EFL Teachers' Perceptions about the Effect of Quizlet on Vocabulary Teaching

This study intends to indicate the perceptions of Turkish EFL teachers' on the use of Quizlet for vocabulary teaching and students' vocabulary learning process. The study involved a mixed design of Qualitative and Quantitative research. The study involved Turkish EFL teachers (n=50) as par...

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Bibliographic Details
Published in:I-Manager's Journal on English Language Teaching 2020, Vol.10 (4), p.55
Main Authors: Toy, Fatih, Buyukkarci, Kagan
Format: Article
Language:English
Subjects:
Computer Assisted Instruction
Computer assisted language learning
English (Second Language)
English as a second language instruction
English teachers
Foreign Countries
Grade 8
Instructional Effectiveness
Interviews
Language Teachers
Learning
Learning outcomes
Motivation
Perceptions
Personal Autonomy
Polls & surveys
Public Schools
Second Language Instruction
Second Language Learning
Second language teachers
Second language vocabulary learning
Secondary School Teachers
Student Motivation
Students
Teacher Attitudes
Teaching
Technology Integration
Vocabulary Development
Vocabulary instruction
Web 2.0 Technologies
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Summary:This study intends to indicate the perceptions of Turkish EFL teachers' on the use of Quizlet for vocabulary teaching and students' vocabulary learning process. The study involved a mixed design of Qualitative and Quantitative research. The study involved Turkish EFL teachers (n=50) as participants. The implementation period took 10 weeks and 50 teachers used quizlet vocabulary sets in their classes. These sets were prepared by the researchers. After this period, the teachers were asked to fill in a survey of perceptions developed by the researchers. Additionally, ten volunteers among the teachers volunteered to take part in focus group interviews for detailed discussion about their responses in the survey. The survey and focal interviews have yielded positive perceptions by teachers regarding the use of quizlet for vocabulary teaching, students' learning regarding the motivation of students, students' developing learner autonomy and empowerment of language skills at different degrees.
ISSN:2231-3338
2249-0752
DOI:10.26634/jelt.10.4.17229