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REPUBLIC OF TURKEY ÇAĞ UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE EDUCATION
THE EFFECTS OF USING QUIZLET ON VOCABULARY ENHANCEMENT OF TERTIARY LEVEL ESP LEARNERS
THESIS BY Mahmut Sami ARSLAN
Supervisor: Dr. Meryem MİRİOĞLU (Çukurova University) Member of Examining Committee: Dr. Seden TUYAN Member of Examining Committee: Dr. Zehra KÖROĞLU
MASTER THESIS
MERSIN / JUNE 2020 ii
APPROVAL
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DEDICATION
To my beloved wife, Merve ARSLAN To my dear parents, Mahmut and Fatma ARSLAN
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ETHICS DECLARATION
05 / 06 /2020 Mahmut Sami ARSLAN
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ACKNOWLEDGEMENTS
I sincerely would like to express my special gratitude to my supervisor Dr. Meryem MİRİOĞLU for her guidance, endless patience and encouragement in this long and tough journey. I would not be able to write my thesis without her support and contributions. I am greatly thankful to Dr. Seden TUYAN and Dr. Zehra KÖROĞLU for being a part of my examining committee and for their precious comments and suggestions. My deepest gratitude goes to my dear wife Merve ARSLAN for her sacrifice, love and care. I owe many thanks to my wife for encouraging and supporting me in my master studies with patience. My special thanks go to my colleagues Seyyid Sami TASA, Burak Demirkesen and Mehmet Emre Altınbaş, who have encouraged and helped me to overcome difficulties I faced in this study. Finally, I would like to thank the students at the Department of Pilotage at KTO Karatay University who participated study sincerely.
Mahmut Sami ARSLAN
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ABSTRACT
THE EFFECTS OF USING QUIZLET ON VOCABULARY ENHANCEMENT OF TERTIARY LEVEL ESP LEARNERS
Mahmut Sami ARSLAN
Master of Arts, Department of English Language Education Supervisor: Dr. Meryem MİRİOĞLU June 2020, 101 pages
This study aims to investigate the effects of Quizlet online application on vocabulary development of tertiary level ESP students. The study also attempts to explore the perceptions of students about integrating Quizlet application into the learning and practicing of target vocabulary in ESP classes. In this research, a quasi- experimental research design was applied to determine the effectiveness of using Quizlet application and perceptions of students. In this regard, 40 Turkish ESP students who were studying in the department of Pilotage at a foundation university in Konya, Turkey were recruited as participants. They were then randomly allocated as control and experimental groups each having 20 participants. The control group participants received traditional instruction of vocabulary learning while the experimental group used Quizlet for vocabulary instruction. Three data gathering instruments were utilized; first pre- and post-tests were applied to reveal any possible differences between using Quizlet application over the traditional vocabulary instructions before and after the intervention. Second, a survey and semi-structured interview were conducted to the experimental group students to explore the students’ thoughts and perceptions on using Quizlet application. The obtained data revealed that utilizing Quizlet for targeted vocabulary learning had a significant influence on the experimental group students’ vocabulary enhancement when compared to those in the control group. The survey and face-to face semi-structured interview results showed that the experimental group students had positive perceptions toward Quizlet in their vocabulary learning process. Moreover, it was observed that Quizlet contributed to students’ study performance as well as their autonomy in vocabulary learning.
Keywords: Vocabulary learning, Quizlet, MALL, ESP vocabulary learning. vii
ÖZET
QUIZLET KULLANIMININ ÖZEL AMAÇLI İNGİLİZCE ÖĞRENEN YÜKSEKÖĞRETİM ÖĞRENCİLERİNİN KELİME DAĞARCIĞI GELİŞİMLERİNE ETKİLERİ
Mahmut Sami ARSLAN
Yüksek Lisans Tezi, İngiliz Dili Eğitimi Anabilim Dalı Tez Danışmanı: Dr. Öğr. Üyesi Meryem MİRİOĞLU Haziran 2020, 101 sayfa
Bu çalışma Quizlet online uygulamasının Özel Amaçlı İngilizce öğrenen yükseköğretim öğrencilerinin kelime dağarcığı gelişimleri üzerindeki etkilerini araştırmayı amaçlamaktadır. Çalışma aynı zamanda öğrencilerin Quizlet uygulamasını ESP sınıflarındaki hedef kelimeleri öğrenmeye ve pratik etmeye entegre etme konusundaki algılarını araştırmaya çalışmaktadır. Bu araştırmada Quizlet uygulamasının etkinliğini ve öğrencilerin algılarını belirlemek için yarı deneysel araştırma tasarımı uygulanmıştır. Bu bağlamda, Konya, Türkiye’deki bir vakıf üniversitesinde Pilotaj bölümünde okuyan, 40 Türk Özel Amaçlı İngilizce eğitimi öğrencileri katılımcı olarak dahil edilmiştir. Daha sonra rastgele olarak her biri 20 katılımcısı olan kontrol ve deney grupları olarak ayrılmıştır. Deney grubu katılımcıları kelime öğrenimlerinde Quizlet kullanırken, kontrol grubu katılımcıları geleneksel kelime öğrenimi eğitimi almışlardır. Veriler her iki gruba da ön ve son testler uygulandıktan sonra elde edildi ve Quizlet uygulaması ile geleneksel öğretim arasındaki farkların ortaya çıkarılmasına olanak sağladı. Ayrıca deney grubu öğrencilerine Quizlet uygulamasını kullanma konusundaki düşünce ve algılarını araştırmak için bir anket ve yarı yapılandırılmış görüşme uygulanmıştır. Elde edilen veriler, Quizlet’in kelime öğrenimi için kullanılmasının kontrol grubu öğrencileriyle karşılaştırıldığında, deney grubu öğrencileri üzerinde önemli bir etkisi olduğunu ortaya koymuştur. Anket ve yüz yüze yarı yapılandırılmış mülakat sonuçları öğrencilerin kelime öğrenme süreçlerinde Quizlet hakkında olumlu görüşlere sahip olduklarını göstermiştir. Ayrıca, Quizlet’in öğrencilerin kelime öğrenmedeki özerkliklerinin yanı sıra ders çalışma performanslarına da katkıda bulunduğu gözlendi.
Anahtar Kelimeler: Kelime öğrenimi, Quizlet, Mobil Tabanlı Dil Öğrenimi, Özel Amaçlı İngilizce’de kelime öğrenimi. viii
TABLE OF CONTENTS
COVER ...... i APPROVAL ...... ii DEDICATION ...... iii ETHICS DECLARATION ...... iv ACKNOWLEDGEMENTS ...... v ABSTRACT ...... vi ÖZET ...... vii TABLE OF CONTENTS ...... viii LIST OF TABLES ...... xi LIST OF FIGURES ...... xii LIST OF APPENDICES ...... xiii
CHAPTER I
1. INTRODUCTION 1.1. Introduction ...... 1 1.2. Statement of the Problem ...... 1 1.3. Purpose of the Study and Research Questions ...... 2 1.4. Significance of the study ...... 3 1.5. Limitations of the Study ...... 4 1.6. Functional Definitions of Terms ...... 4
CHAPTER II
2. LITERATURE REVIEW 2.1. Introduction ...... 6 2.2. The Importance of Vocabulary Learning ...... 6 2.3. Vocabulary Learning Impediments of Second Language Learners ...... 7 2.4. Vocabulary Teaching and Learning Strategies ...... 8 2.4.1. Vocabulary Learning and Note-taking ...... 12 2.4.2. Vocabulary Learning Using Digital Flashcards ...... 13 2.5. Vocabulary Retention...... 14 ix
2.6. ESP Vocabulary ...... 15 2.6.1. ESP Vocabulary Teaching ...... 16 2.6.2. ESP Vocabulary Learning ...... 18 2.7. Using Technology in ESP Vocabulary Teaching...... 19 2.7.1. Computer-Assisted Language Learning (CALL) ...... 20 2.7.2. Mobile-Assisted Language Learning (MALL) ...... 23 2.8. Quizlet Online Application ...... 26 2.9. Related Studies on Quizlet ...... 31
CHAPTER III
3. METHODOLOGY 3.1. Introduction ...... 34 3.2. Research Design ...... 34 3.3. Setting and Participants ...... 35 3.4. Data Collection Procedures ...... 36 3.5. Data Collection Tools ...... 38 3.5.1. Pre-and Post-Tests ...... 38 3.5.2. Survey ...... 39 3.5.3. Face-to-Face Semi-Structured Interview ...... 39 3.6. Data Analysis ...... 40
CHAPTER IV
4. RESULTS 4.1. Introduction ...... 42 4.2. The Differences Between Quizlet and Traditional Way of Language Learning 42 4.3. The Effects of Quizlet on Students’ Perceptions ...... 45 4.4. Qualitative Results of Face-to-Face Semi-Structured Interview ...... 49
CHAPTER V
5. DISCUSSION AND CONCLUSION 5.1. Introduction ...... 57 x
5.2. Does Quizlet have an effect on vocabulary learning success of the ESP students? ...... 57 5.3. How does Quizlet support learners improve their individual vocabulary learning? ..... 59 5.4. How do students perceive the use of Quizlet on their ESP vocabulary development? .. 61 5.5. Implications of the Study ...... 62 5.6. Conclusions ...... 63 5.7. Suggestions for Further Studies ...... 64 6. REFERENCES ...... 65 7. APPENDICES ...... 73 8. CURRICULUM VITAE ...... 88
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LIST OF TABLES
Table 1. Comparison features on Quizlet’s website and mobile application ...... 27 Table 2. Distribution of participants' gender (experimental group) ...... 35 Table 3. Distribution of participants' gender (control group) ...... 36 Table 4. Test of Normality ...... 42 Table 5. Descriptive Statistics of the Groups (Pre-and Post-Tests) ...... 43 Table 6. Independent Samples T- Test ...... 44 Table 7. Survey Items ...... 45 Table 8. Frequency of Four Top Items...... 46 Table 9. Mean Scores for Perceptions of Quizlet ...... 47 Table 10. The Effects of Using Quizlet ...... 49 Table 11. Most-liked practicing modes of Quizlet ...... 51 Table 12. Advantages of Quizlet Features Over Traditional Methods ...... 53 Table 13. Drawbacks and Recommendations of Participants ...... 55
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LIST OF FIGURES
Figure 1. Quizlet log in page ...... 27 Figure 2. Eight different practice modes offered on website ...... 28 Figure 3. Vocabulary learning sets created for experimental students ...... 29 Figure 4. Flash cards mode ...... 30 Figure 5. Shows one of the game-like mode “gravity” tools of Quizlet...... 31
xiii
LIST OF APPENDICES
Appendix 1. Ethics Committee Permit Documents ...... 73 Appendix 2. Consent Form ...... 76 Appendix 3. Sample Pages from Aviation English Lesson Coursebook ...... 77 Appendix 4. Quizlet Survey ...... 82 Appendix 5. Survey Permission by Bauer-Ramazani ...... 83 Appendix 6. Face-to-Face Semi-Structured Interview Questions ...... 84 Appendix 7. Permission to Conduct the Questionnaire ...... 85 Appendix 8. Permission to Conduct the Questionnaire (KTO Karatay University) ...... 86
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CHAPTER I
1. INTRODUCTION 1.1. Introduction
Today, digital technology has transformed almost everything in our lives, and it has produced incredible devices and resources for education. Technology has developed the techniques that we distribute information, especially with the launch of mobile tools that enables the students to learn not only in classrooms but also outside the classroom (Rachel, 2016). This study investigates the possible impacts of technology in language learning, more precisely the use of Quizlet to boost vocabulary learning in English for Specific Purposes (ESPs) classes. This research attempts at integrating mobile technologies in ESP classes and their any possible influences on enhancing vocabulary learning via the use of online tools, specifically Quizlet in our case, as opposed to traditional methods of vocabulary learning. There is considerable research on the use of Quizlet in classrooms, which demonstrates many advantages such as higher participation, quick retention of target vocabulary, collaborative studying, and analytical skills (Gulek & Demirtas, 2005).
1.2. Statement of the Problem
Learning new words is a crucial element in studying a foreign or a second language. According to some scholars, people who are learning English must have at least 5000 words to comprehend general English passages (Laufer, 1998). Since the hours of English classes at educational institutions are limited, learners often cannot find the chance to express any ideas or practice target vocabulary in the lessons, and that is one of the problems that students confront especially in overcrowded classes. Most of the time, the problem confronting many language teachers is what way they should use to instruct many target words in short class times. Instructors often use traditional vocabulary teaching methods such as teaching in context or assigning target vocabulary lists to be memorized, but such approaches may be inefficient techniques for expanding students’ word knowledge. One of the difficulties that learners often confront when they experience studying with the explicit instruction methods is to acquire and practice a lot of target vocabulary during their language education programs (Alemi et al., 2012). Learners’ problems cause language instructors and academics to search for 2 different techniques to outdated in-class instructions and to develop vocabulary education into a lifetime period that could go beyond the capacities of the language teaching and learning. Instructors and academics tried to make the education exciting and get the language learners to participate in activities during the education process. Since vocabulary size is essential for efficient spoken or written interaction, it is unrealistic to imagine interacting in the target language effectively without having sufficient vocabulary. Therefore, having a rich vocabulary knowledge is an important element in the learning English as a foreign language (EFL) environment. Moreover, vocabulary learning is mainly considered a crucial factor in which language learning skills would be developed. (Blachowicz, 2006). The lack of rich vocabulary constitutes one of the major problems encountered for more effective language learning processes; therefore, various studies are required to eliminate this obstacle. Quizlet application, which is considered as a way for vocabulary enrichment, has been chosen as the subject of this research.
