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Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching: Examining In-Service Teachers' Perceptions of the Usability of Digital Flashcards

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  • Marwa Alnajjar

    (Coventry University, Coventry, United Kingdom)

  • Billy Brick

    (Coventry University, School of Humanities, Coventry, United Kingdom)

Abstract

This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.

Suggested Citation

  • Marwa Alnajjar & Billy Brick, 2017. "Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching: Examining In-Service Teachers' Perceptions of the Usability of Digital Flashcards," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 7(1), pages 1-18, January.
    • Handle: RePEc:igg:jcallt:v:7:y:2017:i:1:p:1-18
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