a blended format. Design/methodology/approach This study used a mixed-method research design to elicit information from 70 participants recruited for this study. The researcher divided the participants into experimental and control groups where the researcher taught the control group writing skills in a hybrid learning environment without using educational resources while the experimental group used blended interactive educational resources. The researcher analyzed and interpreted the participants’ post-test scores and transcripts of the interviewees. Findings This study finds that blended interactive educational resources contribute significantly toward improving the students' writing skills; however, improvements were not found in all aspects of their writing. Originality/value This study unpacks the positive contributions of blended interactive educational resources in writing instruction. This study contributes to educational literature in showing that these resources may be effective in improving some aspects of writing text. This study adds to other corpora of studies that emphasize the importance of using educational resources for learning.
... Therefore, many instructors and teachers have used Quizlet as a gamified learning vocabulary activity which enhances students' outcomes [25][26][27]. Also, as examined by a number of researchers and educators, the results showed that one of the most cutting-edge tools for language learners is Quizlet, which is an effective onlinebased learning application [28][29][30][31][32][33][34]. It is no doubt that the use of Quizlet for learning vocabulary is efficient. ...
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Computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) approaches have had positive effects on language education. Quizlet is an emerging tool which has helped many language learners to achieve their learning goals. The study aims to explore students’ perceptions on the use of Quizlet for their learning vocabulary. Both quantitative and qualitative approaches were employed to examine the frequency of use among students and their level of satisfaction toward Quizlet as well as its advantages and disadvantages it brought students. For data analysis, 148 students participated in the study through a questionnaire and a semi-structured interview. The results revealed that students sometimes used Quizlet for their learning vocabulary (M=3.073, SD=.6485) with the frequency of approximately 2 hours per week. In addition, students’ level of satisfaction was rated quite positive (M=3.515, SD=.8289). In particular, the feature Test was most noticeable and satisfactory since it helped students review vocabulary effectively. Many students preferred Quizlet because of its convenience and effectiveness while others were dissatisfied with some features such as Match as well as some spelling and definition errors, and unnatural pronunciation. It is to suggest that students would prefer Quizlet as a helpful tool for their vocabulary mastery. Besides, Quizlet developers could upgrade its features to make it an outstanding aid for language learners.
... This result indicated that gamification was more effective than the conventional teaching method. Rachels [46] examined the effect of gamification on third and fourth-grade students' achievement. The participants were one hundred seventy-six Spanish students classified into CG and EGs. ...
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Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners’ idiomatic knowledge. In addition, the current research examined the attitudes of Iranian EFL learners towards using gamification in English learning in the Iranian EFL context. Firstly, to carry out this research, the researchers administered the Oxford Quick Placement Test (OQPT) to 84 Iranian EFL learners and selected 50 upper-intermediate participants. Secondly, they divided the selected participants into an experimental group (EG) and a control group (CG). Thirdly, the researchers gave an idiom pretest to the participants of both groups to assess their idiomatic knowledge before starting the treatment. Fourthly, the EG was taught the new idioms using game-based instruction, while the CG received traditional idiom instruction. Following the instruction of 70 idioms to both groups, the participants received an idiom posttest to determine the influence of the treatment on their idiomatic knowledge. The EG was then provided an attitude questionnaire, and 15 members of the EG were interviewed as a result of the questionnaire. In the idiom posttest, the data were evaluated using paired samples and independent samples t-tests, and the findings revealed that the EG performed significantly better than the CG on the posttest of idioms. In fact, gamification helped EFL learners develop their idiomatic knowledge. The results indicated that Iranian EFL learners presented positive attitudes toward gamification in learning English idioms. In addition, the results revealed that enjoyment, fun, reducing anxiety, involvement, and immediate feedback were the factors that the students mentioned for the instructional games. The implications of this research can encourage English teachers to implement different educational games in their teaching.
... Previous research done by Setiawan & Wiedarti (2020), showed that Quizlet application effectively increase the student"s motivation in learning and mastering vocabulary. The student showed high interest when learning vocabulary via the app. ...
