THE USE OF QUIZLET TO ENHANCE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ LEXICAL STUDY AND RETENTION

Aug 29, 2026

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Vocabulary knowledge is central to foreign language proficiency, and technology integration in English teaching—especially for vocabulary development—has become increasingly common. Gamified learning apps may motivate learners, yet empirical evidence for their impact remains limited. This study examined how Quizlet, a web- and mobile-based tool, influences Vietnamese Grade 10 EFL learners’ vocabulary learning and retention. A quasi-experimental design with 64 participants compared Quizlet-based instruction and traditional notebooks using pre-, post-, and delayed vocabulary tests. Results showed no significant difference in vocabulary gains.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Literature Review

Vocabulary Learning and Retention

Computer-Assisted and Mobile-Assisted Vocabulary Learning

Quizlet and Its Potential Effects

THE USE OF QUIZLET TO ENHANCE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’LEXICAL STUDY AND RETENTION Lap Trinh Quoc, Can Tho University, Vietnam Ngoc Dung To Thai, Can Tho University, Vietnam Tuan Le Cong, Can Tho University, Vietnam Hong Nga Ngo Huynh, Can Tho University, Vietnam Thao Le Thanh*, Can Tho University, Vietnam ABSTRACT The importance of vocabulary in language learning cannot be overstated, and technology integration in English language teaching, particularly in vocabulary development, has become increasingly prevalent. With gamified features, language learning apps can attract and motivate users; however, there is little empirical evidence on their effectiveness in enhancing learners’ achievement. Thus, this study aimed to examine the impact of Quizlet, a popular web-based and mobile application for language learning, on the vocabulary learning and retention of Vietnamese tenth-grade EFL students. Using a quasi-experimental design, the study recruited 64 participants who were divided into two groups: an experimental group studying vocabulary with Quizlet and a control group using traditional vocabulary notebooks. Both groups received the same instruction related to three learning units in their textbook and were assessed with vocabulary tests at the beginning and end of, and four weeks after, the intervention. Contrary to our hypothesis, the results showed no significant difference in vocabulary gains between the experimental and control groups. Despite the widespread popularity of Quizlet among language learners, we found that its use in isolation may not lead to improved vocabulary learning outcomes. Further research is needed to explore the factors that affect the effectiveness of technology-based vocabulary learning activities in EFL contexts. Keywords: effects of Quizlet, MALL, vocabulary learning, vocabulary retention INTRODUCTION Vocabulary learning is indispensable in teaching and learning any foreign language, as it plays a core role in developing language learners’ proficiency. According to August et al. (2005), English as a foreign language (EFL) students who lack vocabulary are less capable of comprehending texts and encounter numerous difficulties in oral communication. Khan et al. (2018) also asserted that there is a strong correlation between speaking proficiency and lexical knowledge. Further, Laufer (1992) reviewed previous studies and concluded that lexis strongly affects EFL learners’ reading comprehension. To enhance the effectiveness of teaching and learning vocabulary, innumerable methods of vocabulary pedagogy have been tried; JOURNAL OF EDUCATORS ONLINE *Corresponding author: Thao Le Thanh ([lctuan@ctu.edu.vn](lctuan@ctu.edu.vn)) however, adopting or adapting a proper method or technique to teach vocabulary to a particular group of learners needs teachers’ insightful considerations. Supporters of digital learning admit that educational innovations must align with the need to utilize technology in educating the new generation of students, who are digital natives comfortable with computers, video games, music players, video cams, and cell phones (Prensky, 2001a; 2001b) . In the realm of teaching and learning vocabulary, several studies on computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) suggest that EFL learners can benefit from technology in studying vocabulary (Azabdaftari & Mozaheb, 2012; McLean et al., 2013; Yang et al., 2021). As an EFL country, Vietnam has acknowledged the importance of English in global integration. The English language curriculum in general education was revised, and in-service teachers of English were retrained to improve their language proficiency and to enable them to teach the new English curriculum with confidence and quality. Teachers’self-efficacy in their teaching and students’ motivation for learning English have been observed, yet the achievement could be more perceptible. In 2020, only 36% of stude

FAQs

What was the purpose of using Quizlet in this study?

The study aimed to examine Quizlet’s impact on vocabulary learning and retention among Vietnamese tenth-grade EFL students.

How were participants grouped and assessed?

Sixty-four learners were divided into an experimental group using Quizlet and a control group using traditional vocabulary notebooks, then completed vocabulary tests at the beginning, end, and four weeks after the intervention.

What were the main findings about vocabulary gains?

Contrary to the hypothesis, there was no significant difference in vocabulary gains between the Quizlet group and the control group, suggesting that using Quizlet in isolation may not improve outcomes.

Aug 29, 2026

Upload by Asher