1.3. Purpose of the Study and Research Questions
The current research deals with English vocabulary learning in the aviation domain at tertiary level students at a foundation university in Turkey. Students studying English at the Department of Pilotage will learn vocabulary by using the Quizlet mobile application in preparation to take an International Civil Aviation Organization (ICAO) English Test. The study aims to explore to what extent the Quizlet mobile application is useful on ESP students’ vocabulary learning and to support them to practice individually out of class and learn the necessary terminologies in field of aviation via using Quizlet online application in ESP classes. This study also aims to find answers to the research questions with quasi-experimental methods:
1. Does Quizlet have an effect on vocabulary learning success of the ESP students? 2. How does Quizlet support learners to improve their individual vocabulary learning? 3. How do students perceive the use of Quizlet on their ESP vocabulary development? 3
1.4. Significance of the study
Nowadays, many people want to learn a foreign language for professional or economic purposes, for exploring different cultures, or for a number of other different reasons, such as traveling. Therefore, second or foreign language instruction and learning have a critical and expanding position to catch up with today's unprecedented innovations which connect and contribute to many international developments than ever before. Similarly, the significance of second language education has been particularly increasing in most of the countries and various techniques, approaches, and devices have been used for successful second language education. Research on vocabulary expansion in foreign languages constitutes a large majority of studies (Berne & Blachowicz, 2008). Without knowing enough vocabulary, it is not easy and sometimes it is too difficult to comprehend a text, to produce a piece of writing, to listen to people and speak with them to practice a foreign language, but most significantly, maintain a conversation. Today’s students learn in quite different ways than students a decade ago. Therefore, instructors must create and try new techniques in an effort to support instruction other than that provided by course books for class use. This new generation of learners are closely connected and interested in technological devices in most of their daily lives and are called “digital natives.” Individuals in this latest generation of the Information Age are known to be very comfortable in their use of digital technology, such as short message texting, using communication applications (apps), or surfing on the internet since they were born (Banitt et al., 2013). Unsurprisingly, there are some studies conducted in many countries showing that teenagers spend most of their time enjoying technological tools such as surfing on the internet, watching or creating new videos, playing videogames, and interacting with their international counterparts using their cell phones (Ahuja, 2013). Many people have believed in the fact that technology has affected the learning and studying techniques of students. In this context, making use of technology in learning and practising vocabulary has its various benefits given that vocabulary is an indispensable element of teaching. (Sarıca & Çavuş, 2009). Today, both educators as well as students widely use technological devices, such as laptops, applications and mobile studying devices in foreign language education. 4
Quizlet, an online vocabulary application, is a popular vocabulary learning app which serves as an internet-based and mobile supported tool. Moreover, many features of Quizlet are available free of charge if some optional modes are not used. In this digital age, it is important to create an alternative vocabulary learning technique in which students can learn vocabulary anytime and anywhere they wish. Teachers will be able to compare technology-based vocabulary teaching techniques and other vocabulary learning techniques that are mostly used in language education. Instructors are also expected to shed light on how to guide students through using Quizlet which is an efficient and useful way of learning vocabulary. As Dizon (2016) revealed in his study, the Quizlet online application was found to be useful and easy for studying vocabulary. Furthermore, people who spent a considerable amount of time practicing on Quizlet indicated that they could retain the target vocabulary, and they would like to keep using the Quizlet application in the future.
1.5. Limitations of the Study
1. This research is limited to the data obtained from the students of Karatay Ticaret Odası (KTO) Karatay University, School of Applied Sciences, Department of Pilotage in Karatay district of Konya province in the 2019- 2020 academic year. 2. This study mainly focuses on the success of Aviation English vocabulary learning of Pilotage students who are taking English for Specific Purposes (ESP), and study does not include independent variables like demographic characteristics and previous education experiences of the learners. 3. The number of the participants is limited to 40 Pilotage students who are studying in the 2019-2020 academic term.
1.6. Functional Definitions of Terms
CALL: Computer-Assisted Language Learning EFL: English as a Foreign Language GBL: Game-Based Learning ICT: Information and Communication Technology MALL: Mobile-Assisted Language Learning SLA: Second Language Acquisition 5
ELT: English Language Teaching L1: First Language IT: Information Technology ESP: English for Specific Purposes STM: Short Term Memory LTM: Long Term Memory CLT: Communicative Language Teaching
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CHAPTER II
2. LITERATURE REVIEW 2.1. Introduction
As a result of innovations and advancements in technology, such developments have become indispensable educational resources to use in educational settings. The fact that vocabulary knowledge is an essential element of language education and instruction process is undeniable. Teachers try to explore innovative ways of providing vocabulary instruction effectively. In this chapter, significance of vocabulary education, impediments of vocabulary learning, strategies of vocabulary learning and teaching, ESP vocabulary, learning and teaching with technological tools, computer-assisted language learning, mobile assisted language learning and the Quizlet application were reviewed in detail. At the end of this chapter, researches connected to this area were listed.
2.2. The Importance of Vocabulary Learning
Although vocabulary is not suggested as the main skill in language learning, Fisher and Frey (2014) conclude that learning vocabulary is the main part of the education processes of ESL students. Learning the target vocabulary is very important, and without it, it is unlikely to understand any reading text. On the contrary, if learners acquire enough word knowledge, they can possibly be more successful in understanding difficult reading texts, writing about complicated topics and improving their proficiency. Acceptance of the significance of vocabulary is not a new finding. Scholars have already established that vocabulary is an essential component for increasing comprehension (National Reading Panel, 2006). According to a study, (Berkenkotter & Huckin, 2016) foreign language learners believe in the importance of having enough vocabulary. If learners do not acquire enough words, they can confront one of the most significant difficulties second language learners have to cope with, such as having problems in understanding conversations or reading texts. Additionally, people need conversations about issues, or they sometimes want to convey an idea, in such circumstances, they should be able to use some vocabulary properly which they can choose to convey their ideas. When we extend a meaning or concept we are actually in need for a stock of words. ‘‘When 7 students travel, they do not carry grammar books, they carry dictionaries’’ (Lewis, 1993, p. 35). If foreign language learners do not have enough vocabulary knowledge, they will be unable to express their ideas clearly, or form proper sentences. Furthermore, Wilkins (1972, p. 111) shortly defines the circumstantial placement of vocabulary in language education; “the fact is that while without grammar, very little can be conveyed, without vocabulary nothing can be conveyed.” This sentence may serve as an explanation of why the foreign language learners have dictionaries and they are not carrying a grammar book. Alderson (2005) conducted a study in which he evaluated the scores of vocabulary word tests, and the scores succeeded in tests which were assessing language proficiency abilities, such as reading comprehension, writing skills, understating levels and creating sentences among the learners. The outcomes of the evaluation “would appear to show is that the size of one’s vocabulary is relevant to one’s performance on any language test, in other words, that language ability is to quite a large extent a function of vocabulary size” (Alderson, 2005, p. 88).
2.3. Vocabulary Learning Impediments of Second Language Learners
Some of the latest studies show that both vocabulary teaching and learning can be challenging because most of the instructors are not sure about more efficient techniques in vocabulary education. Moreover, they occasionally do not have enough knowledge to start creating an effective awareness in vocabulary education (Berne &Blachowicz, 2008). The first thing in effective vocabulary teaching is to find out the difficulties encountered by the students and classify useful techniques. The motivation of a student in language education is likely to be affected by some elements. Schmitt (2000) asserts that this practice is influenced by the learner’s first language, age, duration of the study, motivation, and culture. Additionally, the frequency of words has a definite impact on vocabulary education. According to Schmitt, if a word is often used in a context, it will be possible for learners to acquire it. Schmitt (2008) states that it takes 7-10 exposures to understand the principal form- meaning connection. However, it is generally not likely to repeat every word 7-10 times in a class environment. During the teaching/learning activities, the number of words to be practiced is a kind of intentional learning. Consequently, incidental learning is an unquestionable requirement in vocabulary expansion. The learners also have some responsibilities for their own education and practice outside the classrooms. Besides 8 their homework, the students can practice a significant number of words through doing extra exercises like reading or listening. Thornbury (2002) suggests that some elements make some words more challenging in the learning process. For instance, words which are not easy to pronounce are likely to be challenging to acquire and the long words perceived as to be more difficult to learn than the short ones. Complexity is also another element that seems to affect the students’ learnability negatively when they try to use the needed vocabulary. Another difficulty that the students occasionally encounter is overlapping words, which are generally confusing to use in a sentence. For example, make and do usage. Furthermore, idiomatic expressions and some words which are not commonly used may pose a difficulty to learn by students. For example, “hold your horses,” “pulling the leg” or “let the cat out of the bag.”
2.4. Vocabulary Teaching and Learning Strategies
Most language learners know many individual words that are about 15-40,000 words in their native language, regardless of their education degree. These kinds of words are named as ‘lexicon’ (Çelik, 2013). One of the corpus experiments by O’Keeffe and McCarthy (2007) analysed the daily usage of English words by native speakers. According to their results, a typical native speaker knows around 50,000-60,000 words totally, but around 2000 word-types out of the corpus have been often spoken in daily dialogues. These highest 2000 words represent 83 percent of the entire quantity. These results offer crucial understandings for vocabulary teaching. The instructors need to instruct at least 2000 word-types to their students to get them to understand daily conversations. McCarthy (2007) claims three benefits of tutoring the first 2000 words: the students can read, write, speak, and listen to daily issues. Learning this vocabulary supports to increase the motivation of the learners as they are often confronted with in the passages, and these words can be used to make estimates about the unknown words. Dictionaries include 45000-50000 words to explain words, and that means the students can comprehend meanings in the dictionaries effortlessly. Some studies have revealed that there are many techniques to instruct vocabulary to any level second language learners and learners can be supported with a useful mixture of new approaches (Foil & Alber, 2002). Even though there are many methods of vocabulary teaching, teachers should carefully employ and choose the 9 method which is believed as useful as possible for their learners. According to Woodfire, Baptista, and Wright (2008), vocabulary education is effective by communicating along with organised learning settings, together with participating in realistic practices. However, vocabulary instruction and acquisition have been a continual difficulty for instructors and students. Therefore, there was an insignificant focus on vocabulary teaching in and out of class in the past, but some importance has been recently given on vocabulary education, which is a critical factor for the learners in the language education process. According to Palmberg (1990), two important teaching techniques were suggested to increase word knowledge. The first technique aimed at second language learner-centred tasks and activities, which is the main focus of Communicative Language Teaching (CLT). This technique was taken attention by educators to use in the instruction of words, systems and tools. The second, however, aims at L2 learners’ progress in language education. Furthermore, it is not easy to create a model of printed resources, because activity resources may not be appropriate to the background of the learners', and their educational capabilities may change from one to another, especially in multi-lingual societies. Consequently, instructors should take into consideration factors, such as changeability or adaptability in language practices and help the learners to develop their vocabulary strategies appropriate for their learning styles. In general, the goals of vocabulary teaching cover Palmberg's two teaching methods which focus on L2 centred exercises and development of learners’ own L2 associations. Celce-Murcia (1991), for example, categorized vocabulary instruction approaches into two groups, prepared and unprepared activities in classes. The unprepared activities related with the times that vocabulary could be acquired naturally, in other words, unintentionally in lessons. Moreover, unprepared activities also include the times that learners ask for specific vocabulary, or the instructor wants to give some specific and important vocabulary for students. Additionally, Celce-Murcia (1991) offered a three C's technique to handle the spontaneous teaching situations, and it includes conveying meanings, checking meanings, and consolidating meanings. In other words, explaining meanings of words by using their synonyms, antonyms, or showing mimes. Lastly, students are checked to make sure that they understand the explanations of words given by the instructor, and the target words are combined in reading texts. According to Hatch and Brown (1995, p. 521), “the unprepared vocabulary instruction methods might change from one instructor to another, from lesson to lesson, 10 or even from class to class.” However, the time spent on instructing words unintentionally is not important, and it is noticeable that prepared vocabulary instruction activities take more time than unprepared vocabulary activities. Therefore, instructors generally prepare teaching materials before the lessons, and sometimes they use a course book and make a list including target vocabulary, or the essential words that are mostly given in class. Many scholars suggest activities that are useful for vocabulary development. For example, most of the learners do not pay attention to the unknown words in reading texts unless reading comprehension questions exactly require that words are understood (Coady & Huckin, 1997). Vocabulary learning exercises make learners have enough awareness of particular words and require students to realize the meanings and functions of target words through different tasks (Amiryousefi & Kassaian, 2010). Vocabulary learning necessitates lots of practice and repeating the words regularly. The result is better after repeating new words for a few times. Intermittent reinforcements usually ensure more beneficial learning than massed repetitions in the long-term process (Carpenter, 2014). There are lots of ways of teaching and learning vocabulary. However, two main stages can be pointed; presenting vocabulary and practising vocabulary to get students to remember and use new words. There are some ways that we can use and present words. Presenting and practicing vocabulary can help students to acquire and use words effectively (Thornbury, 2002). The first step is presenting vocabulary that is connected with intentional and incidental learning. Students may learn from television, radio, the internet, or other external methods that mean incidental learning. However, learners also do vocabulary exercises and homework, which intentionally improve their vocabulary size. The second step is vocabulary practising; new words are needed to be practiced regularly by students. While practicing vocabulary, students can take notes and write new words in a vocabulary notebook. Learners may also make a list alphabetically or chronologically and they can also prepare visual cards, mind maps, or word trees. Learners can also label the new vocabulary to remember and use when they need it. (Gairns,1986). The last step can be added as producing, after presenting and practising stages, learners possibly learn and practice the words and start to use what they have learnt. After students start to produce, it might be in different ways; for instance, students can make their own sentences, or they may do different exercises, such as calling words from their memory. On the other hand, learners can produce while they 11 are doing speaking activities. They may use and recycle newly learned vocabulary in a speaking context and some entertaining games (Thornbury, 2002). Additionally, another vocabulary learning technique is memory strategies. Keeping new words in memory and recalling them when the learner needs them can be a very practical way of learning. Memory strategies are based on linking different types of materials together. For example, matching the words with visual drawings. However, if some students do not have the ability to remember words that are matched with some pictures, they cannot succeed in trying this method. Therefore, they may have other learning styles and connect verbal input with sound, action, and feel (Schmitt, 2000). Photographic descriptions are the most popular methods used to help students’ vocabulary retention. Oxford (1990) specifies that there are four important explanations for the effectiveness of visual imagery. “First, the brain’s storage space for visual information exceeds its capacity for verbal data. Second, the most effectively packed pieces of data are transferred to long-term memory via visual images. Third, visual images may be the most powerful tools to remember verbal material. Fourth, a large number of students prefer to learn with visual learning.” In a recent study, Mahmudi and Mirioğlu (2020) emphasized the importance of etymological and morphological instruction in vocabulary learning. The researchers implemented a study on adult EFL learners to observe the impact of etymological and morphological instruction. Forty-eight adult EFL learners were randomly separated as control and experimental groups. The experimental group received etymological and morphological instruction for two months while control group students did not get any treatment. At the end of the treatment, pre-and post-test results were analysed. According to the results, significantly important and positive effects of etymological and morphological instruction were observed on the experimental group members comparing to the control group participants. Akar (2010) in her study underlines the significance of actively participating the students in understanding the definition of target words and intensifies that the instructors should pre-teach only a few words to assist students to understand the lesson. As stated by her, target words should not be pre-taught. It is one of the conflictual issues over what kind of words to instruct and how many words to give in vocabulary instruction. As stated by Nation (2006), a learner is required to recognize 98 percent of the words in a conversation to understand it well. With the purpose of reaching this level of coverage, the student needs to learn around 8,000-9,000 word-groups for 12 reading textbooks. This number could be less for spoken English, about 5,000-7,000 words. The instructors can decide according to the learners’ needs and can support them (Leech & Rayson, 2014). Lewis (1993) reports that words are not “equally useful.” For this reason, instructors can choose practical and useful words considering the frequency, range, and coverage. Lastly, McCarthy and O’Dell (2001) discovered that 15 to 18 words per hour/unit are a reasonable objective. 10 or 12 of these words will probably be stored if they are reused, repeated, and practiced as well.
