Erlia Novitasari, V Luluk Prijambodo


This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.

Save to Mendeley


English vocabulary, Quizlet, students’ attitudes

Full Text:



Anjaniputra, A. G., & Salsabila, V. A. (2018). The merits of Quizlet for vocabulary learning at tertiary level. Indonesian EFL Journal, 4(2), 1-11.

Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth.

Asgari, A., & Mustapha, G. B. (2011). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia. English language teaching, 4(2), 84.

Ashaari, N. S., Judi, H. M., Mohamed, H., & Wook, M. T. (2011). Student's attitude towards st atistics course. Procedia-Social and Behavioral Sciences, 18, 287-294.

Beetham, H. & Sharpe, R (Eds.). (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. New York: Taylor & Francis Group.

Bertea, P. (2009). Measuring students’attitude towards e-learning. A case study. In Conference proceedings of eLearning and Software for Education (eLSE) (No. 01, pp. 417-424). “Carol I” National Defence University Publishing House.

Bueno-Alastuey, M. C., & Nemeth, K. (2020). Quizlet and podcasts: effects on vocabulary acquisition. Computer Assisted Language Learning, 1-30.

Carpenter, C., Boster, F. J., & Andrews, K. R. (2013). Functional attitude theory. The SAGE handbook of persuasion: Developments in theory and practice, 104-119.

Davie, N., & Hilber, T. (2015). Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary. International Association for Development of the Information Society. 70-78.

Eshun, B. (2004). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4(1), 1-13.

Fini, A. A. S. (2008). Survey on professors and student’s attitude about virtual learning in Iran universities. International Journal of Education and Information Technologies, 2(1), 252-257.

Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-royal, 1(2).

Lambert, J. & Cuper, P. (2008). Multimedia technologies and familiar spaces: 21st-century teaching for 21st-century learners. Contemporary Issues in Technology and Teacher Education, 8(3), 264-276.

Lawson, M. J., & Hogben, D. (1996). The vocabulary‐learning strategies of foreign‐language students. Language learning, 46(1), 101-135.

Lo, J. J., Chan, Y. C., & Yeh, S. W. (2012). Designing an adaptive web-based learning system based on students’ cognitive styles identified online. Computers & Education, 58(1), 209-222.

Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter. Journal of education and practice, 4(3), 132-139.

Papert, S. (1993). The children machine: Rethinking school in the ages of the computer. New York: BasicBooks.

Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in Applied Statistics, 19(1), 159-177.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.

Storey, M. A., Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of web-based learning tools. Journal of Educational Technology & Society, 5(3), 91-100.

Yu, F. Y., Liu, Y. H., & Chan, T. W. (2005). A web‐based learning system for question‐posing and peer assessment. Innovations in Education and Teaching International, 42(4), 337-348.