| dc.description.abstract | In the context of globalization, the importance of English in education policies has increased significantly. In Taiwan, English proficiency is crucial for entrance exams and higher education, especially for academic vocabulary. Vocabulary is the foundation of language learning, and extensive research shows its importance for non-native learners. However, traditional memorization methods are often tedious. The widespread use of technology and the internet has introduced new learning models, such as Quizlet, which combines mobile-assisted and gamified elements to stimulate motivation, reduce anxiety, and enhance learning outcomes. While empirical studies have shown the significant impact of integrating academic vocabulary into mobile-assisted learning platforms, few studies explore the effects on learning outcomes, motivation, and anxiety, and their interrelationships. Additionally, past research on individual differences′ impact on learning outcomes has been inconsistent, often focusing on single factors. This study simultaneously considers gender and prior knowledge. This study introduces academic English vocabulary into Quizlet to compare the effects of different learning environments on learning outcomes, motivation, and anxiety. It also explores the impact of gender and prior knowledge on learning outcomes and combines qualitative interviews to gain deeper insights into learners′ perspectives. The objectives are to investigate the effects of different learning environments on learning outcomes, motivation, and anxiety, examine the influence of gender and prior knowledge on learning outcomes, and understand the relationships between these factors and learning outcomes.
The study involved 56 master′s students from an in-service program at a national university in Taiwan, divided equally into male and female groups. Each group was further divided into an experimental group using Quizlet and a control group using traditional paper-based methods, with prior knowledge categorized as high or low. A quasi-experimental design with a non-equivalent control group and mixed-method approach was employed. The research tools included an English vocabulary achievement test, an English learning motivation scale, a foreign language learning anxiety scale, a platform usage experience scale, and semi-structured interviews. Data analysis included reliability analysis, paired sample t-tests, independent sample t-tests, Pearson correlation analysis, descriptive statistics, and qualitative analysis.
The main results included: (1) Learners in different learning environments showed significant improvement in learning outcomes, but there were no significant differences in overall effectiveness and sub-component scores. The experimental group showed significant improvement in overall learning motivation and several sub-motivations, such as extrinsic goals, task value, self-efficacy, and expected success, while the control group showed no significant improvement in overall learning motivation and a significant decrease in control belief motivation. There were no significant differences in learning anxiety between the two groups, but the experimental group showed significant reductions in communication and course anxiety. In the experimental group, learning motivation was negatively correlated with learning anxiety, whereas in the control group, they were positively correlated. (2) Regarding gender differences, both males and females showed significant improvements in learning outcomes after using Quizlet. Males showed significant improvements in overall motivation and the task value sub-motivation, while females showed no significant change in overall motivation but significant improvements in extrinsic goal orientation, task value, self-efficacy, and expected success sub-motivations. There were significant differences between the two groups in post-test scores for self-efficacy and expected success, with females scoring higher than males. In terms of anxiety, males showed no significant differences, whereas females showed significant reductions in overall anxiety. Males′ learning outcomes were negatively correlated with learning motivation and positively correlated with learning anxiety, whereas females′ learning outcomes were positively correlated with learning motivation. (3) In terms of prior knowledge differences, both high and low prior knowledge groups showed significant improvements in learning outcomes
after using Quizlet, with the high prior knowledge group outperforming the low prior knowledge group. The high prior knowledge group showed no significant improvement in overall learning motivation and a significant decrease in control belief motivation, while the low prior knowledge group showed significant improvements in overall learning motivation and in task value, self-efficacy, and expected success sub-motivations. The high prior knowledge group showed no change in overall learning anxiety but a significant reduction in communication anxiety, while the low prior knowledge group showed significant reductions in overall anxiety and course anxiety. In the high prior knowledge group, there were no correlations among learning outcomes, learning motivation, and learning anxiety, whereas in the low prior knowledge group, learning motivation was negatively correlated with learning anxiety. Additionally, in the low prior knowledge group, there were no significant correlations between learning anxiety and learning outcomes, nor between learning outcomes and learning motivation. (4) Platform usage experiences and interview results showed that high prior knowledge learners, regardless of gender, appreciated the enjoyment aspect of Quizlet. High prior knowledge learners preferred Quizlet, especially high prior knowledge females, who showed higher satisfaction with the platform. In contrast, low prior knowledge females preferred traditional paper-based learning.
This study reveals insights into the application of digital learning tools in different learning environments for learners, educators, and developers. For learners, the research helps them understand the advantages and disadvantages of using Quizlet versus traditional paper-based learning, provides personalized learning recommendations, and highlights the benefits of digital tools in reducing learning anxiety. For educators, the study offers empirical data to assist in selecting and designing teaching tools suitable for different genders and learning backgrounds, emphasizing the importance of adjusting teaching strategies. For developers, the research suggests enhancing Quizlet’s interactivity and gamification design, integrating traditional learning methods to meet diverse learners’ needs, thereby improving learning outcomes. | en_US |