2.4.1. Vocabulary Learning and Note-taking
Students can take some notes to their vocabulary notebooks and create two-sided word cards to expand their vocabulary knowledge. “Learners differ in what they do in note-taking, when they take notes, and how they take notes. These variations, among other things, may distinguish the good from the poor learners.” (McCarthy, 1990, p. 14). Most of the instructors have known how essential taking vocabulary notes is, and there are studies on the principles of note-taking, and some other researchers have carried out research on vocabulary note-taking and the possible effects in the vocabulary education process (Schmitt & Schmitt, 1995). Vela and Rushidi (2016) conducted an experimental design study with three groups of participants. The aim of the study was to observe the effects of keeping vocabulary notes on students’ vocabulary development abilities and students’ motivation to learn target words. A group of experimental students kept vocabulary notebooks and two control groups did not keep any vocabulary notebooks. However, they took the same material and syllabus in a four-week period. The researchers found that the students of experimental group got scores considerably higher than the other students’ group. The results showed that keeping vocabulary notes was a useful technique and it could be applied in foreign language learning. In another study, Bozkurt and Walters (2009) aimed to discover the effectiveness of the vocabulary note-taking method in class. Even though the students developed their vocabulary learning performance, they found the vocabulary note- taking method time consuming and difficult because learners were required to practice many target words in a short time. To conclude, there were a few studies touching on vocabulary note-taking and its effects. Although the note-taking method was found effective, it required teachers’ 13 support to learners and it also required more time to practice through written target vocabulary.
2.4.2. Vocabulary Learning Using Digital Flashcards
Flashcards and double-sided word cards are believed to be popular techniques used by foreign language learners in practicing vocabulary. Images, photos, or drawings support students to acquire target vocabulary more effortlessly via developing their visual memory that enables students to connect vocabulary with current visuals that they have in their memory (Schmitt, 1997). “Flashcards are double-sided cards that are created for direct vocabulary learning and enable learners to practice form-to-meaning and meaning-to-form recall in constant retrieval of L2 vocabulary, by turning the front and back sides of the cards.” Word cards, also known as flashcards, along with other printed and technological forms. Although word cards and flashcards have been known and used in language education, researchers have just given attention to the latest technological developments in language education (Hung, 2015). Flashcards are considered to give more practicality in producing collaborative activities for in and out of class or individual learning, and they may be considered as a word list. With the aim of finding out the effects of paper-based flashcards, Komachali and Khodareza (2012) conducted vocabulary knowledge research on Iranian preparation school students. As a result of the experimentation period, findings revealed that practicing with flashcards considerably improved the students’ vocabulary capacities and knowledge. The experimental group students’ scores were higher than the control group who were instructed with traditional methods and not given any material support. Additionally, Spiri (2008) aimed to find the effects of WordChamp, a web-based flashcard application. In the research, there were two groups of Japanese university participants; one group of students practiced with digital flashcards and another group of students practiced with word lists in their notebooks. Unsurprisingly, the learners who practiced target words on WordChamp had better scores than those who practiced with traditional word lists. However, both studying techniques helped the learners in acquiring vocabulary. Briefly, results of studies that were carried out on the effects of flashcards underline the importance of practicing vocabulary with digital flashcards as an alternative to more traditional methods. Furthermore, researchers draw attention to the 14 relative advantages of using digital flashcards in collaborative learning tasks in class. Newton (2001) suggested different design alternatives for vocabulary learning methods that support collaborative studying, among which making flashcards is suggested as one useful method.
2.5. Vocabulary Retention
Retention is described as “the ability to store things in memory. In language teaching, retention of what has been taught may depend on the quality of teaching, the interest of the learners, or the relevance of the materials” (Longman, 2010, p. 498). The literature on vocabulary retention underlined some important steps about the progression of retaining vocabulary. Klatzky (1975, pp. 8-9) describes how memory operates in detail. She argues that human beings take in a sensual input via sensory record, which can stock the things for a short time. If enough attention is given to the input, then it goes to short-term memory (STM), which can keep the data for an unspecified amount of time. However, if the data is practiced, it is passed into long-term memory (LTM), where it is stored more constantly. Recalling may not happen in both memories, but it occurs more often in STM. Keeping a new item in long-term memory is not connected with the length of time it is kept in the short-term memory, but there is a strong connection between this item’s procession originally and transferring it to the long-term memory (Hulstijn & Laufer, 2001). On the other hand, just semantic processing is not enough for retention; elaboration on the item is also required. Schmitt (2010, p. 23) conveyed that some words could not be remembered, and this was an unavoidable aspect of vocabulary education. Both learning and forgetting would normally happen until the word was really learned. McCarthy and O’Keeffe (2010) retell that people are capable of learning, recovering, and using a lot of words proficiently. As stated by Thornbury (2002), learning is a result of remembering, which is exactly linked to memory. Schmitt (2000, p. 131) claims that there are two main kinds of memory: Short-Term Memory (STM) which keeps a small amount of data for a short time and Long-Term Memory (LTM) which is used for keeping and saving a large amount of data comparatively for a longer time than STM. One of the major aims of vocabulary teaching is to enable the transition between STM and LTM. Also, the number of practices has a significant effect on vocabulary retention. According to 15
Nation (1990) learning new vocabulary in a second language education requires 5 to 16 practises. Schmitt (2008) has a parallel opinion on this. He asserts that it requires 7-10 practises to comprehend the original form-meaning. Engagement is also another element that affects retention. If a word is given enough attention, it is more likely that it is going to be learned and remembered (Craik & Lockhart, 1972). Also, practicing together with visuals and vocabulary improve retention of the vocabulary. Schmitt (2008) underlines the impacts of engagement on retention. Activities and techniques that lead to better engagement, enhanced attention, and motivation have a constructive effect on the students’ vocabulary retention. Even testing the students’ vocabulary knowledge, improves retention. Nation (2001) describes the steps of vocabulary retention, which are noticing, retrieving, and imaginative use. The first one is important in converting the input to intake. The second step, if the first one is successfully completed, leads to better vocabulary retention. The final process suggests using new vocabulary in different situations. Previous literature established the significance of educators on vocabulary retention. McCarthy et al. (2010) emphasize the significance of the instructor regarding the assistance of the retrieval of the words. The faster the learners recall the words, the easier they get. As a result, finding new ways to help students store and recall new vocabulary is vital.
2.6. ESP Vocabulary
Dudley-Evans and St. John (1998) indicated two different types of ESP vocabulary. The first one is semi-technical vocabulary, which is generally used in general language but has a higher rate of occurrence, technical explanations, and conversations. Another one is technical vocabulary, which has specialized and limited meanings in specific subjects and it may change in meaning within some subjects such as medicine, law, or aviation. Technical terms are relatively used within a specific field (Newton & Nation, 1997). Because of their high-level rate and widespread existence in a professional area, they can be taught in class, which may include deliberate events to instruct and practice them. However, even if the technical vocabulary is practised in classes, it might not be enough for learners to retain vocabulary because the possibility of using technical vocabulary is very low in daily life and general English. Zahran (2017) underlined the important features of ESP expressions. Firstly, as the technical words are less commonly used in daily situations, they are learnt for 16 specific uses related to technical or academic needs in a particular topic or field. Secondly, ESP vocabulary includes a lot of mechanical words. For example, rudder, fin, stand or fuselage are the words which belong to aviation English. Thirdly, ESP vocabulary is created for the need of students’ which is related to their field of study. Most of the learners feel irritated facing the main linguistic problem of ESP terminology. It is difficult for learners to spell and correctly pronounce ESP vocabulary. Consequently, efficient ESP terminology instruction plays a vital role in effectively applying ESP curriculums. Vocabulary variety and vocabulary learning strategies are significant for ESP vocabulary acquisitions (Wu, 2014).
2.6.1. ESP Vocabulary Teaching
The theory of Dudley-Evans and St John (1998) states that ESP instructors do not need to instruct technical vocabulary, but they need to be sure if the students understand technical vocabulary by checking the content with an exercise. However, there are studies which support the idea that ESP instructors should teach technical vocabulary in class. For example, Strevens (1988) indicates that students who know theoretical practice may have obstacles with mechanical vocabulary, but an instructor who does not realize the problem cannot help the learner. (Nation, 2001) states that the lexical method is an appropriate method to instruct ESP vocabulary. Nation also underlined that lexis is a crucial component for a language, and this is supported by lexical method theory. ESP is identified as a special vocabulary connected with a specific field of study by many of the ESP students. Additionally, technical words have some levels that show how limited vocabulary belongs to a specific field. ESP is both a kind of methodology and a creation, in other words, ESP includes produced terminological vocabulary and specific areas that are using this vocabulary. Furthermore, ESP creates the importance of necessity because it is related to the requirements of languages, the people who need to use it, and education settings. Lastly, Dudley-Evans and St John (1998) indicated that necessity could be described as an unavoidable need for the learner who is studying English for specific purposes. Additionally, Nation (2001) describes “technical words” as specific words and some elements affect their existence and the usefulness in vocabulary usage, such as misspellings or using them in any unrelated field of study. Students can be coordinated 17 by language instructors to learn the huge numbers of mechanical phrases correctly in specific texts. According to research, ESP vocabulary and general English teaching are under the same categories, and similar techniques are used for both. However, there are differences between ESP vocabulary and general English vocabulary in terms of areas they are used. Additionally, more differences can be added, such as lexical, structural, cognate and non-cognate. The researchers also advised studying cognate relations to handle ESP terms. It is claimed that ESP can be connected to a subject in general English (Dudley-Evans & St John 1998). Moreover, according to Dudley-Evans and St John, the idea of learning cognates could be extremely inspiring for learners because learners can use whatever learned in English lessons related to the field that they study, such as medicine, engineering, aviation, or economy. Technical English is not related to grammar education and structural forms of words; it is mostly related to contexts, but using the vocabulary and structures can be very helpful, and learners learn in a meaningful environment and practice what they learned, increasing their motivation. Another reality is that ESP vocabulary is seen as more complicated than general English vocabulary, and it needs to be allocated more time for learning and practicing. That is because ESP includes many collocations very commonly used and understanding the words properly needs time and practice. Some collocations in technical English cause misunderstandings because the reason of the problem is similar to words that are used in the learners’ mother language and the language they are learning. Furthermore, students should be supported to get them to practice many technical English collocations. Also, frequent exposure will create a better vocabulary learning chance and the students will intentionally know and use these technical vocabulary (Lewis, 1993). Additionally, Nation (1997), who was one of the scholars who created methods for learning vocabulary, also underlines that alternatives must be included and created in vocabulary learning methods. There are some stages to learn, such as gaining familiarity and benefit from teaching, and these steps can enhance the effectiveness of vocabulary education and learning the technical words, as well. Consequently, in technical vocabulary instruction, there are some learning methods that are possible to be applied, such as categorising the target words under topics, word roots, practicing the synonyms and antonyms, and using flashcards and double-sided word cards effectively.
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2.6.2. ESP Vocabulary Learning
Students enrolled at higher education institutions can generally have English lessons; they sometimes take general English lessons or technical English lessons which is ESP. Most of these students experience obstacles such as studying English vocabulary. Learning new words is not easy, and what is more, learning technical vocabulary is even more challenging as technical words are not frequently used or practised in daily life communication contexts. Thus, unlike everyday vocabulary, learning technical vocabulary is a challenging process which requires special time and effort as it is not acquired instantly. However, if newly introduced vocabulary is practiced on a regular basis using effective methods, it can be acquired. Acquisition of words also depends on various exercises through which learners’ practice and strengthen their vocabulary learning muscles. As Tskhvitava (2016) highlights, although technical vocabulary is very important for ESP students, there is one problem with the course books and exercises because some ESP course books are insufficient in providing target words to meet the learners’ needs and equip them with necessary types of vocabulary they will utilize in their future careers and professions. However, useful resources can be produced to help ESP learners. As previously stated by the researcher, students do not know vocabulary learning strategies except a few simple ones, such as guessing the meaning or memorizing the definitions of words. Instructors must create new vocabulary learning strategies for their students according to their learning styles so that building up vocabulary is both an efficacious and fun activity. Additionally, ESP lessons must be for learners’ requirements, which are related to their fields of study throughout their education. ESP vocabulary education improves learners’ skills, supports their comprehension abilities, and gets them prepared to handle daily conditions and deal with professionals in many fields of work. International professionals sometimes organize meetings, seminars, and conferences with the aim of training educators and supporting them to teach in ESP classes effectively (Dudley- Evans & St John 1998). Briefly, improving the capability of students to acquire target words in ESP or general English mostly depends on their instructors’ proper guidance and strategies as well as learners’ conscious exertions. With such teaching, students get to realize the significance of these strategies for language learning and notably learning ESP 19 vocabulary properly. Instructors also must work hard to help them in vocabulary learning processes associated with their fields of study.
2.7. Using Technology in ESP Vocabulary Teaching
According to Chien (2015), since its very early stages when computer-based studies were first introduced and emphasized in the 1960s and 1970s, Computer Assisted Language Learning (CALL) has always attracted interest in the vocabulary learning processes. Although mobile innovations have been significantly developed, many kinds of research continued to design computer programs to help increase learners’ vocabulary capacity. Furthermore, Crandell (2017) stated that there were several instruments to be recommended as online learning tools, such as flashcards and word cards. Nakata (2011) conducted an inclusive research on computer-based software and examined flashcards. He investigated some principles that were used in earlier research and examined some programs, and he later came to observe that the programs increased the students’ learning capacity, as well as their motivation. Moreover, similar research was conducted demonstrating the Anki flashcard program, which was computer-based and considerably enhanced learners’ capacity of vocabulary learning (Coxhead, 2000). Additionally, a number of studies were made by Dizon (2016), who showed the usefulness of digital flashcards. Dizon realized the impacts of Mobile Assisted Language Learning (MALL) were noticeably positive on vocabulary learning, and it was likely that MALL could provide students with more practicality than other tools or programs. According to Godwin-Jones (2011), MALL renders learners almost unlimited chances for practicing, encourages self-study out of class and inspires student’s independence. Furthermore, as Kurzweil (2016) stated, different techniques and activities could also be generated on a mobile phone or iPad in and out of classes. Godwin-Jones (2011) gave some useful list of resources, including vocabulary practicing tools and computer-based useful websites for practicing vocabulary. Azabdaftari and Mozaheb (2012) conducted a study and evaluated the results of using traditional methods and mobile-based tools. The researchers had two groups of students; experimental group students used MALL tools and control group students used traditional methods, such as paper word cards and lists. The results of vocabulary 20 assessment exhibited that the experimental group performed significantly higher than the control group students. Although technological devices, such as mobile phones and tablets, are used commonly in learners’ daily communications and activities, researchers have been trying to find out if learners actively use these tools with the aim of learning vocabulary or educational activities. Cochrane (2015) revealed in his study that tertiary level learners at a university in Japan would not practice on mobile applications in the learning process if they were not encouraged. However, in her research, Foti (2014) showed that most of the Occupational Therapy Program students frequently use mobile tools for educational purposes and practices in the USA.
