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The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

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The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

Introduction

Technology has revolutionized the way we dispense knowledge especially with the introduction of mobile tools that have proved to have great potential in not only classrooms but also in ensuring that students continue to learn outside the classroom. However, the use of technology in classrooms has also been received with its fair share of criticism. There have been divided opinions on the effect of using these tools in the classroom with those against the use of such tools expressing fear that use of technology may be counter-productive as students cannot think and multitask effectively (Dede, 2014). This paper seeks to prove that the use of technology, and more specifically the use of Quilzet in English Learning Programs (EPLs) in California State University San Bernardino (CSUSB).

This paper argues that the incorporation of mobile technologies in the learning process in English Learning Programs has the effect of enhancing student learning and improving the outcome of students who employ the use of online tools such as Quizlet in the learning process as opposed to traditional methods of learning. The main argument that this paper poses is that there exists substantial evidence that the use of Quizlet in classrooms brings about a number of benefits such as improved participation, higher quality and lengthier writing, improved research and analytical skills and ultimately leads to students spending more time doing assignments and collaborative work (Gulek & Demitras , 2005).

This paper analyses studies conducted by various researchers and scholars on the use of technology in learning and whether or not the use of such tools has helped improve the quality of education. This paper also analyses the challenges that are inherent in the transitioning process from traditional to digital learning methods and how these challenges may affect the learning process in EPLs. This paper uses qualitative methods of research, more specifically desktop research, in the form of journal articles, books, published thesis, reports among other sources is support of the thesis and also those that in critique of the main argument. The results from the analysis of these sources are then discussed and thereafter the recommendations and conclusion.

The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

Literature Review

In the article, The Effects of Integrating Mobile Devices with Teaching and Learning, the authors argue that the use of mobile devices such as laptops and mobile phones has great potential in classrooms and can be used as a tool to improve learning (Sung , Chang , & Liu, 2015). They argue that based their quantitative analysis of the effect of mobile devices on learning, it can be shown that the size and quality of journal article published between the years of 1993 to 2013 showed improved quality in terms of depth and quality as well as the length of the articles. Similarly, they note that there have been increased publications in successive years primarily based on the improving state of technology that has improved of access to information thereby improving research methods (Sung , Chang , & Liu, 2015). In line with this argument, the use of Quizlet in the ELPs expands the scope of learning by exposing students to a wide range of information which they would not have been exposed to had they used traditional methods of learning.

The use of multimedia to aid in the learning of languages has been employed by various schools globally. Sofi, in her Master’s thesis, notes that the use of such tools as a method of teaching English combined with Communicative Language Technique in Saudi Arabian schools has had the effect of ensuring language competence of students’ who benefit from the use of these tools. In her assessment on the use of multimedia in such schools, she opined that the use of graphical tools that are dramatically reduced in text helps improve the learning process as it becomes interactive since students are able to learn in a friendlier way. This therefore translates to students building interest in their studies and spending more time interacting with these learning tools unlike traditional learning methods (Sofi, 2015). The use of images and visuals in Quizlet is more interactive and ultimately helps gain students interest thereby has the effect of increasing the time spent on learning.

In their article, (Benachaiba & Guenine , 2009) , the authors argued that the use of innovative technology to break away from traditional learning methods results to a more dynamic and interactive learning experience and therefore broadens the students approach to tackling problems. The study conducted by the authors of this article is to the effect that the use of such methods helps develop students’ competencies as well as enhances the pedagogy process. This in effect shifts the learning process to the students ensuring that they become more goal oriented rather than passive observers in the learning process. Similarly, the use of digital learning tools such as Quizlet creates an environment that enables students to gain more control over their learning process and as such they are able to create goals and assess their own improvement over time.

The use of repetitive memory techniques was explored by Jones in his article, (Jones, 2010) . He argues that the use of repetitive techniques enables learners to remember facts that would have otherwise been forgotten owing to a psychological tendency of learners to forget facts after some time. This is known as the ‘forgetting curve’. He argues that in order to commit terms to the long term memory, there exist a rhythm or pattern that can be established and incorporated in the learning process. He argues that instead of studying everything in one day, a student should study the same thing again after a period of time. The use of Quizlet in learning vocabulary employs such techniques by providing repetition in study and thus committing such information to the long term memory.

The use of mobile applications has also been explored by Jones another article, (Jones , Emerging Technologies: Mobile Apps for Language Learning, 2011). In this article he outlines the revolutionary developments that have emerged over time that have enabled mobile phone users to enjoy improved functionality of these devices. He specifically identifies flashcard programs such as Quizlet and Anki that have become very popular over time and have create a more collaborative learning environment as the users are able access other definition posted by other users. The use of these applications as a supplementary tool for learning has gained wide acceptance. Be that as it may, there still exists some room for improvement with innovations such as voice recognition applications to aid in proper pronunciation yet hit the market.

