Luận văn thạc sĩ applying anki to enhance vocabulary acquisition of first year students at a university in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN PHƯƠNG TRINH

APPLYING ANKI TO ENHANCE VOCABULARY
ACQUISITION OF FIRST-YEAR STUDENTS
AT A UNIVERSITY IN HANOI
(Sử dụng Anki nhằm nâng cao việc học từ vựng của đối tượng sinh viên năm
nhất tại một trường đại học ở Hà Nội)

M.A MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 8140231.01

Hanoi - 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN PHƯƠNG TRINH

APPLYING ANKI TO ENHANCE VOCABULARY
ACQUISITION OF FIRST-YEAR STUDENTS
AT A UNIVERSITY IN HANOI
(Sử dụng Anki nhằm nâng cao việc học từ vựng của đối tượng sinh viên năm
nhất tại một trường đại học ở Hà Nội)

M.A MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 8140231.01
Supervisor: Duong Anh Chien, PhD.

Hanoi - 2020


DECLARATION
I certify that the work presented in this research report has been performed
and interpreted solely by myself. I confirm that this paper is submitted in fulfillment
of the requirement for the M.A. Degree and has not been submitted elsewhere in
any other form for the fulfillment of any other degree or qualification.
Hanoi, 2020
Nguyen Phuong Trinh

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ACKNOWLEDGEMENTS

Upon writing these lines, I have realized this thesis is nearing completion. I
look back and I see how long, sometimes tiring and yet worthy this journey has
been. Although I am the researcher who wrote this, I believe I am not the only one
who contributed the success to it. Therefore, I would like to express my sincere
gratitude to the people who helped me in this chapter.
First, I wish to express my sincere appreciation to my supervisor, Duong
Anh Chien, Ph.D. It is his assistance and dedicated involvement in every step
throughout the process that led to the accomplishment of this paper. I would like to
thank you very much for your immense support and valuable advice.

I would also like to send a special thanks to my students who were so
generous with their time in participating in this research. In addition, I am grateful
for all the lecturers from the faculty of post-graduate studies at University of
Languages and International Studies for providing me with comprehensive
knowledge and supporting me in my master‟s course.
Last but not least, my sincere thanks to my friends, Bui Bich Ngoc, Luong
Hue Phuong, Do Thi Ngoc Ha, and most importantly, my mother. There were a lot
of doubts and scares along the way, but I am glad that I had my family and friends
accompany me on this rough road. This thesis stands as a testament to their
unconditional love and encouragement.
January 12, 2020
Hanoi, Vietnam
Nguyen Phuong Trinh

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ABSTRACT

This study investigates the impacts of Anki, a web-based flashcard program,
on learners‟ vocabulary learning and their perceptions towards the program based
on three criteria: usefulness, usability and enjoyment (Davis, 1989; Ranalli, 2009).
Participants of the study were first-year students from two intact classes whose
levels of language proficiency were at elementary level. Both groups underwent a
pre-test and then were required to learn the KET Vocabulary List developed by
Cambridge TESOL, which is corresponding to their level at A2 according to CEFR
over a period of three weeks. The control group (n = 18) utilized paper flashcards
while the experimental group (n = 18) used Anki flashcards. A post-test ensued so
that comparisons between two methods of learning vocabulary could be made. The
results indicated that making use of traditional flashcards and Anki did lead to the

improvement in vocabulary learning; however, those who used Anki showed better
performance than those who did not. Therefore, it can be concluded that Anki is an
effective learning tool for language learners to expand their vocabulary. In order to
gain insights into their perceptions about Anki, the researcher asked the participants
to take part in a survey, six of whom later joined an interview to elaborate on their
thoughts about Anki. Analysis of the responses revealed that the learners found it
useful and rather enjoyable, but the user-friendliness criterion was not viewed as an
advantage of this program.