2.7.1. Computer-Assisted Language Learning (CALL)
Computer-based programs have been used in language education in various ways. Some of the computer-based tools have significant effects on developing educational qualities and growth. Multimedia systems are one of the features of the computers which relate to computer programs and these multimedia systems consist of different kinds of tools, such as visual images, reading contexts, music, games, drawings, and video applications. Most of the multimedia systems are based on computer programs (Levy, 1996). Since computers are used for educational purposes, much money has been spent on developing the programs that are believed to be useful for education, such as vocabulary practicing games or podcast tools or exercising applications. Additionally, according to Ayres (2002, p. 138), “turning multimedia an excellent format for learning materials has led to the birth of an industry in computer-assisted language learning.” Computer-based programs support educational methods, and the education programs are employed for helping learners and teachers to create lesson activities, offering different captivating materials and communicative tools to increase interaction. Computer-based programs have created similar learning tools for learners with the help of technology. Most of the researchers around the world have carried out studies to explore computer-based programs in language education. CALL supported teaching can be difficult compared to previous methods and instructions in education because it needs technological systems in classrooms and extra time to prepare lessons according to CALL based instructions. Jones (2001) claims that most of the people 21 know the significance of CALL learning in education. Moreover, researchers and instructors understand the significance of computer-based tools, and learners like to use technological tools in most language classes. Computer-based programs have been gaining the benefit from innovative high-tech services to produce the maximum interactive learning atmospheres for activities that improve the four basic skills of languages. In our technological world, all language courses approve that language education may not be imaginable to render developments without high technology and computers. Similarly, developments in technological devices and applications have been essential for language education and instruction in classes. Educational technologies in second language education have also been transformed and developed. The effects of computer-based programs will possibly increase the importance of using these tools in teaching and educational purposes, and this progress is almost unavoidable in our era. Foreign language education instructors like to use technology in their teaching to see positive improvements (Davies, 2016). Many researchers examined and reported the CALL’s possible achievement in language education, especially in second language education. Charischak (2000) specified that developed tools and latest generation applications are popular on the markets related to computer-assisted language learning. According to Ayres (2002), the support of computer-based applications remarkably developed students’ language education qualities. Cushoin and Dominique (2002) stated how new high-tech innovations offered solutions to multimedia difficulties, and how these solutions have been important to continue the quality of tools and applications, such as Java software design and similar developed software. According to Schwienhorst (2002), computer- based tools support to create real conditions, largely in second language perspectives. Second language instructors have benefited from computer-based applications to produce additional materials and activities. Lately, as a result of technological developments, educators have begun to think about the effects of computer-based tools and think that they are important in daily language practices and education. Computer- based tools have the power to increase the educational quality of learners, and they have been believed to be key factors in educational instructions. There has recently been an increased interest to computer-based programs in foreign language education. Remarkably, CALL gained significant attention from a great deal of people, including scholars and authors. Peterson (1998) indicated that CALL had been established from 22 minor practises to an important part of English in most of the Japanese universities’ courses. Instructors’ numbers who integrated CALL tools into courses have risen noticeably. The growth of computer-based activities, and informative technology, have demonstrated an increased usage of computer-based tools produced by technology researchers. In a study by Chun and Plass (1996), a few kinds of experiments were conducted that investigated effects of computer applications on vocabulary education. The research included German participants from different universities. In the experiment, learners were required to watch a movie that was combined with short stories, then learners read a paragraph and tried to find the definitions of vocabulary by skimming where there were various details in the form of paragraphs, movies, and images. During the experimentation, the participants were able to check the definitions of the vocabulary that was included in a computer-based program, CyberBush. With the aim of finding the effects of the dictionary program, the learners were required to sit for a vocabulary exam after the experiment. The findings revealed significantly better results for vocabulary that were supported with images and some photos comparing the vocabulary supported with just definitions and videos. Iheanacho (1997) examined interactive vocabulary education and searched the influences of two computer-based applications. Eighty-six ESL students who were at the intermediate level contributed to that research. These applications were practiced in the treatment groups. Learners from group one used an application that was showing moving visuals with a subtitle while the other group learners used an application that was showing static visuals and subtitles. Students were expected to learn target vocabulary while watching videos with subtitles. At the next step, after implementing the pre-test, two groups were required to watch a video including the instruments and took the post-test and a delayed post-test. The findings demonstrated no significant effect. However, learners practiced via moving visuals performed insignificantly better than those who practiced through static visuals involving the memory exams. Similarly, Arkin (2003) investigated the attitudes of foreign language teachers in Turkey. A survey and interviews were implemented to 93 teachers, and data evaluation results have shown that educators showed willingness and positive opinions regarding the usage of technological devices in foreign language classes. Remarkably, this study has also stated that teachers were most likely to include technology for instructional objectives rather than recommendations and expectations of CALL. 23
To conclude, most of the studies conducted related to CALL showed that CALL was observed to have positive impacts on the education of grammar, vocabulary and pronunciation skills of students. Most of the students who contributed to CALL studies improved their autonomy, self-correction, grammatical realization, and self-confidence. Positive perceptions were also observed towards CALL based learning.
2.7.2. Mobile-Assisted Language Learning (MALL)
According to Sharples (2000), using computer-based programs has been quickly increasing, and mobile based tools have been keeping pace with technological developments, too. While high capacity mobile phones are expanding in social lives, these computer-based tools are likely to become available in many towns and remote country sides. Therefore, extensive access to such a low-cost and advanced tool has developed mobile-based teaching and learning. Moreover, the next generation of electronic learning education is named as Mobile Assisted Language Learning (MALL) (Thornton & Houser, 2005). Mobile-based tools are not an alternative to the current education tools. However, mobile-based applications provide support to learn, study or have different resources, but some educational content and activities are not suitable for mobile tools (Gay, 2001). Mobile-based education is described to be natural, informal, individualized, and global in terms of its use for learning. According to Prensky (2005), digital phones, which have influenced many people’s daily life, are not just a tool to communicate any longer. Mobile phones are a kind of practical laptop fitting in people’s pockets and bags enabling them to carry their mobile phones all the time as they are quite practical for almost all learning processes and environments. Mobile phones are the product of the latest generation of technologies that created innovative and different kinds of language education tools, such as MALL. Mobile Assisted Language Learning (MALL) has many advantages, and one of them is interactive education, which is very inspiring in this type of education. In other words, different students can exchange information, skills and opinions through interaction with their classmates or other individuals from the international community disregarding geographical borders. Collaborative education helps the students to support, motivate, and evaluate each other to reach significant amounts of learning. One can achieve good interactive practise easily by using a mobile tool for education, which 24 is, of course, highly depended on the users than the tools. Tools act as pencils and calculators, which have served as two of the main equipment in the education process of learners. Interaction is important among the students; it is an essential factor in language learning (Soon, 2004). However, learners do not study a language in a school environment all the time. Today they can have the chance to study it with the help of mobile gadgets whenever they want and wherever they are regardless of time and space location. Since the English language is globally recognized as the lingua- franca of our time, learning this international language is thought as a key factor for qualified achievement and an indication for being accounted as educated for most people. Offering a more suitable atmosphere for learners to study English is one of the strategic learning objectives towards increasing the students' success and encouraging variation of learning requirements. Mobile tools are applied in education in various techniques, and scholars have stated that MALL offers learners real-time, accessible, and appropriate and precious studying chances. It does not matter whether the learners are inside or outside the classroom (Kukulska-Hulme & Shield, 2008). With the aim of discovering the usefulness of mobile tools on language education, various studies were conducted. These studies also discovered that using mobile tools is useful for language learning. In literature, most of the experiments focused on incidental vocabulary education using mobile tools (Fisher et al., 2009; Song & Fox, 2008). Some of the researchers focused on instructed vocabulary learning through mobile tools. Burston (2012) stated that ‘‘the education results of MALL implementations are undeniable and have positive effects in almost 80% of the cases.’’ Başoğlu and Akdemir (2010) implemented research comparing vocabulary studying with two groups of students; they used mobile applications and word cards. One of the groups practiced with mobile application to learn vocabulary assigned by the instructor during the six weeks in and out of class while the other group studied the same target vocabulary with word cards at the same time. According to pre-and post- test results, students who practiced with mobile-based applications improved their vocabulary capacity, and the MALL enhanced students’ motivation comparing to traditional learning techniques, such as preparing word cards and keeping vocabulary notebooks. In the study of Song and Fox (2008), an experiment was carried out to show the effects of combining short message service (SMS) and internet-based learning in language education. The researchers observed that the online tools supported the 25 learners’ success in language education. The findings were parallel to the experimental study of Cavus and Ibrahim (2009), showing that vocabulary studying through mobile- based applications were useful in assisting students’ vocabulary learning during the experimentation period. Additionally, Song and Fox (2008) claimed that mobile-based tools could encourage students to study and help them to develop educational responsibilities individually. Furthermore, in Cavus and Ibrahim’s study, the learners stated that they gained pleasure and satisfaction because they had a chance to study out of class on applications without encountering any difficulties. Zhang et al. (2011) stated that applications had effects on enhancing students’ productivity, mainly in situations which self-regulated students could not have the chance to study properly and independently. Similarly, Azabdaftari and Mozaheb (2012) conducted a study comparing traditional vocabulary learning, such as vocabulary lists, word cards, and learning with mobile-based application that supports games, exercises and vocabulary practices. They indicated that there are many advantages of Mobile tools that included different features, such as audios, various reading passages, photos, and other aspects for monitoring the progress and saving learners’ improvement. When the learner tries to practice some target words or a list of new vocabulary, mobile applications will be useful because these tools can save hundreds of flashcards. According to Azabdaftari and Mozaheb’s research, at the Islamic Azad University in Iran, while a group of 40 students in the experimental group used a mobile flashcard application as well as MS and web dictionaries, the control group of 40 students used old-fashioned paper-based flashcards for a seven-week period. A multiple-choice test was administered to assess the success of both methods. Qualitative interviews were also conducted with ten members of each group to evaluate the students’ feelings about these two education techniques on vocabulary learning. The findings revealed that the students studying on the mobile app performed considerably better than those in the control group. Previous findings showed that most of the studies found positive effects of mobile tools. Evans (2008) conducted research to observe the usefulness of podcasting and perception of students in a class and found podcasting via mobile was effective in learning, and students developed positive feelings towards mobile tools. However, mobile tools were contested by a few of studies demonstrated that the use of mobile phones was not efficient enough in vocabulary education. Additionally, it was argued that reliable changes were not observed in terms of students’ learning performance in 26 vocabulary studying, compared to MALL and traditional techniques. Ketamo (2003) found that mobile learning tools had some effects in web-based learning, but they cannot totally replace computers. The latest generation of MALL tools supports L2 students to experience web 2.0 devices to communicate and enhance their linguistic abilities (Çakır, 2016). More interactive aspects are now available to language learners, including customizable e- flashcards, communicative games, and collaborative activities. A popular example of these apps is Quizlet. MALL has been observed to be a popular way of learning L2 vocabulary. In his research Lu (2008) analysed the potential of MALL to improve L2 vocabulary among Taiwanese EFL students. During the first week of her research, a group of learners examined the target words using their mobile phones while the second group experienced learning new vocabulary using traditional printed materials. In the following week, the experimental group students continued taking target vocabulary via SMS. The findings of the research showed that the experimental group students who were using MALL and control group students both made statistically meaningful improvement; however, the experimental group was able to make more significant improvements as the post- and delayed post-tests revealed.
2.8. Quizlet Online Application
Quizlet has more than 110 million learning sets produced by its users and 50 million people using it for education (Quizlet, 2020). This application is commonly used by learners for game-like learning features and options that enable creating flashcards easily in the Quizlet application. As instructors and learners are able to use the software on a PC, Quizlet also offers a free mobile app for use on both the Apple iOS and Google Android mobile programs. Quizlet offers several ways to practice vocabulary such as online flashcards, tests, vocabulary game- modes. Users can access Quizlet and log in on its website https://quizlet.com/tr (Figure 1)
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Figure 1. Quizlet log in page
Quizlet is a kind of web-based learning application that is also available on mobile that allows learners to study through educational materials, games and flashcards. User-designed education modes are developed and added extra word sets, their explanations and descriptions. These sets are accessible to learners enabling practice modes including flashcards, games, collaborative activities and quizzes to allow practicing or memorising. Functions of Quizlet enable the learner to study different topics, especially languages and vocabulary. The application includes education methods, eight of which are available on the website and five are accessible in the mobile application (Wikipedia,2019).
Table 1. Comparison features on Quizlet’s website and mobile application Feature Website Mobile Application Flashcards ✓ ✓ Write ✓ ✓ Learning mode ✓ ✓ Test ✓ Spell ✓ Match ✓ ✓ Gravity Game ✓ Live ✓ ✓
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Table 1 shows some learning and gaming modes that are accessible on the web page only, but not accessible if learners use application on their mobile phones. For example, “gravity”, “spell”, “testing” practice modes are not inclusive on mobile application. Furthermore, the app does not provide users with enough data to follow their improvement and learning progress of target word sets, but if users log in the Quizlet on the internet webpage, they can see all their improvements and data for following their learning progress. Figure 2 shows eight available practice modes on “Quizlet.com.”
Figure 2. Eight different practice modes offered on website
As stated by Fenton (2017), the major advantages of Quizlet are signified in its simplicity to use and construct its excellency for self-learning via many learning methods and the different types that are accessible in its free version. Except for voice recording, drawings, free picture choice, and offline mode, learners can use the free version to practice with all the other elements offered by Quizlet. For example, learners can create education sets for individual practice or team learning. Quizlet usage has been increasing, and recently it has drawn the attention of many language investigators 29 who want to discover its effect on vocabulary acquisition and students’ opinions towards its usefulness. Quizlet mobile and web-based learning product is suggested as a simple and user-friendly learning application which is accessible on Android and iOS and allows users to access whenever and wherever they want via the Internet. Besides, all the vocabulary sets in Quizlet can be produced, categorized according to units, subjects, or sub-topics by instructors. Moreover, students not only can participate in learning sets made by the educators but also produce their own vocabulary sets for their individual learning and practice leading them to become autonomous learners. Both educators and students are concurrently allowed to manage their education and learning progress. Figure 3 shows sets created by the researcher.
