Introduction
Learning a foreign language is a slow and progressive effort which requires constant and responsible practice. Independent study is absolutely necessary for progress, and the hours spent in the classroom are not nearly enough in order to achieve fluency. This is particularly true for languages which are considered difficult to master, such as Mandarin. In recent years, Mandarin has become one of the most important foreign languages studied in schools throughout the United States of America. Mastering Mandarin challenges students to a great extent, even though many of them choose to study this language. Consequently, many teachers use the present technological tools to make learning easier and more efficient. While traditional methods of study are not obsolete, introducing students to the new learning tools which can be used both collaboratively in the classroom, and independently at home, is a prerequisite for contemporary learning. Anki, a free program which uses the spaced repetition method, is particularly effective for learning second and foreign languages, and can be used to increase students’ language knowledge, and to improve their motivation to learn independently.
Literature Review
In the past years, the demand for Mandarin has increased among American parents and students, who acknowledge the importance for speaking this language in the current business environment. Chinese classes and tutors have become extremely popular as a result of China’s economic development. Americans also have more connections with this part of the world by means of child adoption and travels (Lofholm). Furthermore, speaking Chinese has become an asset for college applicants and job seekers, as Mandarin knowledge offers them a major advantage, particularly in the competitive business environment (Lofholm). For this reason, students enthusiastically choose Chinese over many other foreign language options available in their schools. However, as they progress in language learning, they often come to discover that Mandarin is not easy to learn and they may become discouraged as a result.
Helping students to master a challenging language requires flexibility from the teachers, and their willingness to adapt to the realities of the 21st century by introducing technology into the classroom. As Blake (76) shows, the field of computer-assisted language learning has diversified in the past years, allowing teachers to choose from the most appropriate programs to support their goals and purposes. Different applications allow students to work collaboratively, to play, chat and receive feedback from their teachers and peers rapidly and effectively. As Pennarola and Caporarello explain, “ although it is easy to figure out the advantages and opportunities offered by technology integration in learning processes, such integration process might be very difficult” (149). This is because the challenge is not that of bringing technology into the classroom, but of using the technology to promote learning as well. Furthermore, the tools themselves do not improve fluency in lack of student involvement and knowledge (Blake 77).
When the appropriate conditions are met, a system like spaced repetition becomes very effective in improving students’ learning skills. The spaced repetition method maximizes the time spent learning and leads to success, when it is employed adequately (Schimanke, Mertens and Vornberger 203). This method was developed in 1885 by Hermann Ebbinghaus, who discovered that repetitions of the same learning content after a certain amount of time improves the memorization of the element. The spacing effect has been documented in a variety of studies and it is considered more effective than massed learning (Logan et al. 176), which leads to short-term memorization. Numerous researchers have tried to discover the most appropriate time period between learning sessions, so as to ensure that the information is memorized. Computer-based algorithms have perfected the method by combining the learner’s performance with the number of repetitions (Schimanke, Mertens and Vornberger 202). Another key component of success is learners’ motivation to continue using the program so as to ensure performance.
The spaced repetition approach is used in the form of flashcards which is a common technique for learning foreign languages. One side of the card shows the word in the foreign language and the other side of the card shows the translation of the word (Schimanke, Mertens and Vornberger 202). Typically, the words that need to be learned are grouped according to topics. Researchers show that, in order to achieve the best results, the amount of time between repetitions should increase as the learner is able to remember the answers correctly (203). The specificity of this method require complete collaboration from learners who must assess their own knowledge of the concept or word correctly in order to establish how soon the flashcard will appear to them again. Typically, students prefer the massed rehearsal, particularly because they are not aware of the benefit of spaced repetitions. However, massed repetitions produce short-term benefits ( Logan et al. 177).because they lead to easy short-term memorization, but the information is rapidly forgotten.
Anki is a program that can be downloaded for free. Learners can create their own sets of cards, where they can insert images and audio files for improved learning.
Figure 1: Creating flashcards
Source: Fluent-Forever
However, the sets of flashcards can also be downloaded directly in the program by accessing an account (Purdy). Anki is a very popular program which can be used successfully by older students who may have the motivation, the interest, and the competency to use it independently at home (The Canadian Press). Anki schedules a flashcard to appear in the progression of cards depending on the learners’ self-assessment of their knowledge. Anki can be used in the classroom following a lesson in order to fix the learnt vocabulary, and independently at home, in order to revise the information. Teachers can ask students to go over flashcards a few times per week, and then quiz them in order to assess their progress.
