The Effects of Practicing Vocabulary via Plickers on the 4th Year Turkish Students' Vocabulary Acquisition in EFL Classes

Year 2022, , 29 - 38, 31.12.2022

Nilgün İner Hatice Sevgi Irk Melis Ceylan , Semih Üstün

https://doi.org/10.5281/zenodo.7915597

Abstract

Although the role of mobile assisted language learning tools in vocabulary teaching in language classrooms has attracted a lot of interest from the researchers in last few decades, the studies focus on higher education and there is no research on the impact of MALL in K12 language learning context, which we address by using specifically Plickers in a primary school in Türkiye. A quasi-experimental study design which involved four intact classes, two of which were administered into the experimental group and the other two were used as the control group was adopted in the study. The study was carried out with the participation of 85 Turkish 4th grade students whose age range is 9-10.The experimental group consisted of 44 students who used Plickers in thevocabulary class while there were 41 students who received traditionalhandouts in the control group. The data was collected via a vocabulary testrelevant to the lesson content. Paired samples t-test to analyse pre-test andpost-test results and independent samples t-test to see if there is a statisticallysignificant difference between the groups were used in the analysis of the data.The results showed that there was a significant difference between theexperimental group’s pre-test and post-test scores, and the experimental groupgot slightly higher scores than the control group did in the post-test.

Keywords

Vocabulary Teaching, Language Learning, Mobile Assisted Language, Learning

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