Dodigovic, in her article, distinguishes between two methods of learning vocabulary. First is the use of incidental vocabulary learning, which involves learning of vocabulary through the use of extensive reading and communication. Secondly, one can employ the use of deliberate strategies to help in aimed at facilitating vocabulary growth. The use of flashcards such as Quizlet falls under the latter as a deliberate strategy meant to facilitate vocabulary growth. She argues that this spaced learning technique used by flashcards are primarily based on the students’ ability to recall certain words and therefore prove to be more effective than mass learning. Regardless, the shortcomings of the use of flashcards in terms of the gradual slow learning effect as opposed to incidental methods should also be taken into consideration when assessing the efficiency of this methods.

According to Vargas, in her Master’s thesis, the learning of vocabulary has a fundamental effect on the learning process. She opines that without the grasp of certain fundamental word, it would be extremely difficult for students to comprehend text and grasp concepts. It is due to this fact that it imperative that teachers ensure that their students understand key terms as they progress with their lectures. She argues that the use of supplementary tools such as flashcards goes a long way in helping improving the reading skills of students and specifically so the students with disabilities. The studies conducted on students with disabilities revealed that those students that used significant difference between those students that used Quilzet and those that used traditional models (Vargas, 2011). This finding supports the main argument of this paper by establishing the significant role played by digital learning tools in improving the quality of education.

Barr, in his article, rightly argues that one of the main focuses of any language program is that the students gain a keen understanding of grammar. Nevertheless, in order to achieve this, it is necessary to establish a basic level of understanding and this can only be done when students grasp vocabulary used in class. He notes that the inability of students to have high proficiency in vocabulary inhibits successful studying and as such it is necessary for teachers to come up with innovative strategies to help improve the proficiency of such students. The results of the qualitative studies on his students who used Quizlet and the non-users revealed that those students who used Quizlet scored better on the vocabulary tests than their counterparts (Barr, 2010). One could therefore infer that the use of Quizlet or other vocabulary learning aids has some qualitative benefits as opposed to the use of traditional methods.

The relationship between expansive vocabulary and performance of students has been explored extensively. Edybum, in his article, argues that what students already know will influence how they process new information. He notes that children who in school who have a large vocabulary background often perform better than those with smaller vocabulary backgrounds as they are able to successfully master content and their mastery continues to expand as they continuously move through the grades. The importance of wide vocabulary in learning cannot be emphasized. He however rightfully argues that the traditional methods of learning vocabulary where teachers taught and students were required to look up the words in a dictionary has proved to be ineffective yet this practice still subsist (Edyburn, 2005). In order to ensure that students expand their vocabulary, it is essential that a new framework that provides repeated exposure of new words to students be established. This paper argues that the use of tools such as Quizlet may be employed as such a framework for students to store vocabulary in their long term memory.

There exist some challenges that result from the use of technology in the learning process in schools. The use of technology in classrooms raises a number of complex issues that teachers deal with every day. Groff and Mouza, highlight these challenges in their article. For instance, the teacher may lack sufficient skills and proficiency to instruct the students using these tools. Some teachers and students may have negative attitudes and beliefs about the use of such methods and may reject the idea of use of such tools from the onset. Some of the challenges faced are also institutional based, the organization or school may have culture that does not support the effective use of technology or it may lack the institutional capacity to support the use of such tools. (Groff & Mouza , 2008) Despite this challenges, measures can be put in place to ensure effective integration of digital learning resources in learning.

Despite there being many proponents of integration in technology, the idea has also received its fair share of criticisms. For instance, Boyle in her article uses the term ‘Edutainment’ to describe a scenario that could arise when using technology without enjoying the benefit of improved outcomes in the results of students. She acknowledges the fact that the use of technology in class holds great potential and can provide multimodal opportunities. Nevertheless, she warns against using technology in classrooms blindly (Boyle, 2015). One critical aspect of the use of technology in class is ensuring technology-integrated instruction through checking the processes that involve the use of technology in learning. The fundamental question that should be asked when integrating such tools is which processes should drive classroom technology in order to avoid redundancy.

Gumport and Chun, in assessing the opportunities and challenges associates with the use of technology in higher education, argue that the use of technology in higher learning has had an impact in three major ways. First, the use of technology has changed the nature of knowledge available to students by determining how this knowledge is produced, valued and how such knowledge is accessed by students. Secondly, technology has impacted the process of teaching and learning. The use of traditional methods such as chalk and blackboards, textbooks among other tools is progressively being phased out. It is at this stage that the use of tools such as Quizlet comes to play as it replaces other incidental methods of learning vocabulary such as reading books. Finally, the use of technology has impacted the social organization of teaching and learning. This means that learning has shifted from a teacher-centred approach to a learner centered approach (Gumport & Chun, 1999). It is imperative to constantly conduct cautious re-evaluation of the use of technology in learning in order to exploit its full capabilities.

