UNIVERSIDAD DE CÓRDOBA

FOREIGN LANGUAGE TEACHING DEPARTMENT

VOCABULARY LEARNING AND QUIZLET AS AN ALTERNATIVE

TEACHING TOOL: AN ACTION-CASE STUDY

ERIKA DE LA OSSA NAVARRO

edelaossanavarro67@correo.unicordoba.edu.co

PAULA ISABEL DURANGO PASTRANA

pdurangopastrana91@correo.unicordoba.edu.co

FACULTY OF EDUCATION AND HUMAN SCIENCES; UNIVERSIDAD DE

CÓRDOBA

212364: TRABAJO DE GRADO

ADVISOR: PEDRO PABLO AGUAS CASTILLO

NOVEMBER 25

2025

VOCABULARY LEARNING AND QUIZLET AS AN ALTERNATIVE

TEACHING TOOL: AN ACTION-CASE STUDY

ERIKA DE LA OSSA NAVARRO

edelaossanavarro67@correo.unicordoba.edu.co

PAULA ISABEL DURANGO PASTRANA

pdurangopastrana91@correo.unicordoba.edu.co

Thesis submitted in fulfillment of the requirements for the degree Of Foreign Language Teaching Program

ADVISOR:

PEDRO PABLO AGUAS CASTILLO

UNIVERSIDAD DE CÓRDOBA

FACULTY OF EDUCATION

ENGLISH LANGUAGE TEACHING PROGRAM

MONTERÍA - CÓRDOBA

2025

ACKNOWLEDGEMENTS

First, we want to thank God for giving us the strength, clarity and patience to complete this research project.

We extend our gratitude to our research advisor, Pedro Aguas, for his guidance and for believing in this project. His suggestions and support were fundamental to this process and helped us grow academically. We also express our gratitude to Professor Paula Garcia, who motivated us and inspired us to choose the thesis as our degree option. We are also deeply grateful to tenth-grade students who participated in the intervention with enthusiasm and openness. Their participation and curiosity to work in each activity gave meaning and purpose to this study. We also thank their English teacher for welcoming us into the classroom and supporting us during the implementation. Our sincere appreciation goes to our professors from the Foreign Languages Teaching program for their dedication and the academic foundation they provided us over these years.

Most importantly, we thank our families for their unconditional love, strength and constant motivation. Their support has been the foundation of every achievement we have reached.

To our friends and classmates, who accompanied us with ideas, messages, laughter and encouragement, thank you for making this journey lighter and meaningful. Also, I, (Erika), want to thank my beloved niece for being my anchor throughout this process, my angels up above for always watching over me, and music for bringing me closer to them from the heart.

And finally, I (Paula) would like to give a special thank you to my beloved pets, whose company and calm presence provided comfort during long nights of work.

ABSTRACT

This action study explored the effectiveness of Quizlet as a mobile learning tool to support English vocabulary acquisition in tenth-grade students at a public school in Montería, Colombia. The study arose from the need to address students’ limited vocabulary knowledge, which hindered their ability to express ideas orally and participate meaningfully in English classes. Three students volunteered for the samples, which incorporated semi-structured interviews, production tasks, and participant observation. Data were analyzed using inductive thematic samples to identify patterns in students’ vocabulary learning processes. The findings indicate that Quizlet played a significant role in improving students’ vocabulary comprehension and communicative use. Students progressed from relying on translations and lists of isolated words to using contextual clues and multimodal information to construct meaning. Teacher scaffolding complemented this process by helping them apply the vocabulary in functional ways. The app fostered greater confidence, active oral participation, and sustained engagement through its gamified and interactive features. Although the small sample size limits generalizability, the study provides valuable information on the potential of mobile tools to enhance vocabulary learning in resource-constrained English as a Foreign Language (EFL) contexts.

The study concludes that integrating Quizlet into classroom instruction can enrich vocabulary learning when combined with guided pedagogical support. Key words: Quizlet, vocabulary acquisition, mobile-assisted language learning, EFL, secondary education.

RESUMEN

Este estudio de caso–acción exploró la efectividad de Quizlet como herramienta de aprendizaje móvil para apoyar la adquisición de vocabulario en inglés en estudiantes de décimo grado de una institución pública de Montería, Córdoba. El estudio surgió ante la necesidad de abordar las dificultades de los estudiantes para usar y comprender vocabulario, lo cual afectaba su expresión oral y su participación en clase. Tres estudiantes participaron voluntariamente, y se emplearon entrevistas semiestructuradas, tareas de producción y observación participante. Los datos fueron analizados mediante análisis temático inductivo para identificar patrones en los procesos de aprendizaje del vocabulario.

Los hallazgos muestran que Quizlet contribuyó significativamente a mejorar la comprensión y el uso comunicativo del vocabulario. Los estudiantes pasaron de depender de traducciones y listas de palabras aisladas a utilizar apoyos contextuales y entradas multimodales para construir significado. El andamiaje de la profesora complementó este proceso ayudando a los estudiantes a usar el vocabulario de manera funcional. Además, la aplicación favoreció un aumento en la confianza, la participación oral y el compromiso sostenido gracias a sus características gamificadas e interactivas. Aunque el número reducido de participantes limita la generalización, el estudio ofrece aportes valiosos sobre el potencial de las herramientas móviles para fortalecer el aprendizaje de vocabulario en contextos educativos con recursos limitados.

El estudio concluye que integrar Quizlet en la instrucción puede enriquecer el aprendizaje de vocabulario cuando se combina con apoyo pedagógico guiado.

Palabras clave: Quizlet, adquisición de vocabulario, aprendizaje de idiomas asistido por dispositivos móviles, EFL, educación secundaria.