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TABLE OF CONTENTS

DECLARATION ....................................................................................................... I
ACKNOWLEDGEMENTS ..................................................................................... II
ABSTRACT ............................................................................................................ III
LIST OF TABLES ................................................................................................. VI
LIST OF FIGURES .............................................................................................. VII
CHAPTER 1: INTRODUCTION ............................................................................ 1
1.1. Rationale of the study .......................................................................................1
1.2. Aims of the study and research questions ........................................................2
1.3. Scope of the study .............................................................................................2
1.4. Significance of the study ..................................................................................3
1.5. Methods of the study ........................................................................................3
1.6. Structure of the thesis .......................................................................................3
CHAPTER 2: LITERATURE REVIEW ................................................................ 5
2.1.

Target vocabulary for ESL students ..............................................................5

2.2.

The role of repetition in language learning ...................................................5

2.3.

Spaced repetition ...........................................................................................7

2.4.

Computer-based flashcards programs in language learning ..........................8

2.5.

The use of Anki as a learning tool ...............................................................11

2.5.1.

The description of Anki .........................................................................11

2.5.2.

The use of Anki in vocabulary learning ................................................12

2.6.

Previous studies on the effectiveness of Anki in learning vocabulary ........12

CHAPTER 3: METHODOLOGY ......................................................................... 17

3.1.

Participants ..................................................................................................17

3.2.

Research design ...........................................................................................18

3.3.

Data collection instruments .........................................................................18

3.4.

Data collection process ................................................................................22
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3.5.

Data analysis ................................................................................................24

CHAPTER 4: FINDINGS AND DISCUSSIONS ................................................. 26
4.1.

Research question 1 .....................................................................................26

4.2.

Research question 2 .....................................................................................28

4.2.1. Usefulness .................................................................................................29
4.2.2. Usability ...................................................................................................31
4.2.3. Enjoyment .................................................................................................33
4.3.

Discussions ..................................................................................................36

CHAPTER 5: CONCLUSION ............................................................................... 39
5.1.

Concluding remarks .....................................................................................39

5.2.

Limitations of the study ...............................................................................39

5.3.

Pedagogical implications .............................................................................40

5.4.

Recommendations for further study ............................................................40

REFERENCES ........................................................................................................ 42
APPENDICES ........................................................................................................... I
Appendix 1. Pre- and post- vocabulary tests ........................................................... I
Appendix 2. Pre-experiment questionnaire ......................................................... VII
Appendix 3. Survey on using Anki for vocabulary learning .............................. VIII

Appendix 4. Interview questions ............................................................................ X

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LIST OF TABLES

Table 1. Subcategories in the survey ........................................................................ 21
Table 2. Paired samples statistics of pre- and post-test of participants .................... 26
Table 3. Pre- and post-test comparison of the experimental group .......................... 27
Table 4. Pre- and post-test comparison of the control group .................................... 27
Table 5. Independence Sample Tests ........................................................................ 28

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LIST OF FIGURES

Figure 1. Pre-experiment survey responses ..............................................................18
Figure 2. Technology acceptance model (Davis et al., 1989) ...................................21
Figure 3. Screenshot of the Anki Flashcard interface ...............................................23
Figure 4. Perceptions about usefulness .....................................................................29
Figure 5. Perceptions about usability ........................................................................31
Figure 6. Perceptions about enjoyment .....................................................................34

