Fatemeh Takallou - Department of Persian Literature and Foreign Languages, Payame Noor University, Tehran, Iran
Marjan Mirshojaei - Department of Persian Literature and Foreign Languages, Payame Noor University, Tehran, Iran
Ashkan Pejhan

The worldwide growth and accessibility and affordability of mobile devices has made them essential ineveryday social networking. By individualizing the language learning process and increasing awareness ofstrategies that they can use to continue learning after they leave the language classroom, strategy instructionfor vocabulary acquisition in the mobile-assisted environment helps learners become more effectivelearners. The purpose of the current study was to explore the effect of Quizlet application on vocabularylearning of intermediate-level Iranian learners. In doing so, ۵۰۰ English content words were taught to andtested on by ۴۲ students at a language institute in Tehran. The words were taught to the groups in twodifferent ways. The experimental group receives it via Quizlet application but some reading texts with thesame words were provided to the control group, which unintentionally exposed the students to newvocabulary. The findings showed that experimental group performed than control group. Furthermore, threemonths later, a follow-up post-test revealed that experimental group had a better recall of the words theyhad studied on Quizlet. The study sets of Quizlet application are considered to see the need of autonomouslearners. Learners can achieve different learning tasks, evaluate their vocabulary learning, and gamify thevocabulary learning process. These characteristics of Quizlet application and the results of this researchand other studies indicate that Quizlet application can be regarded a good option for both teachers andstudents for vocabulary instruction and learning.

Quizlet application, Vocabulary learning, English language