@article{oai:tamagawa.repo.nii.ac.jp:00001191,
 author = {Saunders, Thomas and Ishimaki, Kensaku},
 issue = {2},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {Inspired by the need to aid low-proficiency English users to increase their knowledge
of vocabulary, this preliminary study measures the success of digital-flashcard users
by comparing their vocabulary test scores to those of non-users in the same class.
Thirty-two, low-level, first year students in Tamagawa University’s English as a
Lingua Franca program were asked to use Quizlet? to prepare for tests that would
recycle fill-in-the-blank contents from the flashcards available on this Web 2.0
application. On average, learners in the class who used gap-fill flashcards with the
application scored higher on these tests, and moderately higher on tests with new
contents for the same vocabulary. The need for more homogeneous experimentation
is acknowledged. In addition, the need for more extrinsic motivation to encourage
spaced repetition is considered as means for improving Quizlet-user success on
tests of extrapolated knowledge.},
 pages = {1--14},
 title = {Learner attitudes of L2-engaged extensive watching versus extensive reading},
 volume = {2},
 year = {2016}
}