Slides presented at the 7th biennal LLAS conference entitled "Reshaping Languages in Higher Education Conference 2014".

1. BRING YOUR OWN VOCABULARY
Engaging students in vocabulary learning with mobile & collaborative technologies
Benoît Guilbaud
@BenGuilbaud

2. 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, 2014

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4. Sydney Uni CC BY-NC-SA 2.0
Zut !

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• Language for specific purposes: medical French - prevalence of lexicon
• Y1&2 MBChB undergraduates / two academic years / 71 B2 students
• Attempt to increase student engagement, motivation and collaboration
• Draw on students’ specialist knowledge and clinical placement experience
CONTEXT

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Vocab
TRADITIONAL VOCABULARY TEACHING
(and maybe learning)

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BETTER VOCABULARY LEARNING
Vocab!
+++
Vocab

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WHY?

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WHAT’S IN IT FOR…
Students Tutors
• Increasing breadth of vocabulary
easily and systematically
• Active participants in their
learning process
• Collaboratively involved in
content design
• Engage with outward-facing
learning & OER production
• Reduces need for specialist
knowledge
• Keeps students engaged
outside of contact hours
• Increases class motivation
• Saves time

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HOW?

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GOOGLE DRIVE QUIZLET
+

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GOOGLE DRIVE
• Template list created by tutor for
each topic/fortnight
• Each student adds 5 words and
their translations
• Content is checked, curated and
completed by tutor
• Final list imported into web 2.0
vocab app Quizlet
• Students learn/revise list for
formative test the following week
• Summative vocab test in final
exam
QUIZLET

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GOOGLE DRIVE

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QUIZLET

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QUIZLET
IOS ANDROID WINDOWS PHONEWEB

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THE STUDY

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THE STUDY
• End-of-semester questionnaire
• 53 open and closed questions
• 44% respondents
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?
Response
Total
Response
Percent
Points Avg
Medical French level 1 7 35% n/a n/a
Medical French level 2 9 45% n/a n/a
Business 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 here
to read more.
Response
Total
Response
Percent
Points Avg
Yes 20 100% n/a n/a
Total Respondents 20
(skipped this question) 9
4. From which devices did you usually access Quizlet? Tick all answers that apply.
Response
Total
Response
Percent
Points Avg
University PC 9 53% n/a n/a
Personal
computer
(including
laptop)
17 100% n/a n/a
Smartphone 5 29% n/a n/a
Tablet 0 0% n/a n/a
Printed lists 1 6% n/a n/a
Other, please
specify
0 0% n/a n/a
Total Respondents 17
(skipped this question) 12
5. From which device did you access Quizlet the most?
Response
Total
Response
Percent
Points Avg
University PC 1 6% n/a n/a
Personal computer
(including laptop)
14 82% n/a n/a
Smartphone 2 12% n/a n/a
Tablet 0 0% n/a n/a
Printed lists 0 0% n/a n/a
Other (as specified
above)
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”
Very useful
Useful
Neutral
Useless
Very useless

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“I FOUND THAT QUIZLET MOTIVATED ME
TO REVISE VOCABULARY”
Strongly agree
Agree Neutral
Disagree
Strongly disagree

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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 LISTS
IS A GOOD WAY TO ENCOURAGE STUDENT ENGAGEMENT”
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?
Very important
Important
Neutral
Unimportant
Very
unimportant

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Technical problems 4%
Late entries (delaying test revisions) 29%
Duplicate entries 21%
Inaccurate entries 29%
Irrelevant entries 34%
% of respondents agreeing
ISSUES WITH CLASS-GENERATED LISTS
OCCURRING “OFTEN”

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Very likely
Likely
Neutral
Unlikely
LIKELINESS OF SHARING
OWN LEARNING RESOURCES

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Very pleased
Pleased
Neutral
PLEASED TO SHARE CLASS-MADE RESOURCES

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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

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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
• System works best for individual words and short phrases
• Importance of thorough curation of contents by tutor

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COMMENTS
• “Provided there is appropriate oversight this is a fantastic resource.”
• “I will definitely continue to use Quizlet in the future. I have also
started using it to help me learn other areas of my medicine
degree.”
• “Quizlet has revolutionised the way I learn vocabulary.”

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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.
• 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.
• Nation, I.S.P., 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Cambridge
Applied Linguistics.
• 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].

40. ANY QUESTIONS?
Benoît Guilbaud
@BenGuilbaud
#LLASconf14
BenoîtGuilbaud,2014