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CHAPTER 1: INTRODUCTION

This initial part states the rationale of the study, the scope, the significance,
the aims, the methods, and the structure of the study. Above all, it is in this part that
the research questions are identified to work as clear guidelines for the whole
research.
1.1. Rationale of the study
As technology is proliferating worldwide over the past century, web-based
learning tools are becoming increasingly commonplace in vocabulary language
teaching and learning. Godwin-Jones (2011) indicated that over the past decade,
learners have been offered a wide array of opportunities to study L2 vocabulary due
to state-of-the-art electronic gadgets instead of being solely confined to the pen-andpencil learning method in the past. One of the influences that technology has left on
L2 vocabulary learning has been the emergence of digital flashcards.
There is a consensus among researchers that making use of electronic
flashcards is beneficial in that it can help facilitate the learned information retrieval
and better retention (Altiner, 2011; Dodigovic, 2013; Mclean, Hogg & Rush, 2013;
Spiri, 2014). In addition, digital flashcards supply users with various multimedia
components such as audio and animation, which can increase learners‟ motivation
and interest (Allum, 2004). Compared to traditional flashcards, web-based study
cards programs gain additional advantages of carrying as many cards as desired and
accommodating users with sharing sets of flashcards (Foster, 2009).
Plenty of flashcard software has received a great deal of attention in L2
research such as Quizlet or Memorise. Among those programs, Anki, a flashcardscreating-and-learning software that allows users to study vocabulary using spaced
repetition, has recently been on the rise. Anki was stated to help learners foster their
vocabulary growth and successfully recall the learned information (Altiner, 2011;
Zare and Barjasteh, 2017; Seibert Hanson and Brown, 2019). Nevertheless, Bower

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and Rutson-Griffiths (2014) examined the impact of Anki on vocabulary learning of
TOEIC test takers and concluded that there was no significant improvement when

L2 learners used Anki. Due to these contradictory discoveries, the researcher
noticed the worthiness of studying Anki with intent to make a contribution to the
body of already existing research. For this reason, the topic of this thesis is to
investigate whether Vietnamese students could improve their vocabulary when they
utilize Anki.
1.2. Aims of the study and research questions
The study aims to address the following issues:
- The impact of Anki on non-English major first-year students at a university
in Hanoi.
- Students‟ perception toward the use of Anki based on the three following
categories which were adapted from Davis (1989) and Ranalli (2009):
usefulness, usability and enjoyment.
In order to achieve the purposes stated above, the study revolves around two
research questions:
1. How does the use of Anki impact the vocabulary learning of first-year
students at a university in Hanoi?
2. What are the first-year students‟ perceptions about learning
vocabulary with Anki?
1.3. Scope of the study
The intent of this study is to investigate the impact of Anki on non-English
major freshmen at a university in Hanoi. The chosen participants are from intact
groups who were taught by the researcher due to the time and logistic constraint. In
addition, this study focuses on how Anki affects their A2 vocabulary according to
CEFR. There are a large number of factors when it comes to mastering every aspect
of the target words such as learning their root or using them in various correct,
suitable contexts; this thesis, however, only focuses on learners‟ retention of the
meaning of L2 target words.

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1.4. Significance of the study
This study sought to discover the effect of Anki on learners‟ vocabulary
learning. Therefore, the research will support both teaching and learning processes.
First, teachers can benefit from this as they may have better decisions as to whether
to employ a digital learning tool in or outside of the classroom. The researcher also
believes that not only students who have been struggling with acquiring L2
vocabulary but also those who are looking for an additional source of learning and
practicing vocabulary are the ones to benefit a great deal from the experiment.
1.5. Methods of the study
This study employed a mix-method approach. From a quantitative
perspective, a pre-post test design and survey questionnaire were implemented. The
results from the two tests were analyzed in order to investigate the effectiveness of
Anki in the vocabulary learning process. The follow-up survey questionnaire was to
obtain the students‟ opinions about using Anki based on three categories:
usefulness, usability and enjoyment. From a qualitative perspective, a face-to-face
interview with some students as a follow-up to the survey was conducted with the
aim of further investigating the learners‟ preference toward the use of the
application under study.
1.6. Structure of the thesis
The thesis is entitled “Applying Anki to enhance vocabulary acquisition of
first-year students at a university in Hanoi”. It consists of five main chapters:
The first chapter is the INTRODUCTION which includes the reason for
choosing the topic, the aims, the research questions, the scope, the method as well
as the design of the study.
The second one is the LITERATURE REVIEW on some key theories
underlying the whole research and review of relevant previous studies. Chapter 3
explains the METHODOLOGY used in the research. It describes the participants,
data collection instruments, data collection process and analytical framework.

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Chapter 4, the backbone of the thesis, deals with the FINDINGS AND
DISCUSSION.
The last chapter CONCLUSION summarizes what has been done so far in
the study, and indicates the limitation of the study, pedagogical implications as well
as the suggestions for further research in this area.
Finally, the thesis is completed by a bibliography of references and
appendices.

