Bring Your Own VocabularyEngaging students in vocabulary learningwith mobile & collaborative technologies

Manchester, 28th June 2013. #iltlu13

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BY-N

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Benoît Guilbaudwww.benguilbaud.comTwitter: @benguilbaud

This work is licensed under a Creative Commons Attribution-

NonCommercial 3.0 Unported licence (CC BY-NC 3.0).

More details at http://creativecommons.org/licenses/by-nc/3.0/.

@benguilbaud, 2013

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Sydney Uni CC BY-NC-SA 2.0

Context

Oh la la !

Context

• Specialised language teaching: medical, business - prevalence of lexicon

• Three undergraduate classes / 36 students / one semester

• Fortnightly formative vocabulary tests + final summative test

• 31 existing lists (2,917 entries) (+ 9 new lists (484 entries) created in 2013)

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Motives for change

• Time required to produce new lists

• Opportunity to increase student engagement

• Expanding on existing software solution (Interlex)

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Platform

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© Quizlet.com

Platform

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Feature Interlex

Compatibility PC only, installation required Cross-platform / web-based

Mobile access No Yes

Connectivity Offline Web 2.0

Content Student-generated, tutor-curated Collaborative

Interface Good Better

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© Quizlet.com

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© Quizlet.com

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© Quizlet.com

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© Quizlet.com

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Compiling lists

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© Google.com

Google Drive

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Rationale

Micro

• Learning new words

• Researching vocabulary

• Creating revision lists

• Encouraging independent learning

• Fostering participation (Craig, 2011, Jenkins, 2006)

• Producing OERs (Casserly & Smith, 2008)

• Promoting networked learning (Couros, 2011, Siemens, 2005)

• Developing digital literacy (Martin & Madigan, 2006)

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Evaluation

Evaluation

• End-of-semester questionnaire

• 53 open and closed questions

• 42% respondents

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18/06/2013 11:19Survey Results

Page 1 of 14https://selectsurveys.humanities.manchester.ac.uk/PrintOverview.aspx?SurveyID=9lK34l83

1. Please enter your full name (Optional) (NB: all survey results will be anonymised entirely)

Total Respondents 14

(skipped this question) 15

2. Which of the following units were you enrolled on in 2012-13?

ResponseTotal

ResponsePercent Points Avg

Medical French level 1 7 35% n/a n/aMedical French level 2 9 45% n/a n/aBusiness French"further" level 4 20% n/a n/a

Total Respondents 20 100%

(skipped this question) 9

3. "I understand that my answers may be used and quoted anonymouly for the purpose of the present research study." Click hereto read more.

ResponseTotal

ResponsePercent Points Avg

Yes 20 100% n/a n/aTotal Respondents 20

(skipped this question) 9

4. From which devices did you usually access Quizlet? Tick all answers that apply.

ResponseTotal

ResponsePercent Points Avg

University PC 9 53% n/a n/aPersonalcomputer(includinglaptop)

17 100% n/a n/a

Smartphone 5 29% n/a n/aTablet 0 0% n/a n/aPrinted lists 1 6% n/a n/aOther, pleasespecify 0 0% n/a n/a

Total Respondents 17

(skipped this question) 12

5. From which device did you access Quizlet the most?

ResponseTotal

ResponsePercent Points Avg

University PC 1 6% n/a n/aPersonal computer(including laptop) 14 82% n/a n/a

Smartphone 2 12% n/a n/aTablet 0 0% n/a n/aPrinted lists 0 0% n/a n/aOther (as specifiedabove) 0 0% n/a n/a

Total Respondents 17 100%

(skipped this question) 12

Quizlet survey 2013

Respondents: 29 displayed, 29 total Status: Closed

Launched Date: 05/06/2013 Closed Date: 16/06/2013

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Findings

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Vocabulary learning

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“Quizlet was useful to my learning”

20%

40%

60%

80%

100%

Very usefulUseful

NeutralUseless

Very useless

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“I found that quizlet motivated me to revise vocabulary”

20%

40%

60%

80%

100%

Strongly agree Agree NeutralDisagree Strongly disagree

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Increase in time spent revising vocabulary

20%

40%

60%

80%

100%

Much more time A little more timeAbout

the same

Less time Much lesstime

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Place of use

Very often Often Sometimes Rarely Never

Public transports

Home

University& library

Outdoors

Work

Around campus

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Length of revision session

AVERAGE MAX

40 mins 100 mins

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Class-generated vocabulary lists

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“collaboratively creating vocabulary listsis a good way to encourage student engagement”

20%

40%

60%

80%

100%

Strongly agree Agree Neutral Disagree Strongly disagree

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how important is it that students are included in the design of study materials?

20%

40%

60%

80%

100%

Very importantImportant

NeutralUnimportant

Veryunimportant

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Issues with class-generated listsoccurring “often”

Technical problems 7%

Late entries (delaying test revisions) 33%

Duplicate entries 20%

Inaccurate entries 20%

Irrelevant entries 26%

% of respondents agreeing

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Open educational resources& sharing

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Very likely

Likely

Neutral

Unlikely

Likeliness of sharingown learning resources

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Very pleased

Pleased

Neutral

Pleased to share class-made resources

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Bring Your Own Device

Views on BYOD

• Free choice of learning device is favoured.

• University-sanctioned platforms should be widely compatible.

• Despite empirical evidence that students enjoy using their own devices in class, survey responses show reluctance to bring devices to class.

• BYOD may create discrepancies in access to learning.

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Conclusions

Conclusions

• Experience very positive overall

• High level of student engagement and satisfaction

• Several positive comments in unit satisfaction survey

• Summative test results show very effective learning

• Importance of thorough curation of contents by tutor

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Comments

“Provided there is appropriate oversight this is a fantastic resource.”

“Overall I have found this a great tool to use to learn vocabulary and

I hope to continue using it in the future.“

“I love the Quizlet tool.”

“Great learning tool.”

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References• Casserly, C.M., Smith, MS.S, 2008. Revolutionizing education through innovation: Can openness transform teaching and

learning? In: Iiyoshi, T. & Kumar V. (eds), 2008. The collective advancement of Eduction through Open Technology, Open Content and Open Knowledge. Cambridge, Mass, MIT Press.

• Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.

• Craig, D.V., 2011. Encouraging Participatory Culture and Language Learning: Assisting ELLs in Becoming Part of the Digital Youth. In: TNTESOL Journal, 4(1) pp. 84-93.

• Jenkins, H., 2006. Convergence culture: where old and new media collide. New York; London: New York University Press.

• Kop, R., Hill, A., 2008. Connectivism: Learning theory of the future or vestige of the past? In: International Review of Research in Open and Distance Learning, 9(3) [Online]. Accessible at: http://www.irrodl.org/index.php/irrodl/article/viewArticle/523 [accessed 27th June 2013].

• Martin, A., Madigan, D. (eds), 2006. Digital Literacies for Learning. London: Facet publishing.

• Siemens, G., 2005. Connectivism: A Learning Theory for the Digital Age. In: International journal instructional technology and distance learning, 2(1) [Online]. Accessible at: http://itdl.org/journal/jan_05/index.htm [accessed 27th June 2013].

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