INDEX

1. CHAPTER I: INTRODUCTION………………………………………………………...9

2. CHAPTER II: THEORETICAL FRAMEWORK…………………………………... 11

2.1. Conceptual Framework……………………………………………………………………. 11

2.1.1. Vocabulary teaching and learning…………………………………………………... 11

2.1.2. Technology in Vocabulary Learning………………………………………………… 12

2.1.3. Educational apps in vocabulary development……………………………………… 13

2.1.4. Quizlet as a tool in the EFL classroom……………………………………………… 14

2.2. Review of Literature………………………………………………………………………. 14

3. CHAPTER III: METHODOLOGY…………………………………………………... 15

3.1. Context and Participants…………………………………………………………………… 16

3.2. Data Collection Method……………………………………………………………………. 18

3.3. Data Analysis………………………………………………………………………………… 19

3.4. Ethical Issues………………………………………………………………………………… 20

4. CHAPTER IV: FINDINGS……………………………………………………………. 21

4.1. Enhancement vocabulary learning and meaning construction through communicative

scaffolding……………………………………………………………………………………………. 21

4.2. A shift in understanding vocabulary as a tool for communication rather than a set of

isolated words………………………………………………………………………………………... 22

4.3. Students’ Quizlet-driven communicative competence and confidence………………. 22

4.4. Quizlet as a key to promote communicative support in the classroom………………. 23

4.5. Students’ Quizlet-based Gamified Engagement that Promotes Active English

Learning………………………………………………………………………………………………. 23

5. CHAPTER V: DISCUSSION…………………………………………………………. 24

5.1. Summary of Findings………………………………………………………………………. 24

6. CHAPTER VI: CONCLUSIONS……………………………………………………... 28

6.1. Scope and limitations………………………………………………………………………. 28

6.2. Recommendations…………………………………………………………………………… 29

6.3. Suggestions for further research…………………………………………………………. 29

7. REFERENCES…………………………………………………………………………..30

8. APPENDIX……………………………………………………………………………... 36

1. CHAPTER I: INTRODUCTION

Vocabulary is indispensable in improving learners’ language abilities, which are reading, writing, speaking, and listening. (Ilmiddinovich, 2021). Vocabulary is necessary in all aspects of the language learning process, whether for writing a message or for oral communication. According to Igbaria (2003), “teaching vocabulary is one of the most important fields in the teaching process.” (p. 49) Teachers have the important role to build children's vocabulary. Igbaria (2003) states, teaching vocabulary is not just conveying the meaning to the students and asking them to learn words by heart. It is also about creating situations and contexts where the vocabulary is useful to them. Also, Rashid and Hui (2022), suggest that teachers should use strategies and techniques of teaching English vocabulary suitable for students, with the aim of enriching their vocabulary and motivating them to speak English properly. With the advances in technology, many digital tools have been developed to enhance vocabulary learning. E-learning resources offer students accessible, practical, and engaging materials that can significantly improve their vocabulary retention (Meisani, 2021). Deris and Shukor (2019) argue that students are increasingly willing to use mobile devices to access educational content and obtain information when they need it. This means that students will begin to view their mobile devices as a study tool. According to Deris and Shukor (2019), students also recognize that technology improves their ability to communicate effectively in learning environments, which is reinforcing the idea of using mobile devices in education. These findings reinforce the importance of integrating digital applications into language learning.

Considering these findings, it becomes important to explore how such digital tools are influencing real classroom contexts, especially in environments where vocabulary learning is a challenge; in this sense, according to interviews carried out with teachers from this institution during the research and pedagogical practice courses, we found that 10ᵗʰ graders have certain

difficulties in learning English, which results in poor use and understanding of the language due to the lack of vocabulary; therefore, the teacher expressed concern about this problem and states that English classes are taught in this language, but students still have low levels of speaking skills because they lack the necessary vocabulary to express their ideas. Thus, we

planned to explore how the use of Quizlet helps 10ᵗʰ graders in a public high school to improve

this vocabulary skill. This action case study sought to answer the following question: What changes, if any, occur in 10ᵗʰ graders' vocabulary learning as a result of the use of Quizlet as an alternative teaching tool?

In this study, the Quizlet was used as a teaching tool to learn, practice and verify vocabulary through different activities pre-designed by the teacher, such as flashcards, quizzes and educational games. This research was conducted in a public school in Montería to explore how students improve their vocabulary skills through the use of Quizlet. This study is important because it seeks to improve English language teaching by incorporating more effective teaching strategies and using Information and Communication Technologies (ICTs), while also providing information to teachers seeking to strengthen vocabulary teaching by integrating mobile-assisted learning tools into real-world classroom settings.

The following paragraph describes the organization of the study. Chapter I introduces the background of the research, the statement of the problem, the purpose of the study and the research question. Chapter II reviews the theoretical framework and previous studies related to vocabulary learning and mobile assisted language learning. Chapter III describes the methodological design, including the context and participants, data collection methods and data analysis procedures. Chapter IV presents the findings obtained from data analysis. Finally, Chapter V provides the discussion, conclusions and pedagogical recommendations derived from the results.

2. CHAPTER II: THEORETICAL FRAMEWORK

The purpose of this action case study was to explore the effectiveness of using Quizlet as a learning tool in the English vocabulary learning among 10ᵗʰ graders in a public high school in Monteria. This chapter presents the rationale for exploring the use of Quizlet, as an online learning application, to improve students' vocabulary skills. The problem addressed by this research is the poor use of the language due to the lack of vocabulary, which limits the ability to express students’ ideas in a spoken way.

This study aimed to leverage the accessibility and engagement of the app in order to improve students' vocabulary skills. Previous studies have demonstrated the benefits of these tools for vocabulary learning and student engagement, which motivates the implementation of this intervention to analyze how Quizlet may support these processes. In this conceptual framework are described the key topics for this research work, focusing on the effectiveness of the use of educational apps in the acquisition of English vocabulary. This chapter is organized in four sections: vocabulary teaching and learning, technology in vocabulary learning, educational apps in vocabulary development, and Quizlet as a tool in the EFL classroom.