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CHAPTER 2: LITERATURE REVIEW
This chapter aims to shed light on the literature of the study, specifically the
theoretical background and a number of studies related to the research topic. First,
it focuses on the type of vocabulary ESL students should achieve based on their
proficiency. Subsequently, the role of retention in language learning is discussed,
followed by spaced repetition together with its effects. The next part presents the
roles of computer-based flashcard programs. Finally, a brief introduction of the
Anki software as a learning tool and previous studies regarding the effectiveness of
Anki in learning ESL vocabulary will disclose the research gap and rationalize the
aims of this paper.
2.1.

Target vocabulary for ESL students
The Common European Framework of Reference for Languages (CEFR) is a

globally standardized scale to identify the level of a language user. It consists of six

levels namely A1, A2, B1, B2, C1, and C2. Those who are at the A1 level are
regarded as absolute beginners and reaching C2 level denotes that the English users
are now proficient in the language and virtually have no difficulty communicating
with native speakers on various topics. A large number of textbooks and teaching
materials follow the CEFR level system (Milton & Alexiou, 2009). Also, in
language courses, exams are designed based on the CEFR framework. Milton
(2010) stated that the more advanced the language learners‟ level becomes, the
wider and more complex their language lexicons are. To be more specific, absolute
beginners first start to learn English with the textbooks designed in alignment with
A1 level, then as their proficiency increases, they proceed to study materials written
for the next levels.
2.2.

The role of repetition in language learning
Asking students to repeat is a common practice in language teaching as

repetition is regarded as one of the key factors in vocabulary acquisition.

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Vocabulary retention denotes the competence of remembering words after a long
period of time (Richards & Schmidt, 2002).
De Groot (2006) conducted a study concerning this issue and found out 4370% of the target words were acquired on a one-week delayed test after students
were exposed to translation pairs in 10 seconds six times and took three receptive
tests. Despite the brief duration of those meetings with target words, it can be seen
that learners were able to learn new words because of repetition.
Researchers hold different views about the number of word encounters
required in order for vocabulary acquisition. Nation (2001) indicated from five to
more than 20 repetitions are needed. Meanwhile, according to Horst, Cobb, and

Meara (1998), initial repetitions help learners remember the spelling and form of the
target word; however, it might take more than ten repeated meetings for learners to
understand every component of vocabulary and generate words to express their
thoughts in speech and writing properly. Webb (2007) found that it is necessary for
students to encounter new words at least ten times in the process of vocabulary
learning.
The reason why researchers hold different opinions about how many
repetitions are needed is because no two learners have the same language
background and knowledge base from which they approach the target vocabulary.
Should the learner find a target word familiar to some extent, the time spent
learning that word might be less than the time spent learning an unfamiliar one.
Additionally, the number of repetitions can be affected by other factors such as
motivation and language learning aptitude (Nation, 2001).
Notwithstanding the lack of a fixed number of repetitions required,
researchers all come to an agreement that the importance of the recycling process is
undeniable. No matter how much time and effort the learner invests in vocabulary
learning for the first time, no repetitions can lead to the struggle for memorizing the
target words in the future (Nation, 1990).

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2.3.

Spaced repetition
Repetition in learning is divided into two main types: massed repetition and

spaced repetition. When learners use massed repetition, they try to remember
something by repeating the information for a certain period of time without any
interruption. In other words, studying a whole list of new words for thirty minutes

