Quizlet and podcasts: effects on vocabulary acquisition
| dc.contributor.author | Bueno-Alastuey, María Camino | |
| dc.contributor.author | Nemeth, Katalin | |
| dc.contributor.department | Giza eta Hezkuntza Zientziak | eu |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.contributor.department | Ciencias Humanas y de la Educación | es_ES |
| dc.date.accessioned | 2021-03-05T11:32:48Z | |
| dc.date.available | 2021-03-05T11:32:48Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | To date, several studies have investigated the potential benefits of using Quizlet and podcasts for vocabulary development. However, they have mainly focused on the use of available material, and its effects on receptive vocabulary acquisition and students’ motivation. In contrast, relatively little has been done to study the effects of student-generated podcasts and Quizlet flashcards sets on second language vocabulary acquisition including productive skills. Hence, the present study seeks to analyze and compare how student-created podcasts and Quizlet flashcards affect vocabulary retention, taking into account both receptive and productive vocabulary knowledge. Twenty-three adults, aged 18–61, participated in the study. The instruments used were vocabulary tests as pre-tests to check students’ prior knowledge, and as immediate post-tests to measure receptive and productive vocabulary acquisition, and a questionnaire to gauge students’ perceptions of the two methods. Results showed that although there was no significant difference between the two methods regarding receptive or productive vocabulary acquisition, and both techniques helped students to retain new vocabulary, participants expressed a greater preference for the Quizlet methodology. | en |
| dc.format.extent | 35 p. | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.doi | 10.1080/09588221.2020.1802601 | |
| dc.identifier.issn | 1744-3210 (Electronic) | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/39326 | |
| dc.language.iso | eng | en |
| dc.publisher | Routledge | en |
| dc.relation.ispartof | Computer Assisted Language Learning, 2020 | en |
| dc.relation.publisherversion | https://doi.org/10.1080/09588221.2020.1802601 | |
| dc.rights | © 2020 Informa UK Limited, trading as Taylor & Francis Group | en |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.subject | Podcast | en |
| dc.subject | Productive vocabulary | en |
| dc.subject | Quizlet | en |
| dc.subject | Receptive vocabulary | en |
| dc.subject | Vocabulary acquisition | en |
| dc.title | Quizlet and podcasts: effects on vocabulary acquisition | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | |
| dspace.entity.type | Publication | |
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