Method
The study tried to assess the effectiveness of using Anki in order to help students to learn Mandarin vocabulary. The participants to the study were U.S. high school students from the K-12 Chinese class. The students were informed regarding the meaning and purpose of the study in order to ensure their cooperation throughout the experiment. Students were asked to volunteer for the experiment for the same purpose. The entire class was comprised of 26 students, all of whom participated in the study.
Research design
The study employed an experimental study design. Of the students who volunteered to try Anki for their in-class and independent study, 13 were randomly selected (participants). The other 13 represented the control group (control group). The 13 participants were introduced to Anki privately so as to ensure that the control group would not use the program, a situation which would have caused the test to become invalid. The teacher created several series of flashcards, one for each topic discussed in the 2 weeks of the study. The teacher also added pictures and audio files with the correct pronunciation for half of the flashcards. For 2 weeks in the classroom and at home, the participants, assisted by the teacher, employed Anki to quiz themselves before the end of the class. They also used Anki daily at home to fix the new vocabulary. The control group students used their ordinary learnings strategies, both in class and at home. After using Anki for 2 weeks in relation to their Chinese class, all students received a vocabulary test. The test asked students to provide the Mandarin translation for 20 words learnt in the past 2 weeks, and the points obtained by each student reflect the number of words they were able to remember.
Research Results
Results from the study demonstrate the effectiveness of using Anki in the classroom and encouraging students to use it at home as well. Data from the test results shows that Anki helps students to remember many more words than ordinary learning strategies. The table below is relevant in this respect:
Therefore, as shown above, of the students who used Anki, only one scored below 10, whereas 2 scored a perfect 20 points. However, students from the control group showed lower results. Seven students scored below 10 out of 13, and none of them scoring more than 18 points.
A second dimension which was evaluated was the degree to which using pictures and audio files enhanced word acquisition. Analysis of the data showed that information which was joined by pictures and audio files was much more likely to be remembered.
Figure 2: Using pictures vs. no pictures
Conclusions
Using Anki in the classroom enhances the learning experience of the students by making it easier for them to remember the vocabulary learnt during classes. As shown above, students who use Anki are more likely to remember the words they studied after 2 weeks, as compared to the students who did not use the program. Anki can be used in the classroom collaboratively by having students work together on quizzes, and assessing each other. The teacher can help students to learn how to use Anki, and can quiz them after each vocabulary lesson to fix the information. However, Anki is an extremely useful learning tool because it allows students to work independently as well, and take responsibility for their own learning experience.
Future studies should test the effectiveness of using the audio file options for enhancing students’ pronunciation. Other directions of study involve finding out the students’ own perception of the program after prolonged use, or the degree to which students are serious and honest in their self-assessment.
Works Cited
Blake, Robert. New Trends in Using Technology in the Language Curriculum. Annual Review of Applied Linguistics 27(2007): 76-97.
Lofholm, Nancy. “ Mandarin Chinese Becoming First Choice as Second Language”. Denver Post. 2012. Web. 12 August, 2016.
Logan, Jessica et al. Metacognition and the Spacing Effect: the Role of Repetition, Feedback and Instruction on Judgements of Learning for Massed and Spaced Rehearsals. Metacognition Research 7 (2012): 175-195.
Penarolla, Ferdinando and Caporarello, Leonardo. “Enhanced Class Reply: Will This Turn Into Better Learning?”. Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Eds. Charles Wenkel and Patrick Blessinger. 143-163. Bingley, UK: Emerald Group Publishing. 2013. Print.
Purdy, Kevin. “Anki Teaches Text, Audio, or Images Through Repetition. Life Hacker. 2009. Web. 12 August 2016.
Schimanke, Florian, Mertens, Robert and Vornberger, Oliver. “Spaced Repetition Learning Games on Mobile Devices: Foundations and Perspectives”. Interactive Technology and Smart Education 11.3 (2014): 201-222.
The Canadian Press. New Computer Software Makes Studying Easier by Carefully Timing Reviews. Cumberland News Now. 2009. Web. 12 August 2016.