without reviewing them on the following days is considered massed repetition
study. Meanwhile, the other technique requires learners to repeat the information to
themselves over and over with gradually increasing intervals between those
repetitions. For instance, a student learns the word “dictionary” today, then keeps
reviewing it the following day, one week later and two weeks later until long-term
retention of the word is ensured. Memory research points out the positive impact of
this spaced repetition on preventing the loss of learned information. Ebbinghaus
(2011) developed the forgetting curve that describes how memory works over time.
He indicated that when no effort to retain what has been learned is made, the
memory loss will happen. To be more specific, the information is absolutely
retained at the time of learning; there is, however, a sharp drop in memory retention
to 40% within the first few days (Ebbinghaus, 2011). Afterward, the forgetting
process slowly levels out. Ebbinghaus proposed a method that can be conducive to
long-term memory, which are repetitions separated by timed spaces. When an
individual revisits the information at regular intervals, there is a high probability
that the effect of the forgetting curve will decrease and therefore recalling
information will be reinforced.
The effectiveness of spaced repetition is proved in plenty of research. With
the same total amount of time invested in studying a vocabulary list, those who used
spaced repetition method recall vocabulary better than those following massed
repetition method (Baddeley, 1990; Dempster, 1987; Roediger & Butler, 2011).
They indicated that it is a periodic review that boosts memory performance. In a
study conducted by Daloglu, Baturay, and Yildirim (2008), students were asked to
learn vocabulary through spaced repetition software called WEBVOCLE. The

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target vocabulary taken from three modules was put into texts and exercises
including multiple-choice, gap filling and cloze tests that the students had to deal

with repeatedly. His findings showed that using spaced repetition technique left a
positive impact on learners‟ vocabulary development. Ko and Gorenson (2014) also
found that there was a statistically significant improvement in receptive and
productive vocabulary for Korean students after ten weeks of studying on a spaced
repetition program.
2.4.

Computer-based flashcards programs in language learning
Spaced repetition is a learning technique that is usually performed with

flashcards. According to Elgort and Nation (2010), making use of flashcards is a
beneficial approach for an impressive achievement of acquiring second language
vocabulary. In general, a flashcard is a double-sided card designed for direct
learning that allows learners to practice form-to-meaning and meaning-to-form
recall in repeated retrieval of L2 words, by flipping the front and back sides of the
cards. The main components on a card consist of a new word on one side and its
meaning on the other side. However, the learners can design the cards in their own
ways by adding illustrations, phonetic transcription or an example so that the target
word can be understood more clearly.
Since the day digital flashcards were invented, they have always been
compared to paper flashcards in terms of their efficacy. Several researchers show
their support for the widespread use of flashcard programs due to the effectiveness
they bring to language learners. To begin with, these kinds of programs include a
history section where the learner‟s improvement over a period of time is recorded in
statistics or graphs (Nakata, 2008). Therefore, learners are able to keep track of their
learning progress and make a modification if necessary. In addition, while paper
flashcards are basic and plain to some extent, digital flashcards offer a range of
features to promote vocabulary development as well as to increase learners‟
motivation and autonomy such as audio and illustrations (Allum, 2004). Last but
not least, in the study of Azabdaftari and Mozaheb (2012), the participants showed a

preference for digital flashcards because of its ubiquity and convenience. Much as it

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is handy to put a deck of paper flashcards in a pocket or a bag, it can be difficult to
handle and organize such a large number of cards if there are hundreds, even
thousands of cards. Digital flashcards programs are made to solve this problem
since they give users the ability to study large decks more conveniently. To
conclude, it can be seen that digital flashcards are basically similar to paper
flashcards but with certain advancements pertaining to the facilitation of vocabulary
acquisition.
With the proliferation of digital devices and the considerable favor of them
and their functions with regards to education, a large number of vocabulary learning
programs have been created and taken advantage of in language classrooms all over
the world. 50 universities and hundreds of schools from many countries in the world
are reported to use vTrain, a flashcard program (Nakata, 2011). She also stated that
Quizlet has become an increasingly popular application with more than one million
users. In Kyoto, Japan, Nintendo DS, a flashcard program for English learning, was
included in language courses at all the public junior high schools (Tamaki, 2007).
The use of computer-based flashcards in language learning has attracted a
vast majority of researchers in the field. The study of Başoğlu and Akdemir (2012)
focused on determining the effectiveness of digital flashcards compared to paperbased ones. A group of 60 Turkish students was equally divided into two groups.
The control group used traditional vocabulary acquisition techniques, whereas the
experimental group made use of their mobile phone to learn vocabulary on a
flashcard program called ECTACO. According to the post-test results, the
experimental group gained higher scores, which resulted in the positive impact of
ECTACO on students‟ vocabulary acquisition. Notwithstanding this software is
available only on mobile phones, its influence is identical to that of other computerbased programs as mobile phones, in fact, are a miniature version of computers
(Başoğlu and Akdemir, 2012). Therefore, the result of this research can be

contributed into the same group with studies that investigate the impact on using of
other computer-based flashcard programs.