2.1. Conceptual Framework

2.1.1. Vocabulary teaching and learning

Teaching vocabulary in a second language is one of the most important parts in the teaching process, Thornbury (2002) states, “Teaching words is a crucial aspect in learning a language as languages are based on words” (p. 24). Alqahtani (2015) states that the teachers should be concerned about teaching vocabulary and find out the appropriate techniques, which will be implemented with the students and suitable material in order to gain the target of language teaching. It facilitates communication effectively in different contexts, and increases

understanding in spoken language. This facilitates effective communication in different contexts. However, vocabulary learning also presents challenges such as memorizing new words, recognizing words in context, and using words accurately in spoken or written production, which may increase when vocabulary is taught in isolation or without meaningful communicative practice. Nation (2001) explains that vocabulary involves multiple dimensions: it can be understood in terms of receptive knowledge, where words are recognized by listening and reading, and productive knowledge, where words are used accurately when speaking or writing, making vocabulary learning a complex process. Gulomovna, et al. (2023), emphasizes that vocabulary knowledge is a key component in language proficiency because it shapes the learners’ ability to understand texts and communicate across different contexts. Given the importance of vocabulary in teaching and learning, it was necessary to explore how Quizlet can support this process.

2.1.2. Technology in Vocabulary Learning

Technology can be used to facilitate vocabulary learning in many ways, including the use of mobile devices or applications. Alzahrani (2016) states that teachers can take advantage of mobile technology and use it as a tool in vocabulary development in their students, since it could capture the interest of learners and motivate them throughout their learning process. Technology supports vocabulary learning thanks to its multimodal resources, images, audio, animations and interactive activities, which help students to infer meaning and remember words more easily. This aligns with Paivio’s (1991) Dual Coding Theory which explains that combining verbal and visual information to strengthen memory by activating two cognitive channels. Kayra (2024) also argues that mobile applications enhance vocabulary learning by offering multimodal input that facilitates meaning understanding. Papadakis et al. (2020) also argue that digital tools can transform the learning experience by fostering an enjoyable

environment that enhances student engagement and motivation. Furthermore, the motivation generated by the interactive and personalized experiences offered by these tools encourages learners to take responsibility for their own learning process, thus fostering independent learning (Ceylan, 2021). Therefore, the use of educational apps is presented as a useful tool for implementing technology in vocabulary teaching and learning.

2.1.3. Educational apps in vocabulary development

An educational application is a digital tool created specifically for learning knowledge and skills in a particular subject. The increased use of these applications is due to their interactive content and other personalized activities that enrich the educational experience. According to Kayra (2024), "the mobile application provides diverse audio, visual, and video resources adapted to the preferences of different students and, therefore, adapts to different learning styles" (p. 88). This gives students flexibility in managing their schedules to study English, and also provides opportunities to expand their vocabulary. Papadakis et al., (2020) study showed that educational apps enhance motivation through games because it makes vocabulary practice enjoyable, also it helps students to self-regulate their learning by letting them control and monitor their own process through instant feedback. Additionally, mobile apps offer accessibility by allowing students to learn vocabulary anytime and anywhere. This increases study time and integrates language learning into their daily routines. Kayra (2024) also notes, “Smartphones and tablets that enable app usage connected with building vocabulary can be accessed from such places” (p. 88). By allowing students to access vocabulary beyond the classroom, mobile apps can turn certain moments of free time into meaningful learning opportunities, depending on learner engagement and the conditions under which the tools are used. Among the many apps available, Quizlet stands out as an online learning app, and it was used to carry out this research project.

2.1.4. Quizlet as a tool in the EFL classroom

Quizlet is a web tool and a mobile app that enables learners to review content through educational tools and interactive games. It uses user-created study modules composed of concepts along with their explanations or descriptions. These modules are delivered to learners using various learning formats, such as digital flashcards, games, group activities, and assessments, to build memorization-based environments that support them in mastering diverse subjects, particularly languages and vocabulary (Sanosi, 2018). Also, teachers can design their own study sets from scratch or search for pre-made sets to customize and use in teaching. Many studies highlight that Quizlet can be a useful teaching tool in EFL classrooms. The use of Quizlet increased students' motivation, avoiding boredom and generating greater interest in learning with this tool Setiawan and Wiedarti (2020). Quizlet also offers students an innovative and entertaining way to learn a language compared to traditional vocabulary memorization methods Anjaniputra and Salsabila (2018). Therefore, using this application, students showed better attention to the target vocabulary and at the same time developed more independent learning in order to enrich their vocabulary Pham (2022). Based on the problem faced by tenthgrade students, described above, and the previous experiences of educators according to the reviewed studies, our interest was to conduct research aimed at improving students' vocabulary learning by integrating Quizlet as a mobile app and teaching-learning tool.

2.2. Review of Literature

Several studies have been carried out in order to analyze and explore the positive effects of the use of technological resources such as applications and mobile devices by students on the acquisition and reinforcement of vocabulary skills. Studies by Alzahrani (2016), Ajisoko (2020), Guaqueta and Castro-Garces (2018), Katemba et. al (2022). show that mobile apps and digital tools improve vocabulary learning outcomes, increase learner’s motivation and they

showed positive improvements in their results. Similarly, Rambousek (2014) observed that technology-based activities raise students’ awareness of the importance of English and promote stronger commitment to tasks and activities that include technological materials. However, several challenges exist in these studies highlighted by the authors, Deng and Trainin, (2015) stress the need for teachers to integrate apps with pedagogical strategies, while, Sarvamangala and AL-Sharafi, (2018) and Flores, (2024) point out the limitation of technological accessibility and teacher’s lack of training can limit success in the implementation of the learning process. These considerations make evident the importance of designing classroom interventions that balance innovation with practicality. Despite the advances that were emphasized in these studies, current literature offers limited evidence regarding the use of Quizlet in high school settings, indicating a need for further research in this area particularly in Latin America. Most studies have focused on university or general EFL settings. This study therefore contributes to filling that gap by exploring the implementation and effectiveness of using Quizlet in a Colombian public high school and analyzing its impact on 10th graders’ vocabulary acquisition and engagement.