Figure 3. Vocabulary learning sets created for experimental students
Quizlet application increases learning vocabulary using flashcards, tests, different game-like learning tools, and listen-write exercises. Furthermore, unlike paper- based flashcards, students can add both sounds and images to the words and their 30 explanations, which allow them to develop vocabulary knowledge and pronunciation skills by applying audios and photographic methods. (Annetta, 2008).
Figure 4. Flash cards mode
In the Quizlet online application, there are some alternatives by which the learner can practice the vocabulary using game modes. Vocabulary gaming alternatives involve “Learn,” “Match,” and “Gravity.” In the “Learn” mode, learners are offered the meaning and asked to type the word. However, spelling activity is not practical, and it may be ignored in learning mode because if Quizlet responds as it is wrong due to a spelling mistake, the learner cannot pass on to the other vocabulary activity. In the “Match” game mode, learners are asked to match the word with its correct meaning, and learners get points for each successful matching. Learners have the alternatives to practice target vocabulary or just the chosen words from their vocabulary list. Additionally, in the “Gravity” game, there are three levels easy, medium and hard. Gravity game is like a video game, the meanings of the words slowly fall from the sky towards the Earth, and the learners should write the correct word. If they cannot answer, Quizlet will stop the game by providing the right answer, and then the learners must 31 type the correct answer before resuming the game. The “gravity game” image is provided in Figure 5. Briefly, there are many attractive practicing modes in Quizlet’s online features, and these useful features allow learners to prepare vocabulary sets and practice, as well as increase their motivation and sharpen individual learning skills.
Figure 5. Shows one of the game-like mode “gravity” tools of Quizlet.
2.9. Related Studies on Quizlet
According to Jackson (2015), the Quizlet application was created on Educreations, which is a web page that supports educators to produce and share educational videos, and it is generally used by university students in the United Arab Emirates. In his research, Quizlet was practiced in combination with Educreations to encourage vocabulary learning while practicing both L1 and L2. Three reasons were quoted for the preference for Quizlet. The First one is getting a performance result after each learning period, the second one is the accessibility of L1 versions, and the third one is the games. Besides analysing the learners’ experiences, Jackson (2015) investigated their practicing behaviours outside of class. He discovered that most of the learners practiced the target vocabulary with Quizlet in the advised amount of time, which was about 10-15 minutes every night. Most of the learners who practiced on 32
Quizlet took advantages of the extra chances of learning target vocabulary with the application. That finding was important because students’ behaviours are unpredictable in online settings (Fischer, 2012; Taylor, 2006). Chien (2013) carried out research including 76 learners at a university in Taiwan. He analysed the learners’ observations who were using word cards and practicing sets in the Quizlet application. The research explored the learners’ study habits, progression data and frequency of word cards usage and game scores on the Quizlet application. According to obtained results, the learners enjoyed some of the vocabulary game features, such as “Gravity” learning mode, and they also stated that game modes were enjoyable and motivating. However, the learners reported that they were not happy with the “testing” practice mode because they were bored of using these tedious kinds of activities. Furthermore, they expressed their feelings about “Scatter” mode which was not found enjoyable as an activity because they did not like the feeling of being tested and testing made them unhappy. As reported by the learners, the most difficult part of the application was preparing flashcards on this tool and deciding the appropriate definition options provided for target words. Additionally, Chien concluded that giving the definitions of words was not a solution to enhance the acquired word capacity of learners. However, dialogues, sample vocabulary definitions, opposite and equivalent meanings of vocabulary can be offered for learners in their vocabulary practicing processes. In a study by Tran (2016), twenty-one students were included treatment from a university in Vietnam. The research duration was around six weeks and the implementation took place at the preparatory school of the university. Learners were practicing target vocabulary items on Quizlet while studying for the Test of English for International Communication (TOEIC). The students were willing to join this research because they were learning English, and they were required to have good grades on the achievement exam to pass the English preparatory school. The students practiced target vocabulary on the Quizlet online application by using the application in and out of class. Additionally, vocabulary sets were prepared from TOEIC word lists, and some of the sets were previously prepared for the learners in Vietnamese universities. After the learners had their grades from different practise modes of the application, they shared the scores to prove and compare with game partners from the same group. For this reason, the motivation of the learners increased more to practice and share scores on this application. Lastly, the results revealed that even though Quizlet was not much known 33 by the learners before, the opinions were generally positive for the Quizlet application, and students found Quizlet a useful and practical tool to study vocabulary. Dizon (2015) conducted similar research with nine participants at a university in Japan. The study explored the usefulness of the Quizlet application concerning its effects on acquiring and increasing vocabulary capacity of these nine participants. The research process took 14 weeks, one-academic semester. According to findings, Quizlet was found to be a beneficial and helpful application that encourages learners in the vocabulary learning process. The learners expressed how they enjoyed using Quizlet while practicing target words along with their desire to continue using the application for learning vocabulary. Most of the learners practiced on their mobile phones to access Quizlet, which was a sign of the mobile devices’ popularity to practice languages and increase interest in MALL applications. Research carried out by Körlü (2018) was very similar to Dizon’s research in some aspects. Körlü examined the effects of Quizlet on vocabulary learning performance and learner autonomy. In accordance with these purposes, nonrandomised semi-experimental research was carried out. Data was collected with pre-and post-tests, reflective diaries kept by the teachers and surveys. The research results, gathered from 40 students aged 18 to 19 and 16 of which were male and 24 females, demonstrated that the effect of Quizlet on students' performance and autonomy in vocabulary learning and the perceptions of learners and instructors about the use of Quizlet. Similarly, Dağdeler (2018) intended to determine the effect of mobile applications on the success of English language teacher candidates' vocabulary learning and learner autonomy, and the level of motivation of learners while using mobile applications. The participants of the research were 73 candidates of English language teacher candidates, studying at two public universities. During the period of a 14-week implementation, the experimental group used Collocat App tried to learn 40 target words given by the researcher, while the control group used the worksheets provided by the researcher. As a result of the research, it was found that mobile technology motivated students and their receptive vocabulary learning.
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CHAPTER III
3. METHODOLOGY 3.1. Introduction
This chapter aims to describe the methodology of the study, such as research design, setting and participants, procedure, data collection tools and data analysis. Data collection section and its subtitles: Pre-and post-tests, survey and face-to-face semi- structured interview tools aimed to gather quantitative and qualitative data.
3.2. Research Design
In this study, a quasi-experimental research design (pre-test -post-test design) was implemented to explore the effect of the controlled variable, which was the Quizlet application and its learning modes to practice and learn vocabulary. The data was collected through mixed-method research design, which is believed to be a more reliable way of obtaining data (Dörnyei, 2007). Firstly, quantitative data was gathered, and then qualitative data was collected (Creswell, 2014). A quantitative research design is both an objectivist and realistic type of research. (Muijs, 2010). The research was carried out in a securely regulated setting in which the independent variables were employed to discover the possible effect on the dependent variables. Furthermore, the quantitative data was supported by a qualitative data using a face-to-face semi- structured interview and a post-treatment survey conducted in the experimental group. The face-to-face semi-structured interview and survey gave a chance to the participants to talk in-depth, and comment on the application. Qualitative data enables the researcher to create a real sense of a learner’s perception concerning a situation (Denzin & Lincoln, 2011). Depending on the experimental research design, the participants in the experimental group received treatment, but the control group received no treatment. In two different classes, different techniques were used to reinforce the new vocabulary, which was instructed by the researcher. The Quizlet online application was used to practice vocabulary by the experimental group while the control group was practicing their new words by using the traditional ways of learning, such as note-taking and creating vocabulary lists in their notebooks. Pre-and post-tests, including the target vocabulary, were implemented to experimental and control group participants. 35
Moreover, to obtain more reliable results and increase a greater understanding of the participants, face-to-face semi-structured interviews and a post-treatment survey were conducted to the students in the experimental group, so the researcher had a chance to discover the perceptions of students about using the Quizlet digital tool and its possible effect on learning and studying target vocabulary.
3.3. Setting and Participants
In this study, convenience sampling was used, and the participants were easily reachable by the researcher. A total of 40 first grade pilotage students, who were separated into two different classes at the beginning of the semester, participated in the research process. All students were studying at the School of Applied Sciences, Department of Pilotage. The study was conducted in the fall semester of 2019-2020 and continued 5 weeks until the end of semester in a private university in Konya, Turkey. The participants’ first language was Turkish, and their English levels were intermediate (B1). Students’ English level was tested at the beginning of the semester according to The Common European Framework of Reference for Languages (CEFR) guidelines by school of foreign languages at KTO Karatay University. The pilotage students had 4- hour aviation English lessons every week, and the instructor of both groups was the researcher of this study. Both the experimental and the control groups comprised of 20 students each. The participants’ age range was 18 to 19. In the experimental group, there were 5 females and 15 males whereas in the control group, there were 3 females and 17 males. All of the participants in both groups completed the five- week research. Table 2 displays demographic information related to the participants of this study.
Table 2. Distribution of participants' gender (experimental group)
Gender Frequency(F) Percentage (%) Female 5 %25 Male 15 %75 Total 20 %100.0
It can clearly be seen in Table 2 that 5 females and 15 male participants constitutes the population in the experimental group. 36
Table 3 depicts information regarding gender distribution of the participants in the control group.
Table 3. Distribution of participants' gender (control group)
Gender Frequency(F) Percentage (%) Female 3 %15 Male 17 %85 Total 20 %100.0
As can be easily observed in Table 3 there were 3 female and 17 male participants in the control group. According to Table 2 and Table 3, the genders of the participants in both the experimental and control groups were not equally distributed.
3.4. Data Collection Procedures
In terms of ethical issues, first, permission for the study was taken from The Institute of Social Sciences at Çağ University, then the administration of the School of Foreign Languages and the Rectorate of KTO Karatay University. (See Appendix 1) The participants in both experimental and control groups were asked if they wanted to join the research or not. Students’ permissions were taken via a consent form document (See Appendix 2) In the current study, a quasi-experimental study design was implemented in order to explore the usefulness of the Quizlet online application and its probable effects on learners’ vocabulary learning performance and practicing process. The research started in early November 2019 with the implementation of a pre-test for the experimental and control group participants to determine whether they had equal knowledge of target vocabulary or not. Then the selected words were taught and practiced by the same instructor both in the control and experimental group, but the vocabulary teaching techniques employed in the groups were different. During the Aviation English lessons, the target words were chosen from Oxford English for Aviation (Ellis & Gerighty, 2015) reading texts, listening transcripts, and unit exercises (See Appendix 3). The same target words were taught to the students in both classes that comprised the experimental and the control groups. 37
During the experimentation period of five weeks, the 20 experimental group students used Quizlet and practiced in class and outside the class while 20 control group students learned the target vocabulary by using their notes and vocabulary lists. Students in the control group practised the given target vocabulary during the lessons, and every week the same new words were presented to both groups. Besides, each participant in the experimental group spent a minimum of 20 minutes every day to practice the target words on the mobile application outside class hours and they were observed via Quizlet reports. The participants used Quizlet’s various features, such as games, tests and flashcards, which were closely monitored on the web account by the instructor. In the experimental group, the participants were organised to join “Learn” mode together to practice the target words and to use the other modes that they want on their mobile phones during one lesson hour every week. Additionally, every week on Fridays, students practiced the “Live game” mode for 45 minutes generated by the instructor recycling the target vocabulary that students studied during the week. The control group students practiced the target word lists from their written notes by reading aloud, guessing the meaning of words, and creating new sentences with the target words. They also practised target words by doing exercises in their workbook in class. The control group students practiced the target words as much as possible in and out of the class. After five weeks, treatment was completed, and both experimental and control group students took post-tests. As for the treatment process, two different classes were randomly chosen as control and experimental groups, each having 20 students. After implementing pre-tests in early November 2019, the research process was started and continued during the 5 weeks. In the 5-week period, both groups’ students had 4 hours Aviation English lessons every week. Target words were selected from their course book and given to the students, and they were uploaded as vocabulary sets to the Quizlet application every week. The experimental group students studied and learned target vocabulary on the Quizlet application, and they practiced in and outside the classroom. However, the experimental group students practiced target vocabulary in two-hour lessons with their classmates who were randomly chosen by Quizlet. Additionally, each of the experimental group students practiced target vocabulary 20 minutes outside classroom every day, and this practice was observed via Quizlet reports. The same target words were given to the control group students, but they did not get any treatment. At the end of the 5 weeks, a post-test which consisted of the same questions and vocabulary from 38 the pre-test was implemented for experimental and control group students. The scores of the pre-and post-tests were analysed to find out the effectiveness of Quizlet on students in the learning process of the target vocabulary. Pre-and post-tests were implemented as a printed copy in class at the same time. Lastly, after taking the post-test, the experimental group students were required to complete a survey with the aim of gathering in-depth understandings of their feelings while they were studying and learning the target words through the mobile application as well as exploring how Quizlet helped them improve their vocabulary learning. After completing the tests and survey, a face-to-face semi-structured interview was conducted with 12 participants from the experimental group. The responses given to the five questions were examined to understand the students’ experiences and opinions in detail. The qualitative data collected from the interview served to support the quantitative data obtained from the pre-and post-tests.
3.5. Data Collection Tools
In the research, qualitative and quantitative results were obtained, employing pre- and post-tests, surveys and face-to-face semi-structured interviews. The pre-test and one post-test were the same tests in the study. The survey consisted of ten statements, and formed in the Likert Scale, which was completed by all participants. The data from the semi-structured interview was collected through five different questions that were posed to the participants from the experimental group via face to face mode by the researcher.
3.5.1. Pre-and Post-Tests
In the present research, the quantitative data was gathered through a test of 50 target words that were randomly chosen from the participants’ Oxford English for Aviation course book for intermediate level learners. The test, tailored by the researcher, comprised of three sections: The first section had a 20-multiple choice close, the second part consisted of 20 words whose Turkish meanings were expected to be written next to each word and the third section had 10 matching questions that the tests were supposed to match the words with their Turkish definitions (See Appendix 4). This 50 target-words test served as a pre-and post-test and was administered to both groups 39 before and after the treatment. One hour was allocated to the students in pre-test and post-tests to complete everything.