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Dodigovic (2013) investigated the effectiveness of a web-based flashcard
software named WordChamp. The students in the study went through three learning
stages. First, they learned vocabulary without cards, then proceeded to learn with
electronic cards created by the teacher, and finally designed a set of flashcards using
WordChamp on their own. Pre- and post-vocabulary level tests were administered.
The result suggested that the first two methods yielded similar effectiveness;
however, learning with teacher-designed cards was statistically higher. Meanwhile,
learning with self-designed cards was not as effective as the other two methods.
According to the researcher, it was due to the lack of skills to design digital word
cards successfully.
Alzeer (2015) did a study about how effective Quizlet is with regards to
learning academic vocabulary, how vocabulary retention is enhanced and what
students perceive this program. First, volunteers took a 2000 Word Level Test so
that the researcher could select the participants based on their homogeneous
proficiency level. The two groups underwent the Academic Vocabulary pre-test,
followed by the introduction of Quizlet to the experimental group and the paper
flashcard learning for the control group. During six weeks, they were asked to learn
240 items from the Academic Word List. Both groups did an immediate post-test at
the seventh week and a delayed post-test at the ninth week. The results indicated
that there was not much difference in the effectiveness of two learning methods as
the two groups gained a higher score at the post-tests. However, in the interview
conducted with the experimental group, students said that they thought Quizlet was
useful, easy to use and they quite enjoyed using it.
Ali et al (2012) conducted a study that aimed to find out learners‟

perceptions towards three vocabulary learning methods: Contextual Clues,
Dictionary Strategy and a computer-based software named Tell Me More (TMM).
123 freshmen were classified into three corresponding groups. The contextual clues
group employed guessing the meaning based on given contexts and think-aloud
protocols. The dictionary strategy group learned by looking up new words together,

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particularly focused on phonetic symbols and example sentences. Finally, the TMM
group was instructed to use hyperlinks by accessing the Vocabulary Workshop. The
procedure comprised a pre-test in the first week, two subsequent weeks of studying
including two immediate recall tests, and a delayed post-test in the sixth week,
followed by the questionnaire and an interview. The researcher found that among
the three learning methods, the group who used TMM had more positive attitudes in
learning vocabulary. They acknowledged that computers impacted their learning
perceptions. Moreover, they felt comfortable using the computer since they are a
vital part of their daily life.
2.5.

The use of Anki as a learning tool

2.5.1. The description of Anki
Anki is a free flashcards program developed by Damien Elmes. It is
accessible in a variety of digital devices such as computers, mobile phones, and
tablet computers. In addition to making their own flashcards that are called “decks”,
users can get access to myriad free decks on different topics on the website of Anki.
With regards to the interface of this program, it is similar to a paper flashcard
system to some extent with two sides, one containing the question and the back
containing the answer. However, instead of flipping the physical flashcards, users

click on the “Show Answer” button to see the answer while the question part
remains visible by default.
There are two formats of flashcards on Anki, which are recognition cards and
recalling cards. First, the recognition card format provides learners some written
part of a language and tests whether they can understand it. To put it more simply,
one side of the card has the target word and the learner is expected to remember its
meaning on the other side of the card. The advantage of this type is recognition
cards are easier to do and it takes a short time to cover numerous materials.
However, recognition-based study experiences one drawback. Learners are likely to
have difficulty using words in their own speech and writing in spite of their instant
recognition of the target words when they appear in spoken and written language of