3. CHAPTER III: METHODOLOGY

The purpose of this case study was to explore the effectiveness of using the Quizlet as a tool for English vocabulary acquisition to tenth-grade students at a public secondary school in Montería. By analyzing students' performance and experience, we present the changes resulting from the implementation of the Quizlet in vocabulary acquisition. To do so, we used data collection methods such as semi-structured focus group interviews, production tasks, and participant observation. This chapter includes the research design, context and participants, data collection methods, and data analysis methods.

This study adopted a qualitative approach, aligning with the iterative nature of qualitative research. As Aspers and Corte (2019) state, "qualitative research is an iterative process in which a better understanding by the scientific community is achieved by making new meaningful distinctions resulting from the approach to the phenomenon studied" (p.139) This suggests a participatory and immersive exploration where meaning emerges through deeper engagement and a willingness to challenge initial assumptions. Within this qualitative paradigm, this study also employed an action-case research design. According to Braa et al (1995) the action-case study combines interpretation and understanding with intervention and change. This type of research integrates elements of action research which seeks to generate transformations in the social environment with aspects of case study which emphasizes the importance of evaluating the knowledge acquired from the findings obtained. A qualitative approach is essential for examining students' experiences with the application, inside and outside the classroom, through action research. We believe that qualitative methods such as case study research allowed participants to express their opinions on the implementation and integration of this technological tool, with the communicative intention of improving their ability to understand, use and recall English vocabulary during classroom interactions and learning tasks.

3.1. Context and Participants

This study was conducted at a public High School institution in Montería, Córdoba, which is the main and only headquarters of the educational institution. The school has been in operation for more than 50 years and is made up of students between strata 1 and 2, who are mostly motivated to learn despite all the challenges they face every day in their teachinglearning environment, such as the number of students in a classroom, the infrastructure, the lack of facilities and resources, among others.

The resources available for teaching English at the institution are primarily based on British Council books and websites, adapted by teachers from different areas for use as classroom materials. Regarding technological resources, the institution has a permanent internet connection, as well as nine T.V sets in the classrooms and an audiovisual and computer room, not only for the English language area but also frequently used by teachers in this area. Furthermore, most of its students have smartphones, which they use as work and learning tools.

The institution employs three English teachers who hold professional degrees in the field: two of them teach secondary school classes and the other teaches elementary school classes, but he teaches all subjects in general, not just English. The teacher with whom this research was conducted teaches grades 9ᵗʰ to 11ᵗʰ, has nine years of experience in urban private and public schools, and holds a master's degree in education. The study was focused on participants in 10ᵗʰ grade. There are approximately 40 students in the classroom, with an average age between 16 and 18 years old; however, only three students from this grade were purposefully selected as participants in the study, with their prior consent, to be interviewed and recorded openly expressing their perceptions and sharing their personal and individual experiences. Most students in this group have a low level of vocabulary acquisition in various English topics; they struggle to effectively use new words and communicate their ideas assertively.

This group was selected because, starting in this grade, students begin to strengthen their preparation for the ICFES tests, and vocabulary is a key aspect assessed. Furthermore, the integration of a digital tool could motivate and encourage students to learn with the guidance and support of the teacher, by linking a very popular tool among young people as a means to reinforce the learning process.

3.2. Data Collection Method

To address the purpose of this study and answer the research question we used semistructured interviews in focus groups, production tasks and participant observation. All these instruments allowed the collection of the necessary data to meet the objective. A semi-structured interview was conducted with a group of students before the implementation of the app in the classroom setting. Daruhadi and Sopiati (2024) state that “the interview seeks to gain an in-depth understanding of the individual's experiences, viewpoints, and perspectives regarding the phenomenon under study” (p. 3). In this study, the interviews provided data that helped identify students' perceptions of their English vocabulary level, their prior experience with digital educational tools, and their motivation toward language learning, all of which were essential to compare with later changes in vocabulary learning after using Quizlet .

Second, this study included the analysis of the production tasks performed by students during the implementation of the strategy. As Bygate (1999) states that production tasks require students to produce language in response to a stimulus, which can reveal their underlying knowledge and processes. These tasks allowed us to examine concrete changes in students' vocabulary use, such as improvement of accuracy, retention and the ability to use new words in meaningful sentences, addressing the research question regarding changes in vocabulary learning. Furthermore, the analysis of production tasks provides important information about the areas of strength and potential learning challenges, allowing for adaptation of the strategy based on observed needs. The most common errors in vocabulary use involved mispronunciations, excessive reliance on translation and difficulties using vocabulary in functional sentences. For this assessment, a rubric with the different criteria was used as an evaluation tool.

Participant observation was the third data collection method used, which examines students' behavior, interactions, and vocabulary use in natural situations, such as during lectures or group activities. According to Kawulich (2005), "Participant observation is the process that allows researchers to gain insight into the activities of the subjects studied in their natural environment by observing and participating in those activities" (p. 2). Through participant observation it was possible to document observable changes during the lessons, such as increased spontaneous vocabulary use, greater confidence using target words and improved interactions during communicative tasks, providing additional evidence of how students vocabulary learning evolved through the use of Quizlet. The instrument used to support data collection was an observation protocol in the form of a categorized checklist.

Together, these methods aligned with the research question by documenting changes in students' vocabulary learning from multiple sources, perceptions, performance and observable behaviors and helped evaluate the effectiveness of the Quizlet app as a teaching tool and provided significant information about students' learning experiences before, during, and after its use, guiding future improvements in vocabulary teaching within a real-world classroom environment.

