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Quizlet in the EFL Classroom: Enhancing Vocabulary Acquisition of Korean Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Quizlet in the EFL Classroom: Enhancing Vocabulary Acquisition of Korean Middle School Students./
Author:	Cho, Hyunjun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	150 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496406
ISBN:	9798516060724

Quizlet in the EFL Classroom: Enhancing Vocabulary Acquisition of Korean Middle School Students.
Cho, Hyunjun.

Quizlet in the EFL Classroom: Enhancing Vocabulary Acquisition of Korean Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 150 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--Alliant International University, 2021.

This item must not be sold to any third party vendors.

The purpose of the current study is to explore Korean middle school students' perceptions and the results of their vocabulary test scores related to vocabulary development utilizing Quizlet language learning software. 520 Korean EFL middle school students in all grades were divided into two groups in each grade: the Quizlet group as an experimental group and the traditional group as a control group. The two groups' instruction was divided into two different modes, teachers' general instruction versus Quizlet-based learning. A pre-and post-test were administrated to measure the vocabulary gains in the Quizlet and the traditional group. The results presented that the Quizlet group outperformed the traditional group in vocabulary test scores. To examine students' perceptions of Quizlet, the Quizlet group was also asked to answer a 21-item survey with close-ended 5 points Likert-scale and open-ended questions about Quizlet's efficacy, self-assessment, learner autonomy, and motivation. The student's responses to the questionnaires indicated that they had positive perceptions of Quizlet in studying target vocabulary. Interviews of five teachers who participated in the study were also conducted to determine the teachers' perceptions about Quizlet. All teachers considered Quizlet's learning effect positively and appreciated its educational significance. These results have been firmly proven to use Quizlet to improve vocabulary learning in the EFL classroom. Several implications were dealt with in the findings of this study.

ISBN: 9798516060724Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Computer-assisted language learning

Quizlet in the EFL Classroom: Enhancing Vocabulary Acquisition of Korean Middle School Students.
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300 $a 150 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500 $a Advisor: Kelch, Kenneth.
502 $a Thesis (Ed.D.)--Alliant International University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the current study is to explore Korean middle school students' perceptions and the results of their vocabulary test scores related to vocabulary development utilizing Quizlet language learning software. 520 Korean EFL middle school students in all grades were divided into two groups in each grade: the Quizlet group as an experimental group and the traditional group as a control group. The two groups' instruction was divided into two different modes, teachers' general instruction versus Quizlet-based learning. A pre-and post-test were administrated to measure the vocabulary gains in the Quizlet and the traditional group. The results presented that the Quizlet group outperformed the traditional group in vocabulary test scores. To examine students' perceptions of Quizlet, the Quizlet group was also asked to answer a 21-item survey with close-ended 5 points Likert-scale and open-ended questions about Quizlet's efficacy, self-assessment, learner autonomy, and motivation. The student's responses to the questionnaires indicated that they had positive perceptions of Quizlet in studying target vocabulary. Interviews of five teachers who participated in the study were also conducted to determine the teachers' perceptions about Quizlet. All teachers considered Quizlet's learning effect positively and appreciated its educational significance. These results have been firmly proven to use Quizlet to improve vocabulary learning in the EFL classroom. Several implications were dealt with in the findings of this study.
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