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others. Meanwhile, in the recalling cards format, giving answers in the target
language is required. Learners will see the definition of a word or expression of it
first, and then they have to type the correct word. It is stated on the Anki website
that unlike the first format, language learners might find this type more challenging
to create. However, it also mentioned that remembering words with this method
helps learners hold vocabulary in their long-term memory and promotes the
productive side of language.
2.5.2. The use of Anki in vocabulary learning
The learning on Anki occurs every time a card is shown. The first side
includes the Vietnamese meaning of the target word together with an illustration
and a blank where learners type the word. When they press the spacebar or click the
“Show Answer” option, the other side will show up with the key. If the learner
types correctly, their answer will be highlighted in green; however, in case they give
the wrong answer, the misspelled syllable will be highlighted in red and the correct
word will then appear under the learner‟s answer. Afterward, there are four options

for learners to choose given their ability to remember the target item. On the other
hand, when they remember the meaning of the target item, they need to decide how
hard it was to recall the word and then click on the corresponding level of ease or
difficulty. The amount of time for the card to be shown is various in the learning
stage and reviewing stages.
2.6.

Previous studies on the effectiveness of Anki in learning vocabulary
Anki is one of the learning aids for learners to review and practice

vocabulary that is gaining its increasing popularity these days as it allows users to
access their card decks in many platforms such as desktop computers, laptops or
mobile phones. It has the advantages of a flashcard program listed in the previous
section. It is assisted with multimedia namely pictures, pronunciation so that
learners can be exposed to almost every aspect of a new word (Allum, 2004).
Learners can study numerous words in a deck in a more convenient way than
carrying a large bulky set of paper flashcards in their bag or pocket. Another plus

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point of Anki is that not only can learners create their own card sets but they are
also able to share them with other users as well as download others‟ for free. Last
but not least, like other spaced repetition programs, Anki uses an algorithm that
allows the high frequency in showing difficult flashcards whereas it keeps easy ones
shown with lower frequency. Arranging the order of words that can help learners be
exposed to difficult words more frequently leads to the improvement of learners in
retaining and recalling target vocabulary. (Pyc & Rawson, 2007)
Several previous research examined whether Anki could bring benefits to
learners‟ vocabulary together with their perceptions and attitudes towards it.

Godwin-Jones (2010) saw the great potential of this program when it comes to
helping learners achieve their goal of mastering L2 vocabulary. Bailey and Davey
(2011) investigated how students felt about using Anki inside and outside of the
classroom. The participants included two groups. Group 1 had 21 students who
majored in Economics, while group 2 had 25 students whose major was
International Relations. One different trait between these two groups was the latter
would be studying abroad next semester. They had to study on decks made by the
teacher in class and encouraged to study at home throughout the semester with their
progress regularly recorded in the following lesson. At the end of the semester, they
completed a questionnaire for the perception analysis purpose. The researchers
obtained the findings indicating the frequency of Anki usage of the International
Relations group was higher than the Economics group. There were even several
students who did not use it at home. Regarding questionnaire results, both groups
showed a preference for Anki and desire to keep continuing it in the future,
although the Economics group was not in favor of Anki as much as the other group.
The researchers explained this was the imminent study abroad experience that
affects this group‟s motivation while using Anki.
Additionally, findings of the study carried out by Altiner (2011) showed that
Anki helped learners become proficient in at least 50% in Academic Word List. 13
intermediate-level students from an intact group were required to use Anki for three

13


weeks. All learners increased their scores compared with the pre-test scores, in
particular, the result showed that two learners had a far greater improvement in
vocabulary acquisition. Furthermore, the researcher dug deeper into the students‟
perceptions towards Anki based on three categories: usefulness, usability, and
enjoyment. Following the post-test, learners were required to fill out a survey form,
some of whom took part in the interview afterward. To begin with, they agreed on