3.3. Data Analysis

Data analysis in qualitative research includes examining and interpreting data collected through interviews, observations, and other sources to identify patterns, themes, and meanings. It involves a systematic approach to analyzing data that are often subjective and interpretive. Thematic analysis (TA) was used to analyze all of the aforementioned procedures for this the data analyzed came from semi-structured interviews, production tasks, and participant observations. These data collection procedures provided insights into tenth-grade students' changes, perceptions, and behaviors after using the Quizlet as a vocabulary learning tool.

TA is a method that guides the researcher in identifying themes and patterns for subsequent qualitative data analysis (Clarke et al., 2017). Furthermore, thematic analysis was inductive, meaning that categories were determined based on the collected data, rather than chosen in advance. For proper analysis, the six phases suggested by Braun & Clarke (2006) were followed: familiarization, coding, theme search, theme review, and theme definition and naming.

First, the collected data were read several times, and notes were taken on the initial aspects. Subsequently, relevant features for the research were identified and labeled to group similar data. Once the researcher mapped key patterns in the data, it was necessary to review the codes and ensure that the themes found were consistent with the coded data and well organized. In the next step, themes were named to ensure clarity and finally, conclusions were drawn considering the themes found in the data in a written report. In summary, the previous phases served as a step-by-step guide followed to properly collect the data.

3.4. Ethical Issues

In this study, the researchers ensured that all ethical standards were met. Participants were informed about the study's purpose and procedures. Authorization to conduct the study was granted by school administration, who approved the implementation of the activities and the use of classroom data for academic purposes. Participation was entirely voluntary since all participants were all over 14 years old, they were legally able to provide their own informed consent, and all information collected was treated with complete confidentiality. Personal identifiers were replaced by codes that protect participants' personal information. The data collected was used solely for educational purposes and was not shared outside the context of the research.

4. CHAPTER IV: FINDINGS

This chapter detailed the findings in relation to the research question that guided the present action-case study, and explores how students’ understanding, use and engagement with vocabulary evolve throughout the intervention. The analysis draws on multiple sources of qualitative data, including classroom observation notes, students’ initial and final interviews, and the oral production tasks completed during the three lessons.

The following sections present five themes that emerged during the coding process and reflect different aspects of students' vocabulary learning, including how they understood, used, and practiced new vocabulary. The findings include evidence from the data to illustrate each theme.

4.1. Enhancement vocabulary learning and meaning construction through

communicative scaffolding Throughout the three lessons, students showed a progressive improvement in how they understood new vocabulary, which they needed to use for communicating their ideas during the different speaking tasks. At the beginning, they tended to wait for a translation or a direct definition of a word, however as the lessons advanced, they began to use the teacher’s questions, complete sentences, and the images provided by Quizlet to understand the meaning of unfamiliar words. During the three lessons, the classroom observation indicated that students asked for new words and the teacher scaffolded this process by first asking “what do you want to say?” to clarify students' communicative intentions. Then the teacher provided the target word within a full sentence, modeling correct usage and giving students a structure, they could imitate.

Students also expressed that Quizlet helped them understand new vocabulary more easily. In the final interview, one student explained that “when you do not understand the

meaning, but you see the picture, you can get a better idea of what the word means.” Another student added that the activities became easier because “I saw the picture and then I read the sentence that the picture meant,” This happened especially after they had already practiced with the flashcards in previous lessons.

4.2. A shift in understanding vocabulary as a tool for communication rather than

a set of isolated words

A shift in understanding vocabulary as a tool for building meaningful sentences about real-situations rather than a set of isolated words.

At the beginning of the process, students associated vocabulary with a list of words organized by topics. In the initial interview, the researchers asked the students “what do you understand by vocabulary”. One of the students responded that vocabulary was simply “a group of words,” giving examples such as “family vocabulary” or “classroom vocabulary.” However, by the end of the implementation, the students’ final production tasks revealed a different kind of vocabulary use. Instead of repeating isolated words, they used them to communicate messages and ideas. In lesson one, in the final speech task, one student stated: “You must be on time in class because…,” “You must wear a school uniform to show respect,” and “You mustn't chat in class to respect and listen to your teacher.” Although there were some pronunciation difficulties, the student was using vocabulary for communicative purposes.

4.3. Students’ Quizlet-driven communicative competence and confidence

During the lessons, students showed a gradual increase in confidence when participating in English. The observation notes indicated that two of the three students participated actively and answered without hesitation while the other became more involved throughout the lessons. In the final interview, one student mentioned that “I kept participating and participating, I talked so much that you even scolded me and told me to let someone else

speak, not just me.” showing his growing confidence in speaking. Another student explained that after the audiovisual lesson, he even used some of the new vocabulary with teachers, saying: “I have already added it a bit more to my vocabulary when referring to a teacher.” 4.4. Quizlet as a key to promote communicative support in the classroom. Students reported that Quizlet helped them understand vocabulary more easily during the lessons as it was mentioned in previous findings, such as in the final interview. One participant explained, “when you do not understand the meaning, but you see the picture you can get a better idea of what the word means.” Another participant commented: In the time game, there were pictures and it was easier, that is why it was easier to get the time faster because you saw the picture and read the phrase that the picture meant and even more so because we had practiced it before with those flipped cards. In addition, classroom observation showed that students interacted with the activities often comparing their results and helping each other to achieve the best percentage.

4.5. Students’ Quizlet-based Gamified Engagement that Promotes Active English

Learning

Students showed constant engagement during the lessons, especially when they worked with the interactive Quizlet activities. According to the observation notes, the students enjoy the Quizlet Test and Match. They started to compete between them to get the best time. Also, three students looked interested in the flashcard. They were focused and engaged in learning new words and participated actively in the class. During the interview, students also mentioned that they liked the app because it was entertaining and allowed them to practice in different ways.

5. CHAPTER V: DISCUSSION

This chapter analyzes the findings of this practical action-case study in relation to the research question and connects the themes identified throughout the data analysis with the previously reviewed literature, interpreting these results in the context of vocabulary learning. It also highlights how these patterns reflect students’ engagement with the instructional strategies implemented during the intervention. Furthermore, the chapter discusses the pedagogical implications of the findings and sets the foundation for the conclusions presented later.

