First-Year Libyan EFL Students’ Attitudes toward Using Quizlet for Vocabulary Learning

Abstract

Vocabulary learning is very challenging for many Libyan EFL students, creating a need to examine accessible digital tools that may support regular vocabulary practice. This study explored first-year Libyan EFL students’ attitudes toward using Quizlet for vocabulary learning during the academic year 2025/2026. It examined five dimensions: perceived usefulness, ease of use, engagement and motivation, vocabulary learning and retention, and self-regulated learning. A descriptive survey design supported by qualitative open-ended responses was employed. Thirty students from the Faculty of Languages and Translation, University of Zawia, completed a 30-item questionnaire and three open-ended questions. Quantitative data were analyzed using frequencies, percentages, means, and standard deviations, while qualitative responses were analyzed thematically. Vocabulary Learning and Retention received the highest evaluation (M = 4.12), followed by Perceived Usefulness (M = 3.84), Engagement and Motivation (M = 3.71), Self-Regulated Learning (M = 3.48), and Ease of Use (M = 3.29). Students particularly valued flashcards, repetition, games, tests, audio, and immediate feedback. However, internet problems, advertisements, paid features, inaccurate public sets, long activities, and dependence on teacher support limited independent use. The study recommends accurate course-specific sets, contextual examples, pronunciation and visual support, introductory training, shorter weekly activities, and integration with speaking, reading, and writing tasks. The findings represent students’ perceptions and should not be interpreted as experimental evidence of vocabulary improvement.