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Art is a learning strategy or tool used by the teacher currently. Integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting. This study used technology-Quizlet as the art of enhancing vocabulary. Vocabulary is the most important tool in learning English to communicate, either orally or written. This was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group. The pre and post-test designs were used. Results showed that both groups enhanced in vocabulary. Further, there was a significant difference between the two groups. It can be concluded that Quizlet Application is an effective strategy to enhance students’ vocabulary mastery.
... This is proven by Waluyo (2018) on 68 First-year students on their vocabulary acquisition using Socrative where the findings confirmed that formative evaluation using Socrative enhances the learners' vocabulary acquisition through the use of self-regulated learning methods. Setiawan and Wiedarti (2020) also reiterate that the learners are able to learn vocabulary independently with the aid of digital tools. Formative evaluation that precedes with instant feedback after the pre-test on their vocabulary acquisition in the classroom using digital tools provides room for the learners to do self-reflection and self -assessment that leads to self-regulated learning. ...
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This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: Vol. 10(3) 2021, Pg. 938-952 JOURNAL HOMEPAGE
... Several studies have used many methods for teaching vocabulary to children. One of them is in research using applications that is Quizlet application (Rizky Setiawan & Wiedarti, 2020). The results of this study were the vocabulary learning process using the observation checklist. ...
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This research is based on the implementation of anime for children's vocabulary mastery by their father’s storytelling. The researcher describes the impact of teaching English using vocabulary through anime reading materials using several vocabulary teaching techniques. The subject of this research is a father who works from home and his son who is studying English, amounting to 10 couples. This methodology has several advantages including classroom action research which consists of planning and taking surveys through online data collection. Data were analyzed with qualitative data. After analyzing, the authors concluded that the learning process using cartoons had good results. This can be seen from the increase in children's vocabulary and increased English language skills. The results were particularly good in the child's increased memory and attractiveness to read. The vocabulary of 85% of children is also increased and 15% can implement a few words in daily conversation. During the teaching and learning process, almost 90% of children feel comfortable, active, and excited. Research has shown that teaching using animated cartoons can increase students' vocabulary mastery.
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p>The primary aim of this study is to investigate the impact of a mobile flashcards application, Quizlet, on the students’ performance and autonomy in vocabulary learning. The study also attempts to explore the perceptions of students and their teacher about incorporating this application into the teaching, learning and practicing of target vocabulary in English language preparatory classes. To achieve these objectives, a nonrandomized quasi-experimental research design was adopted. The participants were selected from two intact classes of Turkish EFL students enrolled in a language preparatory program at a foundation (non-profit, private) university in Istanbul, Turkey. The data was collected through pre- and post- vocabulary tests, an online survey, student interviews and a teacher’s reflective journal. The findings revealed that Quizlet had a positive impact on students’ performance and their autonomy in vocabulary learning. The overall perceptions of participating students and their teacher about using Quizlet to teach and learn English vocabulary were also positive. Based on these findings, the study provides practical implications and offers suggestions for integrating mobile learning into English language preparatory classes.</p
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ABSTRACT---- This study concerns with the major objective of foreign language teaching: vocabulary acquisition. The modern trends of teaching and the vast advance of technology enable teachers to use online and mobile applications in a very wide range. The real effect of using such a method need to be measured. Accordingly, this experimental-design study investigated the effect of Quizlet, a rapidly growing application with an online and mobile phone version, on vocabulary acquisition. Two groups of low-level EFL learners at Prince Sattam Bin Abdulaziz University in Saudi Arabia ( N = 42) participated in the study. Each group underwent a pretest and a posttest to assess their acquisition of the assigned vocabulary lessons that were extracted from their syllabus. After using Quizlet for vocabulary learning for a month, the experimental group participants show a significant improvement in vocabulary posttest. Accordingly, the study acknowledges and recommends using the application at university level.
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Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners� engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners� learning experiences, eventually fulfilling the learners� demand of the 21st century.Keywords: Vocabulary learning; Quizlet; learner engagement; CALL
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This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
Learning informatics terms in English conventionally make students learn passively and concern with the lecturer being the controller of the learning environment.
Cambridge Core - ELT Applied Linguistics - Learning Vocabulary in Another Language - by I. S. P. Nation
Some students don't achieve their full potential, while others of similar ability achieve more than predicted. This book shows how important students' motivational mindsets can be in influencing the way they learn.