5.1. Summary of Findings

All data collection sources showed progress in students' vocabulary learning. Initially, students relied on direct explanations or isolated word lists; however, as they progressed through the lessons, they increasingly used contextual clues, teacher prompts, and Quizlet support to understand and use new vocabulary. This shows a shift in their perceptions about vocabulary: from memorizing words to using language to express messages and ideas. These results also demonstrate that Quizlet contributed to this process by offering visual support, repetition and interactive practice. These elements helped students participate with confidence, spontaneity and stay engaged during lessons. In that sense, vocabulary learning improved as students progressed toward contextualized and communicative use.

Enhancement of vocabulary learning through communicative scaffolding. Students learned vocabulary when it was presented to them in a complete sentence, questions and meaningful situations. The teacher’s scaffolding when asking questions such as “what do you want to say” encouraged students to build meaning from context rather than relying on translation. This aligns to Thornbury (2002) who argues that vocabulary acquires meaning

when learned in context, instead of in isolation. Alqatani (2015) also emphasizes that effective vocabulary teaching requires appropriate techniques to help students understand both form and meaning. Such techniques include modeling vocabulary within complete sentences, using visuals to support meaning, prompting students through scaffolding questions and integrating vocabulary in communicative tasks. These techniques were applied in this intervention.

In the context of this study, students with limited vocabulary benefited from communicative scaffolding as it offered them step by step support in interpreting the new language, in order to participate more confidently and express their ideas clearly in classroom interactions. Throughout the lessons, the teacher was able to provide individualized questions that allowed students to gradually infer meaning which led to more active learning by motivating students to use the vocabulary independently in final tasks.

A shift in understanding vocabulary as a tool for communication rather than a set of isolated words. At the beginning, students describe vocabulary as “a group of words” reflecting a traditional idea about vocabulary concept based on memorization. However, by the end of each lesson, their final tasks showed a more functional use of vocabulary when students expressed ideas, experiences, rules and messages. This conceptual shift is consistent with Gulomba et al. (2023) who suggests that vocabulary enables learning to communicate effectively across context.

This change can be explained by the learning conditions created in the classroom. Through sentences, visual support, and repeated exposure students experienced vocabulary in meaningful contexts. Quizlet helped them see how words function inside phrases and as a result, students began to view vocabulary as something useful for expressing themselves and communicating with others.

Quizlet-Driven Communicative Competence and Confidence. The observations and interviews revealed a progressive increase in students' willingness to participate in oral activities, also students reported feeling more secure using new words after practicing them through Quizlet activities such as flashcards (picture + sentence), matching game and short quizzes. One student's comment “I kept participating and participating” shows the familiarity with the vocabulary increased, reduced the anxiety and fostered active participation. These results align with Setiawan and Wiedarti (2020) who found that Quizlet enhances students’ motivation and willingness to speak. Similarly, Ceylan (2021) states that digital tools can increase student’s autonomy, which appeared in this study when students started to use new words even outside the classroom.

Quizlet as a key to promote communicative support in the classroom. Throughout the study students expressed that images and repeated exposure to the new vocabulary helped them to understand it more easily. The combination of visual and textual features reflects what Kayra (2024) describes in his study as the multimodal advantages of educational apps. Students’ ability to connect pictures with meaning and later be able to recall vocabulary during production tasks demonstrates the usefulness of multimodal digital tools in order to reinforce comprehension in learners.

Quizlet-based gamified engagement that promotes active learning. One of the most visible results in this research was students’ motivation. They showed enthusiasm, competed for the best time and remained focused during activities. This finding connects with Papadakis et al. (2020) study where they argue that digital tools can increase engagement by making learning enjoyable. It also agrees with the research by Setiawan and Wiedarti (2020), who observed that Quizlet increases students’ interest and reduces boredom.

Motivation played a key role because students become more willing to participate when activities felt fun and achievable. The immediate feedback from Quizlet, such as scores and timers, also encouraged them to persist participating in the activities during the lessons.

Overall, the findings support the earlier literature review of this study. Similar to previous research, Quizlet increased learner's motivation as in the studies by Ajisoko, (2020) and Setiawan & Wiedarti, (2020), improved vocabulary comprehension as in the research by Pham, (2022), and encouraged autonomous learning as in the study by Ceylan (2021). The results also reaffirm that vocabulary acquisition improves when learners receive contextualized input supported by visual cues, consistent with Kayra (2024) and Thornbury (2002). However, this study contributes new insight regarding Quizlet use in a public highschool context in Latin America, where limited research exists. Unlike many studies conducted with university learners, this intervention involved students with low proficiency and limited exposure to digital tools. Despite these challenges, the result showed positive outcomes, suggesting Quizlet can be effective even in low-resource settings when integrated with communicative strategies.

As teacher-researchers, working within the same classroom environment our interpretations were influenced by our familiarity with the students' learning challenges and by our interest in integrating digital tools into vocabulary instruction. This dual role facilitated a trusting environment in which students felt comfortable to express their perceptions and participate in an active way. At the same time our personal expectations about Quizlet’s potential may have shaped the way we interpreted certain behaviors and as indicators of engagement or improvement. However, we mitigated these biases through the triangulation of the data (observations, production tasks and interviews), comparing the result constantly, and adding into the process the thematic analysis procedures suggested by (Clarke et al., 2015).

6. CHAPTER VI: CONCLUSIONS

This final chapter summarizes the main conclusions of the study, the scope and limitations, recommendations for practice and suggestions for future research. It also reflects on the overall contribution of the project to the understanding of vocabulary learning. Furthermore, it outlines potential paths for strengthening future interventions and research designs.