The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

Methodology

This paper relies on but is not limited to qualitative desk research from books, articles, academic journals, and analysed quantitative data from other secondary sources. However, reviews of quantitative studies done by other researchers features extensively in the paper and forms a basis upon which the main argument may be supported or criticized. The effectiveness of the use of digital learning methods, and specifically Quizlet, has been subject to studies and as such, data collected from this studies will form an integral part of supporting the arguments within this paper. The approach taken in this paper involves conducting extensive literature review on the subject, conducting an analysis of the various views and findings of various researchers and scholars on the subject, deriving findings based on this analysis then finally, developing recommendations and conclusions in line with these findings.

The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

Results and Discussion

From the analysis of the secondary data, one can establish a clear pattern in favour of the idea of the incorporation of technology in learning. Moreover, scholars and researchers who are sceptical of the use of technology in learning do criticize the idea sparingly and are receptive of the fact that in one way or another, the use of technology in education has helped improve on the efficiency and quality of education. Narrowing down to the specific topic, that is; the use of Quizlet in English Learning Programs at CSUSB, we find a number of convincing arguments in support of the use of such tools. The use of Quizlet and other online digital tools in learning confers a number of benefits.

First, the use of Quizlet enhances the learning experience by revolutionizing collaborative learning and adding visual and audio aspects that make it more interesting to learn. Secondly, using Quizlet enables better learning as students are able to store information in the long term memory through repetitive memory techniques and are therefore able to learn new words faster. Thirdly, the use of Quizlet shifts the dynamics of learning enabling the students to gain more control over the learning process unlike the traditional system where the teacher introduces new words and the students look them up. Fourthly, the use of Quizlet makes the learning process more fulfilling to students thereby enabling them to spend more time in their studies. Finally, the use of Quizlet improves performance of students in terms of results and therefore is an efficient method of imparting knowledge.

 The Effect of Using Quilzet in ELP Classroom at CSUSB for Academic Vocabulary Ability

Conclusion and Recommendations

Considerable research has been done over the years to assess the impact of the use of technology in learning. The baseline of all such studies reveals that is properly used, technology has great potential in improving on the quality of education in our schools. The importance of Quizlet and other digital learning tools has also been a critical subject that has been explored by various researchers who have, through their studies, realized the positive impact the use of such tools have had on the learning process and outcomes of students, although the use of such tools comes with its fair share of challenges, their positive contribution towards the learning process in the English Learning Programs by far overrides the cost of overcoming these challenges.

In order to overcome this challenges, schools should change their organizational culture to be more supportive of the use of such tools. CSUSB, and other schools, should also develop programs to train teachers on the use of digital learning tools such as Quizlet and Anki in order to improve on the quality of learning. Students and teachers should change their negative beliefs and attitudes towards the use of technology in classroom and embrace technology as a way of improving the learning experience. Schools should take positive steps to ensure transitioning from the traditional methods of learning vocabulary to the more modern and efficient methods. This paper therefore supports the implementation of such supplementary programs to learning as a way of enhancing both the process and the outcome.

 

 

 

 

 

 

 

 

 

 

 

 

References

Barr, B. (2010). Checking the Effectiveness of Quizlet as a Tool for Vocabulary Learning. Tamagawa University, Center for English an a Lingua Franca, Japan, 1-13.

Benachaiba, A., & Guenine , B. (2009). Student’s Attitudes and Perception Towards the Effectiveness of Mobile Learning in King Saudi University,Saudi Arabia. The Turkish Online Journal of Educational Technology, 111-119.

Boyle, J. (2015). Edutainment of Effective Technology Intergration: How to Make Differentiaition Drive yout Technology-Integrated Instruction. The Engaging Classroom, 1-3.

Dede, C. (2014). The Role of Digital Technoloigies in Deeper Learning . Havard University: Deeper Learning Research Series, 3-36.

Edyburn, D. (2005). Using Technology to Expand Vocabulary. Resources for Learning and Technology, 1-13.

Groff, J., & Mouza , C. (2008). A Framework for Addressing Challenges to Classroom Technology Use. AACE Journal, 21-46.

Gulek, J., & Demitras , H. (2005). Learning With Tecchnology: The impact of Laptop use on Students Achievement. Journal of Techology, Learning and Assesment, 3-6.

Gumport, P., & Chun, M. (1999). Technology and Higher Education: Opportunities and Challenges for the New Era. Stanford: National Center for Postsecondary Improvement.

Jones , R. G. (2011). Emerging Technologies: Mobile Apps for Language Learning. Language Learning & Technology, 2-11.

Jones, R. G. (2010). Emerging Technologies from Memory Places to Spacing Algorithms: Aproaches to Second-Language Vovabulary Learning. Language Learning & Technology, 4-11.

Sofi, L. (2015). Teaching English in Saudi Arabia Through the Use of Multimedia. The University of San Francisco USF Scholarship, 1-90.

Sung , Y.-T., Chang , K.-E., & Liu, T.-C. (2015). The Effects on Intergrating Mobile Devices With Teaching and Learning on Students’ Learning Performance: A meta-analysis and Research Synthesis. Computers and Education, 1-24.

Vargas, J. M. (2011). Modern Learning: Quizlet in the Social Studies Classroom. Wichita State University.