its usefulness, particularly the inclusion of example sentences. Moreover, the fact
that they had a chance to encounter the vocabulary items a number of times helped
them remember the words better. Regarding the usability, they indicated that it was
easy to use Anki in general. No serious technical problems were recorded during the
treatment. However, some definitions and example sentences in the deck were
rather ambiguous and confusing to recall the target words. Lastly, much as the
students enjoyed learning with Anki, they suggested that the deck should have
employed more multimedia components such as visuals and pronunciation.
Zare and Barjasteh (2017) conducted a study to explore the possible effect of
using flashcards on Anki on learners‟ vocabulary development through the analysis
of pre-test and post-test scores. Forty-one students who were at advance level were
assigned to study 446 TOEFL words in total on Anki. The treatment lasted for three
weeks during which the students learned 20 words on a daily basis. The result from
the pre-test and post-test proved students outperformed in the latter one.
The study of Seibert Hanson & Brown (2019) investigated the effectiveness
of Anki on 62 students at a university in the northeastern United States who
enrolled in a beginning Spanish course. During the third week of the semester, the
students completed a survey concerning the quick learning beliefs, their Spanish
self-efficacy, Spanish learning motivation, and study strategies, followed by a
Spanish proficiency test. After that, they were introduced to Anki and were told to
use it as a class requirement. The premade deck they used contained all the
vocabulary, expressions and verb conjugations that were taught in that course. The
minimum timescale of learning was 5 minutes a day for at least 5 days a week. The

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post-test and post-experiment survey took place in the last week of the semester
(week 15). The results showed that with the regular Anki usage, the students
acquired greater Spanish proficiency. According to the students‟ responses in the

surveys, low enjoyment was reported; however, the students‟ motivation and
studying effort at the end of the semester was higher than those at the beginning of
the semester.
Bower and Rutson-Griffiths (2014) carried out a study about how Anki, a
spaced repetition software program, affected learners‟ TOEIC overall and reading
scores. The participants were 24 first-year whose average starting TOEIC score was
314 and a standard deviation was 69, and 28 second-year students with an average
starting TOEIC score of 389 and a standard deviation of 82. They were given a
paper copy of the TOEIC word list and an online Anki account with a ready-made
deck at the beginning of the semester. The cards presented students with merely
vocabulary items and their translation. During the school year (30 weeks), they had
to take vocabulary quizzes every few weeks with increasing numbers of TOEIC
words after each test. An additional 50 words from the list was expected to be
learned every two weeks. They then took a full TOEIC test so that this test‟s scores
were compared to their previous year‟s TOEIC gain. The results of this assessment
showed that there were no statistically considerable differences between the TOEIC
gains in 2011 and those in 2012. Furthermore, the participants were asked to fill out
a survey that assessed the motivational effects of studying the TOEIC word list with
Anki. The researchers indicated that the students did not discern the benefits of
using Anki compared to other vocabulary learning strategies. Many students even
preferred to study in a traditional way with the hard copy of the word list.
To sum up, spaced repetition and flashcards should be encouraged so that a
better learning can be guaranteed. One of the programs using those types is Anki,
which has been considered an effective L2 learning tool for language learners
(Altiner, 2011; Zare & Barjasteh, 2017; Seibert Hanson & Brown, 2019).
Nevertheless, a methodological weakness of in the study of Seibert Hanson &

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Brown (2019) was the lack of a control group. It is, therefore, impossible to say
with absolute certainty that their vocabulary range improved because of the program
when they had nothing to compare this outcome to. Moreover, given the research
done by Bower and Rutson-Griffiths (2014) which showed no enormous
improvement in learners‟ vocabulary base after using Anki, it can be concluded that
the effectiveness of Anki should not be stated with absolute certainty. Thus, it
seems worthwhile to investigate whether Anki leaves major benefits for L2 learners
who are struggling to memorize vocabulary. Additionally, according to Sahin and
Shelley (2008), because learners make a tremendous contribution to the
development of the language learning tool, having a thorough understanding of how
learners perceive a tool is an important factor in evaluating its effectiveness. Hence,
the question regarding learners‟ perceptions about Anki was also addressed in this
study. The following chapter will explain the methodology used for this study and
how Anki is used in a language classroom.

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