This action-case study explored the use of Quizlet as a mobile-assisted tool to support vocabulary learning among 10th-grade students in a public high school in Montería. The research design offered an opportunity to examine how students interacted with the application and how their understanding and use of vocabulary evolved during the implementation. Although the study was conducted with a small group of three purposefully selected students, the findings provide valuable insights into the ways in which digital tools can contribute to vocabulary development in low-resource educational contexts.

The study revealed that Quizlet played a meaningful role in enhancing students’ vocabulary comprehension and encouraging a shift from memorizing isolated words to using vocabulary as a communicative resource. The integration of multimodal support, such as images and contextualized phrases, allowed learners to construct meaning more independently. Furthermore, students’ increased confidence and participation demonstrated that the app with teacher scaffolding such as modeling vocabulary in full sentences, asking guiding questions and providing partial prompts, created learning conditions that facilitated oral production and engagement. The gamified elements of Quizlet, such as timed activities and interactive tasks, promoted sustained attention and a positive attitude toward learning English as students completed matching tasks and races that required quick responses individually.

6.1. Scope and limitations

Despite the contributions of the study, certain limitations must be acknowledged. The study was conducted in a single public high school in Montería, with three purposefully selected 10th-grade students. The small sample allowed for in-depth qualitative analysis but limits generalizability of the conclusions. It also highlights the importance of teacher training in mobile-assisted language learning and calls for further research. Additionally, the short duration of the intervention does not allow for long-term evaluation of vocabulary retention. Access to resources and students’ varied levels of digital literacy may also have influenced the results.

Despite these limitations, the study provides relevant information on the benefits of integrating mobile device-assisted vocabulary tools into English as a foreign language teaching in resource-limited contexts.

6.2. Recommendations

The results suggest that integrating mobile applications into vocabulary teaching can enrich the student learning experience when combined with appropriate pedagogical support. Teachers can benefit from incorporating Quizlet as a complementary tool that provides visual, auditory, and contextual reinforcement of vocabulary. Furthermore, schools could consider offering training and support to teachers interested in adopting mobile-supported learning methods, thus ensuring that these tools are used effectively and meaningfully.

6.3. Suggestions for further research

Further research is needed to better understand how digital tools influence vocabulary learning in diverse educational contexts. Studies with larger groups of students, longer intervention periods, and comparisons with other mobile applications would offer broader perspectives. Additional research could also explore students' independent use of these tools

outside the classroom, the role of teacher support in maximizing their effectiveness, and the potential of mobile-assisted learning to support other language skills. Continued research in this field will contribute to ongoing efforts to improve English language teaching practices and respond to the evolving needs of students in Colombian public schools.

7. REFERENCES

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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Bygate, M. (1999). Quality of language and purpose of task: Patterns of learners’ language on two oral communication tasks. Language teaching research, 3(3), 185-214. Ceylan, N. O. (2021). The relationship between learner autonomy and motivation. Turk. Online J. Educ. Technol. 20, 150–158.

Daruhadi, G., & Sopiati, P. (2024). Research data collection. International Journal of Social Service and Research, 4(7).

Deng, Q., & Trainin, G. (2015). Learning vocabulary with apps: From theory to practice. Deris, F., & Shukor, N. (2019). Vocabulary learning through mobile apps: A phenomenological inquiry of student acceptance and desired apps features. International Journal of Interactive Mobile Technologies (iJIM), 13(7), 129–140. https://doi.org/10.3991/ijim.v13i07.10845 FLORES, A. M. (2024). Enhancing Language Education with Technology: The Pedagogical Potential of Flip App in ESL Classrooms. アカデミア. 文学・語学編, (115), 307-317. Guaqueta, C. A., & Castro-Garces, A. Y. (2018). The use of language learning apps as a didactic tool for EFL vocabulary building. English Language Teaching, 11(2), 61-71. Gulomovna, X. Z., & Solidjonov, D. (2023). Effective methods to increase vocabulary in English as a second language. Journal of Universal Science Research, 1(6), 735–745. Igbaria, A. K. (2003). Teaching English vocabulary. Jami’a–Journal in Education and Social

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8. APPENDIX A: Initial Semi-Structured Interview

Purpose:

To understand students’ perceptions of their English vocabulary level, their previous experience with educational digital tools, and their motivation toward learning the language. Basic participant information:

Name (or code): ___________________________ Age: ___________ Sex: F / M Date of the interview: _______________________ Interviewer: ___________________________ Questions:

1. About their experience with English:

a. How would you describe your current level of English, especially your vocabulary?

b. Which words or topics do you feel you know best in English?

c. What difficulties do you face when you want to speak or write in English?

d. Can you tell me an example of a new word you learned and how you learned it?

e. What do you think makes learning new English words more difficult?

f. What types of activities help you remember new words better?

2. About their experience learning with technology:

a. Have you ever used apps or games on your phone or computer to learn something? Which

ones?

b. What do you like and dislike about learning with technology?

3. About their motivation in English:

a. Do you feel motivated to learn more English vocabulary? Why or why not?

b. How do you feel when you learn a new word in English? (Excited? Indifferent?

Frustrated?)

4. About expectations for using Quizlet:

a. Before this class, did you know Quizlet? Have you used it before?

b. What do you expect from working with an app like Quizlet to learn English?

Additional notes from the interviewer:

(Space for observations about body language, attitudes, and emotions during the interview)

APPENDIX B: Semi-Structured Final Interview Purpose:

To evaluate perceived changes in vocabulary learning, motivation toward English, and students’ perception of Quizlet as a learning support tool. Basic participant information:

Name (or code): ___________________________ Age: ___________ Sex: F / M Date of interview: _______________________ Interviewer: ___________________________ Questions

1. About vocabulary learning:

a. After using Quizlet during these classes, do you feel your English vocabulary has

improved? How did you notice it?

b. What new words do you remember learning thanks to Quizlet?

c. Which activity or moment did you find the most fun or most useful for learning?

2. About motivation and interest:

a. Did you feel more motivated to participate and learn English when using Quizlet?

b. Would you like to continue using apps like Quizlet in your English classes? Why or

why not?