3.5.2. Survey
After completing the pre-and post-tests, a survey was given to the experimental group students to explore the experiences and student satisfaction about studying target words on the Quizlet online application (See Appendix 5). The survey, which consisted of 10 items, was designed in the form of a 5-point Likert Scale with options starting on a continuum ranging from “strongly disagree” to “strongly agree.” All the participants in the experimental group rated these statements according to whatever judgements they made. The survey, created by Bauer-Ramazani (2015), was implemented in its original form without making any alterations. Additionally, before the survey was conducted, a permission to use it was requested from Bauer who kindly approved usage via e-mail (See Appendix 6). Twenty experimental group students contributed to the survey. The items were translated into Turkish to avoid misunderstanding. The survey items aimed to find out the practicality, accessibility, and effectiveness of Quizlet compared to the traditional learning techniques, such as keeping a vocabulary notebook, which is not easy or practical to access frequently. The items also revealed learners’ opinions about the enjoyability, usefulness and motivation in studying the target words by playing games on Quizlet.
3.5.3. Face-to-Face Semi-Structured Interview
The quantitative data was obtained through the pre- and post-tests and supported by a survey. Additionally, at the end of the treatment, face to face semi-structured interviews were organized to collect detailed qualitative data about learners’ observations and experiences in studying and learning target words on the Quizlet online application (See Appendix 7). Face-to-face semi-structured interviews were implemented to 12 students, and they were randomly selected from the experimental group, and the participants were willing to take part in interviews. The interviews were conducted in Turkish to avoid misunderstandings and to be sure that the questions were understood by the participants. Each of the twelve participants were interviewed to answer five questions in total based on their choices, experiences, and attitudes about studying and learning vocabulary on Quizlet. The interview questions tried especially to 40 gauge the preferences of participants about using Quizlet and whether they wanted to continue studying vocabulary via Quizlet, which mode of Quizlet they preferred the most, and whether Quizlet encouraged them positively while practicing their target vocabulary.
3.6 Data Analysis
Data in this study were collected through a combination of both qualitative and quantitative data gathering tools. To start with, pre- and post-tests results of the experimental and control groups were evaluated after the treatment period was completed. No pilot testing was conducted prior to the study. Therefore, the reliability of the tests was measured through internal-consistency using present scores of the participants. The findings showed that there were significant correlations between the pre-test and the post-test according to results of internal consistency analysis that was carried out through Cronbach’s alpha. The results indicated acceptable reliability for the pre-test (α = 0.835), the post-test (α = 0.824). Then, a normality test was implemented on the results of Pre-Test and Post-Test. Shapiro-Wilk and Kolmogorov-Smirnov Tests were used to demonstrate the normality scores. SPSS provides the Kolmogorov- Smirnov and the Shapiro-Wilk normality tests and advises these tests only for a sample size of groups, including fewer than 50 participants (Elliott, 2007). The Shapiro-Wilk test is based on the correlation between the data and average scores and offers better results than the Kolmogorov-Smirnov test. Some scholars suggest the Shapiro-Wilk test as the best option for testing the normality of data (Thode, 2002). It is important to find the Shapiro-Wilk test values more than 0,05 to obtain that the data was normally distributed. The Shapiro-Wilk test values of this research were between 0,15 and 0,44; the Kolmogorov-Smirnov test values were between 0,97 and 0,20. All these values indicate that our results were normally distributed. Besides the tests for normality, the pre- and post-test scores were evaluated, and to compare the control and experimental groups’ obtained results, an Independent Samples T-Test by SPSS 21 was used. T-Test results will be evaluated in detail in the results chapter. The survey, investigating the experiences and satisfaction about studying target words on Quizlet online application, was analysed to find out the second research question, “How Quizlet supported participants’ targeted vocabulary learning process.” Descriptive frequency analysis, means and standard deviations were evaluated for the 41 items in the survey. Descriptive frequency analysis, means and standard deviations were also calculated through SPSS Statistics 21. Qualitative data was collected by means of the face-to-face semi-structured interview applied to some of the experimental group participants at the end of the treatment. Qualitative data refers to non-numeric data such as interview transcripts, notes, video and audio recordings, images and text documents (Hsieh, 2005). After completing the face-to-face semi-structured interviews, audio recordings were transcribed into text format and evaluated. The evaluation of the data was also checked and analysed by another instructor who is currently working at the same university as the researcher. At the end of the evaluations, some of the keywords were corrected. Content analysis was applied to analyse the data. The comments to the questions were analysed and listed under different themes obtained from data of the survey. “Content analysis is the procedure for the categorisation of verbal or behavioural data for the purpose of classification, summarisation and tabulation” (Hsieh, 2005, p. 1255). Content analysis is commonly used as a qualitative research technique.
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CHAPTER IV
4. RESULTS 4.1. Introduction
In this chapter, the results obtained from pre-and post-tests, survey statements and face-to-face semi-structured interviews were analysed and presented in detail. The effects of the Quizlet online application and traditional vocabulary learning practices were examined to see if any differences occurred between the two. Survey and semi- structured interview items were also scrutinized closely to support the data and to discover the perceptions of the participants about MALL vocabulary learning process.
4.2. The Differences Between Quizlet and Traditional Way of Language Learning
To find an answer to the first research question, whether there was any difference between learning and practising target vocabulary on Quizlet and the traditional methods of learning target words, and pre- and post-tests were implemented for both group students. First, the pre-test was implemented to ensure that both groups had no initial differences in terms of aviation vocabulary knowledge; in other words, both groups were homogeneous with respect to aviation related word knowledge. Then, after the five- week experimental period, the same pre-test was applied as a post-test was to the participants of both groups. The pre-test and post-test target words were selected from the participants’ course book. The scores of the test were analysed by Shapiro-Wilk normality test and Kolmogorov-Smirnov Test to be sure that the data were distributed according to normal distribution. Table 4 depicts the test of normality results.
Table 4. Test of Normality
Group Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Pre-T Control ,178 20 ,097 ,950 20 ,375 Experimental ,147 20 ,200 ,955 20 ,449 Post-T Control ,168 20 ,140 ,949 20 ,352 Experimental ,176 20 ,106 ,930 20 ,152 Note: Sig. = p values significant 43
Table 4 shows the results from two well-known tests of normality, namely the Kolmogorov-Smirnov Test and the Shapiro-Wilk Test. The significant difference value (Sig. Value) shows that the pre-test and post-test scores of the participants in the control group and the experimental group were normally distributed (p > 0.05). Significance Value which shows the Shapiro-Wilk Test is between 0,15 and 0,44 which are higher than 0.05; Kolmogorov-Smirnov test value between 0,97 and 0, 20 which are also greater than 0.05 which can clearly be interpreted as the data are normally distributed. After the normality test was completed, the data were analysed via descriptive statistics and the mean scores of the groups were obtained as illustrated in Table 5 below.
Table 5. Descriptive Statistics of the Groups (Pre-and Post-Tests)
Group N Mean Std. Deviation Std. Error Mean Pre-T Control 20 44,4000 6,76212 1,51206 Experimental 20 45,1000 6,94262 1,55242 Post-T Control 20 65,9000 8,32182 1,86081 Experimental 20 81,4000 7,72828 1,72810
As understood from the table, the pre-test mean scores of the control group and experimental group are slightly similar, which show that there was no significant difference between the two groups before starting the study. These outcomes of the pre- test also show that before the students started to learn and practice target vocabulary, they had more or less the same amount of knowledge of the vocabulary. As it is detailed in Table 5, a significant difference can be observed between the pre-and post-test scores. The mean score results of the control group increased from 44.40 to 65.90 by 20,5 points out of 100, and the mean score of the experimental group students increased from 45.10 to 81.40 by 36 points out of 100. By analysing these results, it can be concluded the participants who learned target vocabulary utilizing the Quizlet app performed better than those relied on the traditional method of vocabulary instruction. Specifically, although practicing with vocabulary notebooks improved the learners’ vocabulary knowledge (M=20.5), the change in the experimental group was more significant than control group scores (M=36), which proved that the Quizlet application was a more effective tool to learn and practice target vocabulary. 44
After evaluating the mean scores of the control and experimental groups, an independent- samples t-test was prepared to recognize the differences between the groups (Table 6). Independent-samples t-test was applied to explore if the difference between the scores of the two tests was large enough to be considered statistically significant (Dörnyei, 2007, p. 213).
Table 6. Independent Samples T- Test
t df Sig. Mean Std. Error 95% Confidence Interval of the Difference Lower Upper Pre- T ,323 38 , 748 ,7000 2,16710 5,08706 3,68706 Post- T ,6,104 38 ,000 15,500 2,53948 20,64090 10,35910 Note: Sig. = p values significant; t = t-statistic Student's t test
As shown in Table 6, by looking at the results of the independent-sample test, it can be understood that the mean differences are significantly different between the pre- and post-tests. The experimental group’s increased scores affected the mean score of the post-tests. The difference in the test results was significant in the experimental group (t = 6,104), and mean score (M=15,50), which shows that using the Quizlet app had a positive impact on the experimental group participants in learning target vocabulary items. The p value of the post-test was observed to have significant correlations between the results. (p<0,0001). The results also revealed relative improvement in the test scores of the control group members that can be attributed as a result of their normal training during the course of five weeks. In brief, both groups improved their vocabulary knowledge during the experimental period. The improvement in the experimental group students was much higher than that of the control group participants. These findings imply that Quizlet had a constructive effect on the learners’ vocabulary learning. These results answer our first question: Does Quizlet have an effect on vocabulary learning success of the ESP students? Looking at the results, it can be concluded that practicing with the Quizlet online application works far better than the traditional way of vocabulary learning.
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4.3. The Effects of Quizlet on Students’ Perceptions
With the aim of finding an answer to the second question of this research, which was how Quizlet supported learners’ individual vocabulary learning process, a survey was implemented right after the post-test. The survey involved 10 items and all of the 20 participants in the experimental group were required to join and take the survey. The participants were instructed to rate their agreement with each item by selecting one of the five options ranging from 1 to 5 (1=Strongly Disagree, 2=Disagree, 3= Neither Agree or Disagree, 4=Agree and 5=Strongly Agree) in (Table 7). The survey was translated from English into Turkish and the participants were asked to complete the translated edition of the survey to avoid any confusion or misinterpretations.
Table 7. Survey Items
Number Items 1 Quizlet is an easy tool to use for practicing vocabulary. 2 Quizlet enhanced my interest in learning vocabulary. 3 I feel that Quizlet improves ability to learn vocabulary myself. 4 I like Quizlet because I can access it to study vocabulary on my own devices. 5 I prefer Quizlet for studying vocabulary rather than vocabulary lists. 6 I enjoy studying vocabulary with Quizlet. 7 Quizlet should be used to practice the new words in the lessons. 8 I feel confident that I know the vocabulary after studying with Quizlet. 9 Quizlet contribute my vocabulary learning via evaluating my own progress. 10 I like using Quizlet’s gaming modes while learning vocabulary.
The experimental group participants were asked to what extent they agreed with some of the items: Quizlet is an easy tool to use for practicing vocabulary (item 1), I feel that Quizlet improves my ability to learn vocabulary (item 3), Quizlet contribute my vocabulary learning via evaluating my own progress (item 9), I like using Quizlet’s gaming modes while learning vocabulary (item 10). These items were analysed for frequency. Considering the frequencies of the items and the second survey question, items 1,3,9 and 10 were evaluated specifically. The frequency analysis of these items in the survey are presented in Table 8.
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Table 8. Frequency of Four Top Items
Items Response Frequency Percent 1. Quizlet is an easy Agree 2 10 tool to use for Strongly agree 18 90 practicing vocabulary Total 20 100
3. I feel that Quizlet Agree 3 15 improves ability Strongly agree 17 85 to learn vocabulary myself Total 20 100
9. Quizlet contribute my Agree 3 15 vocabulary learning Strongly agree 17 85 via evaluating my Total 20 100 own progress.
10. I like using Quizlet’s Agree 3 15 gaming modes while Strongly agree 17 85 learning vocabulary Total 20 100
Analysis of items 1, 3, 9, 10 have shown that most of the students almost strongly agreed with these items. The second question of the research found an answer with these statics as well. Having analysed item number 1, it is understood that 90 percent of the students strongly agreed with this item stating that Quizlet is an easy tool to practice and learn English words on their mobile phones on their own pace. According to results of item 3, most of the students strongly agreed, and just a few students agreed with this item. The learners did not choose the “neither agree nor disagree” or the other negative options. It can be concluded that the Quizlet app enabled them to improve their abilities to learn target vocabulary. Students had the opinion that Quizlet had an important effect of support on their performance while studying target words. Item 3 was also directly related with the second research question, which is about the role of Quizlet in terms of individual learning. The results of item 9 showed that 85 percent of the students liked their self- evaluation mode after they studied the target words. The learners had the chance to see other learners’ results, which somehow led them to feel as if they were in a competition 47 environment while learning. Looking at the comparison of the results on Quizlet might have a stimulating effect on learners. Therefore, the students liked this feature of Quizlet in the vocabulary learning process. Item 9 revealed that learners enjoyed self- evaluation and individual learning with the Quizlet application. Analysis of item 10 has revealed that most of the students strongly agreed that the Quizlet gaming mode is useful which empowered in practicing their target words while having fun. Taking into consideration items number 9 and 10, students enjoyed the competition modes and competed with their friends while learning vocabulary. Table 9 depicts the mean scores for perceptions of Quizlet.
