Examining the Impact of Quizlet on Vocabulary Learning in Teaching Turkish as a Foreign Language
IJHAR : INTERNATIONAL JOURNAL OF HUMANITIES AND ART RESEARCH, cilt.11, sa.2, ss.349-363, 2026 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.5281/zenodo.20644890
- Dergi Adı: IJHAR : INTERNATIONAL JOURNAL OF HUMANITIES AND ART RESEARCH
- Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), MLA - Modern Language Association Database, MLA International Bibliography
- Sayfa Sayıları: ss.349-363
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
This study examines the pedagogical role of Quizlet-supported vocabulary instruction in teaching Turkish as a foreign language. Vocabulary knowledge is essential for foreign language proficiency because it supports learners’ reading, writing, listening, and speaking skills. In recent years, mobile-assisted language learning tools have increasingly been used to support vocabulary learning through repetition, feedback, interaction, and gamified activities. In this context, Quizlet provides digital flashcards, matching tasks, writing activities, and short tests that may enhance learners’ vocabulary practice and engagement. The study was designed as a quasi-experimental pre-test–post-test study with experimental and control groups. The participants were 76 B1-level international learners enrolled in a Turkish as a Foreign Language program at a public university in Türkiye. The experimental group received Quizlet-supported vocabulary instruction for five weeks, while the control group continued textbook-based vocabulary instruction during the same period. Vocabulary knowledge was measured using a researcher-developed achievement test consisting of 50 target words selected from B1-level instructional units. The test was administered before and after the intervention. Since the data did not show normal distribution, nonparametric statistical tests were used. The Mann-Whitney U test indicated no statistically significant difference between the pre-test scores of the experimental and control groups, showing that the groups were comparable before the intervention. Wilcoxon signed-rank test results showed that both groups made statistically significant progress from pre-test to post-test. However, the post-test comparison revealed no statistically significant difference between the two groups. These findings suggest that Quizlet-supported instruction contributed to vocabulary development but did not produce a statistically superior effect compared with textbook-based instruction. Therefore, vocabulary learning appears to be influenced by multiple instructional factors, including structured classroom teaching, repeated exposure, learner engagement, and sustained practice. The study concludes that Quizlet can be used as a supportive and complementary tool in Turkish vocabulary instruction when it is pedagogically integrated into classroom practices.