3. About confidence in using English:

a. Do you now feel more confident when speaking or writing in English?

b. In what moments did you feel you could use the new words you learned more

effectively?

4. Overall evaluation of Quizlet:

a. What did you like the most about working with Quizlet?

b. What would you change or improve about the experience with Quizlet?

c. If you had to describe your experience using Quizlet to learn English in one word or

short phrase, what would it be?

d. Do you feel that working with Quizlet helped you only to learn words, or also to

understand them better in context?

e. What advice would you give other students about how to use apps like Quizlet to

improve their English?

Additional notes from the interviewer:

(Space for observations about tone of voice, body language, emotion while describing their experience)

APPENDIX C: Participant Observation Protocol Participant Observation Protocol Use of Quizlet to improve vocabulary in 10th-grade students Observer: _______________________ Date: _______________________ Place: _______________________ Start and end time: _______________________ Grade: 10th Number of students observed: _______________________ Observed activity: Use of Quizlet in the English class Part 1: Descriptive Observations Write objectively what you see, hear, or perceive, without interpretation Physical environment:

(How is the classroom organized? Where are the students and the teacher located?) Interactions:

(How do students participate? What kinds of comments do they make? What questions arise?) Use of the app:

(How do students use Quizlet? Do they respond quickly? Do they seem motivated?) Participation:

(How many students participate actively? Are there differences among them?) Reactions:

(What emotions do you observe? e.g., enthusiasm, frustration, boredom) Part 2: Reflective Observations Write your thoughts, interpretations, doubts

a. What elements seem to facilitate or hinder vocabulary learning with Quizlet?

b. Are changes observed compared to previous classes? What changes?

c. What caught your attention the most in this session?

d. What hypotheses or questions arise for the upcoming classes?

Key aspects to observe

-

Motivation when using Quizlet

-

Correct use of new vocabulary in responses

-

Attitudes toward learning (interest, participation, frustration)

-

Progress in performance (improvement in correct answers with new words)

-

Changes in confidence when using new words orally or in writing

APPENDIX D: Production Task 1 Transcript #3 Final task - Lesson 1 (speech) S1: “Welcome. Welcome to my school. There are some rules in my school. You must be on time in class because you left out. You must wear a school uniform to show respect and unity. You mustn't eat and drink in class to keep the classroom clean…”

APPENDIX E: Coding Matrix EXCERPT (in-vivo code) CODE

CATEGORY

THEME

(Observation notes Lesson 1-3) “SS ask for new words and the teacher gives them in sentences, saying “¿que quieres decir?” before giving the full sentence.”

Learning vocabulary through contextualized input and teacher modeling Learning vocabulary through contextualized input and teacher modeling Enhancement of vocabulary learning and meaning construction through communicative scaffolding.

Transcript #1 (03:19 - 03:51 ) Final interview R1: Una vez nos dijeron que las imágenes los ayudaban a entender…? S1: si S2: si, si, porque a veces cuando no entiendes el significado, pero ves la imagen puedes hacerte una mejor idea de que significa la palabra.

S1: como en el juego del tiempo, porque ahí está la imagen y la palabra y por eso es que se hacia mas facil sacar el tiempo más rápido, porque uno leía la frase u veía la imagen que significaba la frase, y más porque ya nosotros lo habíamos practicado antes con las cartas que se voltean… R2: Flashcards S2: esas, cuando las vimos nuevamente en el juego del tiempo fue más fácil.

Understanding and recalling vocabulary through images and repetition Multimodal learning aids vocabulary comprehension and retention Quizlet as a key to promote communicative support in the classroom

Transcript #2.

(02:27 - 02:40) Initial interview.

Shift from memorizing isolated words list to contextual use Evolution (moving) from lexical memorization to A shift in understanding vocabulary as a tool for communication rather

R1. ¿Qué entienden ustedes por vocabulario? R2. Exacto.

R1. Cuando a ustedes le dicen “vocabulario” ¿que se les viene a la cabeza? S3: Un grupo de palabras. R1. Un grupo de palabras. ¿Por ejemplo?

¿vocabulario de la familia…?

R2. De la escuela, por ejemplo, el salón de clase. S1. Sí,sí.

Transcript #3 Final task - Lesson 1 (speech) S1: “Welcome. Welcome to my school. There are some rules in my school. You must be on time in class because you left out. You must wear a school uniform to show respect and unity. You mustn't eat and drink in class to keep the classroom clean…”

Initial: vocabulary understood as isolated word list Final: vocabulary used in communicative, contextualized sentences

functional use of vocabulary than a set of isolated words Transcript #4 (08:22 - 09:11) Final interview R2: ¿En qué momento ustedes sintieron que podían usar mejor el vocabulario o las nuevas palabras que aprendieron? R1: Es decir a partir de cuándo? desde la primera tarea, de la segunda tarea… S1: ehh… desde la primera utilización de la aplicación que la utilizamos aquí en el televisor (Lesson 1) y después cuando la utilizamos allá en Using learned vocabulary confidently in classroom and reallife interactions Vocabulary transfer and communicative confidence beyond classroom task Students’ quizlet-driven communicative competence and confidence.

audiovisuales (Lesson 2 y

3) ya se me hizo más fácil

entenderlo S2: por mi parte… S1: Ya uno participaba y participaba, hablaba tanto que hasta usted me regaño y dijo que sea otro, no solo Carlos S2: pues yo después de la clase de audiovisuales ya lo agregué un poco más a mi vocabulario al momento de referirme con algún profesor y entonces me ayudó bastante, me pareció una ayuda grande.

(Observation notes Lesson 2) Students enjoy Quizlet test and match, they started to complete between them to get the best time

Participation and enthusiasm promoted by competitive digital activities Gamified learning increases engagement and classroom participation

Students’ Quizlet-based gamified engagement that promotes active English learning.