Table 9. Mean Scores for Perceptions of Quizlet
Number Item N Mean SD 1 Quizlet is an easy tool to 20 4,90 .30 use for practicing vocabulary. 2 Quizlet enhanced my interest 20 4,45 .51 in learning vocabulary. 3 I feel that Quizlet improves 20 4,85 .36 ability to learn vocabulary myself. 4 I like Quizlet because I can access 20 4,30 .47 it anytime on my own devices. 5 I prefer Quizlet for studying 20 4,70 .47 vocabulary rather than vocabulary lists. 6 I enjoy studying vocabulary 20 4,65 .48 with Quizlet. 7 Quizlet should be used to practice 20 4,15 .67 the new words in the lessons. 8 I feel confident that I know the 20 4,25 .44 vocabulary after studying with Quizlet. 9 Quizlet contribute my vocabulary 20 4,85 .36 learning via evaluating my own progress. 10 I like using Quizlet’s gaming 20 4,85 .36 modes while learning vocabulary. Note: SD= standard deviation
Besides the items 1, 3, 9 and 10, there are other items with which almost all the participants agreed. It can be concluded that the students found the Quizlet application 48 an easy tool which increased their interest about studying vocabulary. This can easily be seen by looking at the mean score of the first item (M=4.90) which is the highest rated among the rest of the items. The learners also expressed that their interest increased towards learning vocabulary by using the Quizlet application, and the second item confirmed this with its mean score (M=4.45). The mean score of item 5 (M=4.70) might allow us to predict that is highly probable that the learners would continue using Quizlet instead of using the traditional methods of vocabulary learning. It is understood that students’ studying habits could shift to more interesting vocabulary learning styles. Having analysed the mean score of items 6 and 8, it may clearly be inferred that the students transformed their state of low self-esteem into being very confident learners when they realised how they can achieve while using Quizlet online application. With this self- realization, they might have developed more positive attitudes for learning vocabulary via this online application compared to the traditional methods in the vocabulary learning process. However, in relation to other items, the fact that item number 7 has the lowest means may not necessarily be considered as negative. On the contrary, it can be assumed that students might have some doubts about using Quizlet in the class. This may be so, because they may not have been introduced to educational technology by digital native instructors, or the students may not have been familiar with online educational tools used in class before. Additionally, the item results show that most of the students chose the “strongly agreed” option on the items and a few students chose “agreed.” However, “Strongly disagree” or “Disagree” options were not chosen by students for any of the items. According to the results, it can be concluded that the students had a positive impression towards the Quizlet online application, and it is believed that Quizlet is an effective tool for vocabulary learning. Briefly, the survey results showed that the Quizlet app supported students’ efforts to increase their individual vocabulary learning and self-evaluation abilities. Moreover, they liked practising and learning words on mobile applications, and it was commonly agreed that learning target words via Quizlet made them feel more confident than before. What is more, the participants’ motivation for self-learning increased after learning words with this application, which was another sign of learner independence and autonomy in vocabulary learning. 49
4.4. Qualitative Results of Face-to-Face Semi-Structured Interview
Research question number three attempted to find answers to the possible effects of using Quizlet and understanding learners’ feelings towards the Quizlet online application in the vocabulary learning process. Face-to-face semi-structured interviews aimed at obtaining in-depth qualitative data were applied to 12 experimental group students at the end of the treatment. Consisting of five questions, each of the face-to- face semi-structured interviews were audio recorded and later transcribed for content analysis. The qualitative results of face-to-face semi-structured interviews were evaluated through content analysis, and four different categories and themes were determined by analysing the keywords in the transcripts. The first theme, related to the “effects of using Quizlet,” includes the answers obtained from the first and the third questions of the interview. The second theme is “most liked practicing modes of Quizlet” which is related to the answers of the second question. The third theme is “advantages of Quizlet over the traditional methods of learning” which includes the answer of the fourth question of the interview, and the last one is “drawbacks and recommendations” which is related to the fifth question of the interview. These categories were evaluated in detail as shown in Table 10.
Table 10. The Effects of Using Quizlet Participants Motivating Increasing Retention Creating Competitive Increasing Learning Atmosphere Vocabulary Capacity
PT1 ✓ ✓ ✓ ✓ PT2 ✓ ✓ PT3 ✓ ✓ ✓ PT4 ✓ ✓ ✓ PT5 ✓ ✓ ✓ PT6 ✓ ✓ ✓ PT7 ✓ ✓ ✓ ✓ PT8 ✓ ✓ ✓ PT9 ✓ ✓ PT10 ✓ ✓ PT11 ✓ ✓ ✓ ✓ PT12 ✓ ✓ ✓ ✓ Frequency(f) 9 10 8 10 50
The results of the first interview question “Do you think using Quizlet is an effective tool in terms of vocabulary learning? Why?” show that 9 students found Quizlet to be “motivating”, 10 students “increasing retention”, 8 students “creating a competitive atmosphere”, and lastly 10 students stated that they believed Quizlet enabled “increasing learning vocabulary capacity” which was the most common keyword among the interview transcripts. The answers given to the third question, “Do you think that Quizlet increased your motivation in the vocabulary learning process?” reveal that 9 out of 12 students found the Quizlet application as a motivating tool in the vocabulary learning and practicing process. It can be concluded that in addition to finding Quizlet motivating and competitive, students realized that they could memorize the target vocabulary given by the researcher. Furthermore, they increased their size of aviation vocabulary which they were not familiar with before. From the educational point of view, some of the following comments made by the interviewees were evaluated. The answers of the respondents who found the effects of Quizlet as “motivating and increasing retention”, are given below:
Quizlet is very entertaining with the vocabulary games that enable us to compete with our friends in class and when we are practicing at home. Competing is very motivating for me because I often want to play the game and practice the given aviation vocabulary by trying to win and get some more points than my friends get. I also noticed that I could easily remember the target words in different games. (PT1)
Some sample excerpts of the participants who state that the online application “creates a competitive atmosphere, increases retention, positive effects of Quizlet” are presented as:
It is a beneficial application for me and I noticed that I remember most of the words easily after practicing by Quizlet, and I have a chance to practice the same vocabulary whenever we want to play vocabulary games with my friends. We learn vocabulary by playing games and this is also very competitive, and we always want to use it. (PT4) I believe that Quizlet has positive effects on increasing vocabulary learning capacity. I realized that I used to learn fewer words by taking notes, but after 51
using Quizlet, I know many aviation words which were not familiar to me before. (PT7) Aviation vocabulary was difficult and complicated for me, and I was trying hard to memorize them. However, after starting to practice with Quizlet, it is easier to remember target words because I have the chance to practice a lot of words in a short time. (PT11)
There are eight different practicing modes in Quizlet application, but five of these were most liked modes, including games and learning modes. Participants’ answers were evaluated and detail in Table 11.
Table 11. Most-liked practicing modes of Quizlet
Participant Gravity Live Game Match Listen and Write Flash Cards PT1 ✓ ✓ ✓ ✓ ✓ PT2 ✓ ✓ ✓ ✓ PT3 ✓ ✓ ✓ PT4 ✓ ✓ ✓ ✓ ✓ PT5 ✓ ✓ ✓ ✓ PT6 ✓ ✓ ✓ ✓ PT7 ✓ ✓ ✓ ✓ PT8 ✓ ✓ ✓ ✓ PT9 ✓ ✓ ✓ ✓ PT10 ✓ ✓ ✓ ✓ PT11 ✓ ✓ ✓ PT12 ✓ ✓ ✓ ✓ ✓ Frequency(f) 10 11 10 8 10
According to the results of the second question of face-to-face semi-structured interviews, 10 participants preferred “Gravity game”, 11 participants liked “Live game”, 10 participants liked “matching game”, 8 participants preferred to practice on “Listen and Write” mode, which has less frequency than the other items, and 10 participants found “flashcard” mode to be useful and practical. Looking at the face-to-face semi- structured interview answers, “spelling”, “learn” and “test modes” are among three other modes, which were preferred by less than three participants, so they were not 52 listed in here. These three modes are like traditional learning methods such as testing and spelling, which are neither very enjoyable nor competitive for learners. It can be understood that three modes of Quizlet application were found to be boring and not preferred by students. Most of the students preferred five popular modes that were shown in Table 11. Students practiced target vocabulary with these modes and found them useful and practical. Moreover, these five learning modes enabled both enjoyment and vocabulary practice for learners at the same time. Some of the participants’ answers were evaluated in detail. Here is an extract by a participant who preferred “gravity” and “live game”:
I played the gravity game with my friends online, it was very competitive, and I was very focused on winning the game and I learnt all target words, I was also very quick while answering the questions in the game. The live game was also very enjoyable when we were playing in class. Everybody joined the game and tried to score more than other groups. I feel that I will not forget these words. (PT12)
Another participant liked the “flashcards” and “matching” games in learning modes of Quizlet online application because he found the application “useful and enjoyable.” The participant responded like this:
Flashcard and matching modes seemed very useful to me because in flashcard mode, I could see one side of the words and guess the meaning. This made me think and memorize the target words, and it worked. I learnt a lot of words in this mode. Besides this mode, I played the matching game and it was also good and competitive because if I matched quickly without mistakes, I could score more than my friends. We played the matching game most of the time. (PT4)
“Listen and write” mode was preferred less than the other modes that were shown in Table 11. However, 8 participants who experienced “listen and write” mode found it useful because this mode helped to improve pronunciation skill and the participant commented:
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Listen and write mode enabled me to hear the pronunciation of words. I was listening and writing what I heard, and in this way, I learnt almost all pronunciations. This mode is not easy, but I need to hear and learn the pronunciation because in Aviation English, it is more important to hear the words correctly. I will keep exercising in this mode to improve my pronunciation and listening. (PT5)
It can be concluded that most of the participants enjoyed gaming modes and competed with their friends in and out of class, but they also preferred the modes such as “listen and write” and “spelling” which are not easy to practice, but very useful for listening and pronunciation skills and Aviation English. They pointed out the importance of hearing and pronouncing correctly. Participants were asked about the advantages of Quizlet compared to traditional learning techniques. The items which were commonly repeated by participants were analysed and listed in Table 12.
Table 12. Advantages of Quizlet Features Over Traditional Methods Participant Tracing Individual Flexible Learning Studying with Easy and Progress Environment Different Modes Accessible
PT1 ✓ ✓ ✓ ✓ PT2 ✓ ✓ ✓ PT3 ✓ ✓ ✓ PT4 ✓ ✓ ✓ PT5 ✓ ✓ ✓ PT6 ✓ ✓ ✓ PT7 ✓ ✓ ✓ PT8 ✓ ✓ ✓ PT9 ✓ ✓ ✓ PT10 ✓ ✓ PT11 ✓ ✓ ✓ ✓ PT12 ✓ ✓ ✓ ✓ Frequency(f) 7 10 11 10
When the interviewees’ responses to the fourth question, “What are the advantages of Quizlet over traditional ways of vocabulary learning techniques?” were analysed, we saw that 7 participants pointed out as “tracing individual progress” which 54 has less frequency comparing the other advantages of Quizlet over traditional methods. However, some participants highlighted the importance of this feature because they could practice vocabulary with different modes and get their scores instantly to see their progress. 10 respondents indicated the “flexibility” aspect which is one of the most important advantages of the Quizlet application. It is flexible, and participants have a chance to use the application whenever and wherever they want to practice. Flexibility is a critical element to provide an advantage over traditional techniques. 11 participants reflected on the usefulness of “different practicing modes” of Quizlet which offer students practicing variety. Practicing modes belong to the Quizlet application, and they make Quizlet much more advantageous in terms of learning the target words with different games and activities. 10 of the participants specified the importance of accessibility which is very easy because almost all students possess mobile devices and almost always have a chance to turn on and use Quizlet to practice and foster their targeted vocabulary sets given by the researcher. Some of the participants’ answers were evaluated in detail. Here is a sample of what one participant reflected on the advantages of “tracing the individual progress and flexible learning environment”:
I believe the Quizlet application is more advantageous because I cannot get any score or feedback while studying by taking notes on paper, and I cannot practice except reading the words and their meanings. However, by using the Quizlet application, I can see my scores in different modes, and all saved in the application, I can see my progress. Moreover, I can study my target vocabulary even while I am on the tram or bus, and this is very important for me because it is also practical. (PT8)
Another participant mentioned about “practicing with different modes” and “accessibility” and commented like this:
Practicing modes are fantastic, entertaining and very useful. I learnt how to give quick answers to questions by means of gaming modes. I also like that I can see one target word in 8 different question types, for example, I can listen and write, match or I can do a test with the same words. It is very easy to practice my target vocabulary on my phone. This is much more advantageous than traditional methods, and I will keep learning vocabulary on Quizlet. (PT2)
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All in all, the participants liked the application’s feedbacks, saving scores and showing the results which were useful for learners to be sure of their vocabulary learning improvements. Furthermore, comparing the traditional methods, participants had common views which indicated the advantages of Quizlet in terms of different practice modes and accessibility. The last question of the interview was about the drawbacks of Quizlet and recommendations to improve the application. Four different items were evaluated and listed in Table 13.
Table 13. Drawbacks and Recommendations of Participants
Participant It should have It should include It should include More sets offline mode more gaming modes more visual items should be added
PT1 ✓ ✓ ✓ PT2 ✓ PT3 ✓ ✓ ✓ PT4 ✓ ✓ PT5 PT6 ✓ ✓ ✓ PT7 ✓ ✓ ✓ PT8 ✓ PT9 ✓ PT10 ✓ ✓ ✓ PT11 ✓ ✓ PT12 ✓ ✓ ✓ Frequency(f) 6 6 8 5
The fifth and final question at the face-to-face semi-structured interviews sought answers and opinions about what drawbacks Quizlet has and what recommendations can be made to make it more efficient. While half of the participants recommended that Quizlet should have a free offline mode, the other half offered that the application should have more games to practice, especially practice for pronunciation. 8 of the participants mentioned the visual items as one of the drawbacks of Quizlet because matching the visual item with the word enables the mind to remember easily so this increases vocabulary retention. 5 of the students recommended that the application should have more vocabulary sets related to Aviation English terminology. Some of the 56 participants’ ideas were evaluated under the theme related to the interview question number 5. Some participants who recommended “offline mode”, “more games”, “visual items” and “more sets of vocabulary” expressed their opinions as:
Quizlet is very useful and accessible, but when we do not have internet connection, we cannot use most of the features. The application has offline mode indeed, but it is not free, we must pay for this feature. Quizlet has different game options, but it must be developed, and more games should be added in the future. After a while, it might be boring to practice with the same games. (PT9) I love Quizlet, I do not see any problem with the application, but I wish the application had more visual items related to aviation field because when I relate an item and its visual, I can remember more quickly. I also want to practice with more vocabulary sets, and it should be included in the application. (PT10)
By taking into consideration the themes from the students’ interview transcripts, almost all the interviewed students liked Quizlet and its applications features. Students’ recommendations aim to develop the learning options of Quizlet. Generally speaking, no negative observations were reported about the application by the interviewed students. In conclusion, in light of the responses gathered from the semi-structured face- to-face interview, it was revealed that Quizlet supports the learners as a very useful tool, and enables them to increase their vocabulary knowledge, and revise vocabulary easily by entertaining them. Furthermore, compared to other methods of vocabulary learning, not only does Quizlet provide a variety to vocabulary learning and practicing modes, but it also takes a shorter time than the other traditional vocabulary learning techniques. To summarize, the participants got fully involved and actively observed the entire process of the research, and mostly shared positive comments about the Quizlet application. They expressed that they developed positive perceptions of practicing modes offered by the Quizlet app.
