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Exploring the Conditions for the Gradual Development of Self-directed Learning through Learning Experiences with an Online Vocabulary Tool in a General TOEIC Course

  • Modern English Education
  • Abbr : MEESO
  • 2026, 27(), pp.336~349
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : April 18, 2026
  • Accepted : June 5, 2026
  • Published : June 9, 2026

Hyunjun Cho 1

1경운대학교

Accredited

ABSTRACT

This study investigates how Quizlet, an online vocabulary learning tool, affects learners' TOEIC scores and their perceptions of learning in a general English course. It also examines whether these effects differ based on learners’ initial proficiency levels. A quasi-experimental design was used with 71 non-English major undergraduates at a regional university in Korea. The control group utilized a paper-based Vocabulary Learning Log (V-log), while the experimental group studied vocabulary using Quizlet. Data were collected through pre- and post-TOEIC mock tests and a learner perception survey. Paired-samples and independent-samples t-tests were conducted for analysis. The results indicated that both groups made statistically significant improvements in TOEIC scores; however, the experimental group showed greater enhancement with a larger effect size, especially among lower-proficiency learners. Regarding learner perceptions, the experimental group reported more positive feedback in terms of effectiveness, satisfaction, and ease of use, with a statistically significant difference noted in ease of use between the two groups. These findings imply that incorporating an online vocabulary learning tool into a general TOEIC course can enhance learners’ achievements and positively influence their learning experiences. For lower-proficiency learners in particular, early performance improvements may boost engagement and foster a more self-directed approach to learning.

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