The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

Mehdi Solhi Andarab

Abstract


The recent improvements in technology and their integration in language learning have played a facilitating role in
vocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications in
vocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been also
extensively indicated to carry a significant role in language learning. With all its facilitating features, the integration
of technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humor
accompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures on
Quizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect of
humor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learners
on Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which the
integrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but in
non-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttest
indicated a significant difference in scores of the control group and that of the experimental group. In fact, the
learners in the experimental group significantly outperformed their counterparts in the control group. The results
indicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context in
learning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabulary
learning can be boosted with the help of humorous context. The findings shed light on the importance of technology
in language learning and its linking with humor in vocabulary learning.


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DOI: https://doi.org/10.5430/jct.v8n2p24

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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