Murrell Hudson

The purpose of this study was to gain insight about students’ motivations on vocabulary study between two educational online applications: Quizlet and Quizizz. Quizlet is known as an effective vocabulary study tool as students can study vocabulary whenever and wherever they desire. Quizizz offers a similar feature in which the instructor provides the quiz set as an assignment, and students can learn vocabulary by playing games whenever and wherever they desire. The students were given the Quizlet study set links or the Quizizz assignment links each week to help them learn new vocabulary. We (teachers) used the full paid versions of both types of software, which provide different types of study activities for the students. We used each software tool for a total of six weeks (3 Quizlet, 3 Quizizz, 3 Quizlet, 3 Quizizz) with first year students at universities in Yamaguchi and Yokohama. The data on their motivation was collected using two surveys (pre-semester and post-semester). This is because we were concerned with students’ motivation and willingness to study, not only about the statistical results of vocabulary gains. We also discuss which types of activities when using the software (multiple choice, matching, flashcards) the students preferred. Although there were limited numbers of previous studies addressing multiple-choice vocabulary learning, a few talked about its efficacy. In this paper, after a brief review of the literature, we will present our results.

Which is best, Kahoot, Quizizz, or Quizlet live? The question seems straightforward, and it is easy to find opinions on YouTube. However, after researching the published literature on the topic, we experimented using all three for ourselves, then surveyed students about it. We then combined their results with our results from the teacher perspective. We (an experienced teacher in Yamaguchi, and a new teacher in Tokyo) used the different kinds of software mainly as a tool for checking comprehension at the end of units and for vocabulary acquisition. In an attempt to answer the question of which is best, we used each tool for 4 weeks during the first semester with first and second year students at universities in Yamaguchi and Tokyo. We tried to predict what problems we might encounter as well as avoid mistakes mentioned in the literature by previous researchers. Along the way, we noted problems that arose while using them, and at the end of the semester we surveyed the students about their experience with the different kinds of software. In the survey we asked the students about their perceptions of concentration, engagement, enjoyment, learning, motivation, and satisfaction. We will reflect upon how the results or our survey compare with what the previous literature on the topic says, and hope to use the results in our future classes.

How can we get Japanese university students to give longer answers in spoken English? Longer answers come from being comfortable with using the target language. In this study, first I review some of the previous literature about increasing speaking output. Then, I will report on my own research. Two sections of the same class were taught by the same teacher for both 1st and 2nd year university students. The target independent variable was use of the Flipgrid website for oral submissions as well as reviewing other submissions. The working hypothesis is that being able to practice and being able to hear other submissions will lead to students giving longer oral responses during speaking tests. The two test groups used the Flipgrid website throughout the semester, and the two control groups did not.'Using Flipgrid'means to upload a submission as well as review at least two others for each of 6 assignments. Beginning and end-of-semester oral exams were given to 4 groups of students. The number of words per response for every student were calculated, and the results are presented in this study. I will reflect upon how the results of my study compare with what the previous literature on the topic says, and hope to use the results in future classes.