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CHAPTER V
5. DISCUSSION AND CONCLUSION 5.1. Introduction
The present research has investigated the effects and contributions of using Quizlet on the ESP learners’ vocabulary learning techniques by focusing on how Quizlet supports individuals in vocabulary learning and their general impressions of the Quizlet online application. In chapter one, problem statement, purpose and significance of the study, research questions and hypotheses are presented. In the second chapter the literature review is described in detail by comparing and contrasting studies and definitions in the field of MALL. The third chapter includes information about the design of the study, setting and participants, data collection tools and data analysis sections. The fourth chapter involves qualitative and quantitative analysis and outputs which show the relationship among variables. Finally, in this chapter, the discussion of the results is presented using the research questions as a framework connected to the quantitative and qualitative data results of this research as sub-titles. Finally, implications of the study and suggestions are put forward for researchers interested in conducting a similar study.
5.2. Does Quizlet have an effect on vocabulary learning success of the ESP students? The first research question of the study aimed to find out the difference between practicing and learning ESP targeted vocabulary on the Quizlet online application and practicing the target vocabulary by keeping a vocabulary notebook which is a kind of traditional way of learning and practicing. A total number of 40 participants, formed as control and experimental groups each consisting of 20 individuals, were first-year students majoring in Pilotage studies at a foundation university in Turkey. All the participants took pre-and post-tests aimed at measuring their aviation vocabulary knowledge before and after the study. Pre-test scores of the control group and experimental group were equal, which means they had the same amount of command in terms of aviation vocabulary. The participants in the control group were instructed via traditional vocabulary learning methods; however, the experimental group took five weeks of instruction using Quizlet mobile application to learn and practice target 58 aviation vocabulary. At the end of the treatment, the same pre-and post-tests were given to all the participants to assess how much they progressed as a result of the instruction they received. When the results were evaluated through the SPSS T-test, the post-test results of both groups showed improvement, but the experimental group students’ performance was much better than the control group students. In light of these results, the Quizlet app was very useful as a tool in aviation vocabulary learning of the ESP students because of its several practical functions, for instance, providing immediate feedback, gaming modes, flashcards and improving the learners’ ability of vocabulary retention. The experimental group students increased their post test scores, whereas the students in the control group did not. However, after practising for five weeks, a slight increase was observed in the control group students’ scores compared to their pre-test scores. Quantitative data results show that the Quizlet application has a significant effect on the vocabulary learning process. This success can be credited to different practising modes of Quizlet such as online vocabulary games, flashcards which increase learners’ desire to play and practice vocabulary with their friends or on their own. Besides, the results of the pre- and post-tests, data results of the survey that was implemented to the experimental group give a clear picture about how the targeted words related to aviation were easily learned in a shorter time. The overall results also highlighted that the students liked the way they practiced vocabulary on their own pace without any stress, having the opportunity to choose different modes of Quizlet which enabled them to see the same words over and over again in different games and activities. The target words were practiced by the experimental group students via gravity game, flashcards, listen and write modes of Quizlet. These modes increased students’ ability to remember and answer quickly and use the target vocabulary effectively. Quizlet “live game” increased participation of students to the activities in the class. This positive effect of Quizlet was also supported by Dizon’s (2016) research which examined the efficacy of practicing vocabulary via Quizlet by 9 Japanese EFL students. The outcome of pre- and post-tests of Dizon’s experiment revealed that students who used Quizlet had statistically significant scores supported by survey results that indicated a high level of agreement over Quizlet utilization and satisfaction. Furthermore, the results of Dizon’s study also revealed that Quizlet’s practicality and usefulness changed the learners’ minds in such a way that they expressed their enthusiasm to continue practicing vocabulary on this application. 59
The findings of this research are similar to the results of a study implemented by Körlü (2018), who investigated the impact of Quizlet on performance and autonomy in vocabulary learning of Turkish EFL learners. Körlü found that Quizlet use had important effects on the performance of experimental group participants in relation to vocabulary learning. The researcher also stated the benefits of using flashcards and other modes of Quizlet that enabled the learners to practice target words and improve vocabulary retention. Similarly, Çinar’s (2019) research aimed to find out the effects of the Quizlet application on vocabulary learning abilities of secondary school students. Çınar found a significant difference between the control group and the experimental group. The learners in the experimental group scored higher than those in the control. Çınar also stated that the Quizlet application made the lessons more enjoyable and increased students’ motivation and enhanced vocabulary learning performance. Additionally, computer-based and mobile-based activities provided learners more opportunities to study and practice anywhere outside classroom, and students also liked taking control over in their self-learning. Previous research supported the usefulness of online learning applications in vocabulary learning. Besides, compared to the traditional learning methods, mobile-based applications were more efficient in vocabulary learning and practicing. The reason why mobile-based applications were favoured was the amount of exposure to practice and learning the target words (Clark, 2013) In conclusion, Quizlet was revealed to have positive effects on ESP students’ aviation vocabulary learning, practicing and retention, considering the results of the post-test of the research. The previous studies which were implemented by various researchers also supported the findings of the current study.
5.3. How does Quizlet support learners improve their individual vocabulary learning? Formed in the Likert-type Scale, the survey, which was implemented to the experimental group students with the aim of finding an answer to the second research question of this study, also supported the results of the post-tests which revealed positive contributions of Quizlet mobile application in the vocabulary learning process. Undoubtedly, Quizlet supported the students’ learning and practicing process, and this result was evaluated through some items of the survey, as well. In light of this information, item 1 was about the “easy” and “practical” use of Quizlet and most of the 60 students agreed on this item. The findings showed that this application was an easy application to use for students on their mobile phones whose features enabled them to learn and practice more productively and independently by supporting them with of class learning. Additionally, the face-to-face semi-structured interview also supported the data of the survey. Most of the students stated that they practiced the vocabulary on their own while they were out of class in places such as their homes or on the bus or tram. Furthermore, items 3, 9 and 10 of the survey indicated that students agreed on the idea that the Quizlet application increased their ability to learn by themselves. Students also liked the feature of Quizlet, which enabled them to see their performance scores by self- checking their learning progress. The findings also revealed that game functions of Quizlet had a significant impact on students learning performance. The face-to-face semi-structured interview and the survey items supported this result because most of the students liked the game features and they stated that they would keep playing those games on Quizlet in their vocabulary learning process in the future. The findings regarding the effects of Quizlet in the individual vocabulary learning, were also supported by Bakla and Çekiç (2017) who underlined the important advantages of CALL in individual vocabulary learning. Likewise, Dizon (2015) found some important results which showed Quizlet is an efficient and helpful tool to develop the individual vocabulary learning ability of the learners. Learners tended to greatly like the flexibility features of the Quizlet application, which led them to enjoy it much because of its practicality and supportive mobile phone application. Similarly, Körlü (2018) and Toy (2019) found out the positive impacts of Quizlet on supporting the students becoming more autonomous vocabulary learners. Körlü supported the findings by using a survey and post-tests which also indicated the increasing performance of students in the individual learning process. Additionally, Toy (2019) revealed findings about Quizlet’s impacts on vocabulary learning processes, which were categorised by Toy such as tracking the individual progress, flexible learning and evaluating the students’ individual vocabulary learning process. In conclusion, the results of the research indicated that the Quizlet online application helped the learners’ individual vocabulary learning by its practical and useful features. Quizlet enabled the learners personalized learning experience out of the classroom and wherever the students wanted to practice or learn vocabulary, as long as they carried their mobile phones or computers with them. As the learners practiced the 61 target vocabulary mostly out of class, they developed their ability to learn and follow their vocabulary learning strategies by themselves. Students also enjoyed the features of Quizlet, which helped them to reduce their learning anxiety while increasing their flexibility of alternative study locations and time.
5.4. How do students perceive the use of Quizlet on their ESP vocabulary development? In order to find out the answer of the third research question, a face-to-face semi-structured interview was conducted with members of the experimental group. The interview revealed some deeper feelings of the learners about Quizlet application. The results of the interview were evaluated, and the findings were parallel to the post-test and survey results. Students found the Quizlet quite motivating, competitive and effective for increasing vocabulary retention in a fun way. Additionally, students indicated the usefulness of Quizlet game modes enabled them to appreciate stress-free motivating learning climates. Furthermore, students compared and contrasted the traditional learning techniques which they had been using to learn and practice vocabulary for years with that of the Quizlet application. Students stated many advantages of the Quizlet application over traditional techniques, like flexibility, practicality, accessibility and creating a competitive atmosphere that motivated them to practice more than before. Shortly, Quizlet was perceived to be a practical and useful online application tool that they wanted to use in the future in the vocabulary learning processes. One question in the face-to-face semi-structured interview was related to the drawbacks and recommendations about Quizlet application. Students stated that Quizlet could be used in offline mode when the learners did not have a chance to use their internet connections. Besides, more sets of vocabulary and visual items should be added that would aid to increase vocabulary retention. Another important point made was that Quizlet could develop and add more vocabulary games that would prolong interest and engagement of learners towards deeper learning. In light of these ideas, Quizlet was evaluated as a practical and effective tool, but it should be developed for learners’ needs in the vocabulary learning process. Furthermore, Rezaei (2013) underlined the motivating and encouraging effects of mobile applications in vocabulary learning, practicing and retention. Rezaei’s study also indicated that mobile applications increased communication and teamwork abilities 62 of the learners. Similarly, Çınar (2019) also found out that learners enjoyed using the Quizlet application and students were observed to be much happier in class while practicing with Quizlet. In the same study students stated that they liked the game modes of Quizlet, which increased their motivation and capacity to learn more words in a short period of time. Lastly, Alemi (2012) came up with similar results to these findings and indicated the positive effects of using MALL and SMS to improve basic skills of language and vocabulary retention. To sum up, the attitudes of pilotage students were quite positive towards the Quizlet online application, and they enjoyed learning via this application. They felt a sense of readiness for Aviation English lessons after practicing and learning target vocabulary on Quizlet. Students also stated they would continue to use Quizlet in their vocabulary learning process because they were not familiar with the aviation vocabulary at the beginning of the semester, and many of the words were difficult to learn and would take much longer time to internalize. However, Quizlet made this practice and learning time shorter and easier for the learners making it a very important aspect on the side of the learners.
5.5. Implications of the Study
The results of this research reveal that Quizlet is an effective tool for ESP vocabulary learners and is perceived as useful and practical by students. Therefore, this study carries considerable implications for learners and teachers who would like to teach or learn vocabulary effectively. However, there is a limited number of specific studies on ESP vocabulary learners via Quizlet online application, and this research aims to provide insights to literature in this context. In light of the findings, it can be recommended that the Quizlet application should be used and practiced in class by preparing target vocabulary sets for learners by instructors and it should be used individually by learners preparing their own target words for out of class practice. It has been found that the Quizlet application is highly motivating in creating a competitive learning atmosphere for learners. Such educational applications are believed to be effective tools for learners; therefore, similar software can be developed with different modes, but based on the same functions of Quizlet. Additionally, Quizlet can easily be promoted as a useful mobile application for its various functions to increase vocabulary retention as well as for its simplicity to convert 63 many complex and difficult learning into a more enjoyable and permanent experience. However, Quizlet is still not popular enough in Turkey, and it should be introduced to teachers and students. Finally, it is essential to use technology in and out of class to increase the motivation of learners. Quizlet or similar applications should be used often to support the learners in their vocabulary practice.
5.6. Conclusions
The results of this study definitely revealed that Quizlet affected the ESP learners positively in learning the target words; it contributed to learners’ increased motivation in the experimental group. Therefore, as a result of the evaluation of the post-test results, a statistically significant difference between the control group and the experimental group was observed in terms of increased vocabulary knowledge and elevated interest. Additionally, the survey and face-to-face semi-structured interview demonstrated that learners’ motivation was highly expanded because of the competitive atmosphere created in combination with a feeling of confidence that promoted self- study leading to ultimate success. Learners found Quizlet features enjoyable and game modes increased their positive feelings. Moreover, students continued to practice target vocabulary out of class and developed their own self-study by tracking their scores and choosing the activities appropriate for their vocabulary enrichment, as the students stated repeatedly that they would continue to practice vocabulary using this mobile application. What is more, they seemed to be highly inclined towards mobile devices with a noticeable shift to utilize technology in their studies by accessible applications enabling them to practice learning anywhere and anytime. To conclude, this study aimed to find out the possible effects of Quizlet on the ESP vocabulary development students at the tertiary level. The results of the research demonstrated that Quizlet affected learners’ motivation, success, self-study abilities, together with vocabulary capacity. Quizlet application has been considered as an effective, entertaining and practical application in comparison to traditional vocabulary learning methods.
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5.7. Suggestions for Further Studies
The present study provides some suggestions for further studies. Firstly, the number of participants was limited even though the results are encouraging, and the research may be carried out including a larger population and can be implemented in other departments with participants of different levels of English proficiency to reinforce the results of the study. Secondly, this research took five weeks, but it can be extended to a longer period of time and a delayed post-test might be implemented within a few weeks after the treatment is over to obtain more reliable results of vocabulary retention of the learners. Furthermore, Quizlet includes many useful features and useful applications for educational purposes, but some other online educational applications can be studied and used as well, depending on the study purpose. Lastly, this research examined tertiary level first year ESP learners’ Quizlet usage, but it can be conducted with different classes, with different instructors and in different disciplines, and perceptions of instructors towards the Quizlet mobile application can be studied.
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7. APPENDICES Appendix 1. Ethics Committee Permit Documents 74 75
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Appendix 2. Consent Form
Cag University / Social Sciences Faculty / English Language Teaching Department Master’s Degree Programme Project/Thesis: The Effects of Using Quizlet on Vocabulary Enhancement of Tertiary Level ESP Learners
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Appendix 3. Sample Pages from Aviation English Lesson Coursebook
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Appendix 4. Quizlet Survey
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Appendix 5. Survey Permission by Bauer-Ramazani
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Appendix 6. Face-to-Face Semi-Structured Interview Questions
1. Do you think using Quizlet is an effective tool in terms of vocabulary learning? Why? 2. Which modes of Quizlet do you use while practicing vocabulary? 3. Do you think that Quizlet increased your motivation in vocabulary learning process? 4. What are the advantages of Quizlet over traditional ways of vocabulary learning techniques? 5.What do you think about the drawbacks of Quizlet? Do you have any recommendation to make it more efficient?
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Appendix 7. Permission to Conduct the Questionnaire
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Appendix 8. Permission to Conduct the Questionnaire (KTO Karatay University) 87
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8. CURRICULUM VITAE PERSONAL DATA Name: Mahmut Sami ARSLAN Telephone: +90 555 483 90 87 Email 1: [email protected] Email 2: [email protected] Address: KTO Karatay Üniversitesi Yabancı Diller Yüksekokulu, Karatay, Konya
EDUCATION INFORMATION 1995-2002: Karatay High School 2002-2007: Selçuk University, Faculty of Letters, Department of English Language and Literature
PROFESSIONAL EXPERIENCE 2011-2016: Wall Street English Language Course, Konya 2016- : Konya- KTO Karatay University, School of Foreign Languages, Instructor