Technology has become widespread in our life and also the life our learners. Hence, it isextremely crucial to integrate the use of technology in language teaching and learning as it isaligned to one of 21st century learning elements. The current English language lessons are mostlymerely on recalling facts of the texts and conventional that leads to the issue of students’ lack ofinterest in learning English language.
At present, a generation of children is going to school, for whom typing on a tablet may already be more familiar than writing by hand. These children are completely different and the approach to them, respectively, should also change. In the modern world, “attention inflation” occurs, since a person receives too many informational messages per day. And to interest a child of a new generation is much more difficult. The main trend in the development of society in the 21st century, scientists believe accelerated change. Already today we see a global gap between what technical devices schoolchildren use in life and in lessons.Modern children differ little from their parents in the matter of computer competence and often have the latest innovations from the world of technology. But while these devices are banned at school, they will attract students more and distract them from work. Perhaps this is one of the most interesting and intriguing aspects of the concept - to reverse the students' understanding of the potential of their electronic devices and enable them to use it at school, which has long been taboo.Of course, this approach at least introduces the effect of novelty into learning and attracts the attention of the student. But in order to keep this attention, you need to clearly think about which platforms are best for collaboration in the classroom. Students like to work with Quizlet, because this quiz Internet technology gives great motivation to achieve all the best results of passing the test or to set a record. There are several modes on the Quizlet platform:
Learn is an effective, adjustable and self-adjusting learning mode. Students will now be able to memorize material very quickly. The student will be presented with terms and several options for its definition. The student's task is to choose the most suitable answer. In the lower left corner of the site there is a progress bar, which grows as answers to questions. After each correct answer, the student sees a joyful emoticon signaling that he is on the right track.
Flashcards. In the “card” mode, students have the opportunity to listen to the cards, name the definition, flip the card over and test their hypothesis. Cards can be mixed so that their order is not repeated.
Gravity. The gravity mode is a simple game in which you need to protect the planet from asteroids. In the program before starting the game there is an opportunity to choose the level of difficulty. According to the rules, if a student makes a mistake in the term 2 times, then red asteroids will destroy the planet.
Test. In the “Test” mode, students answer 5 questions for a written answer, the same number of questions for selection, with a choice of answer, questions “true-false”. The computer instantly checks the answers and displays the result. Tests can be printed and distributed to the class.
Match. In the game mode "selection", students drag definitions corresponding to the terms that will disappear from the screen. When performing a task on the left, the timer automatically starts.
Write. In the "letter" mode, the student prints the correct answer to the question. The computer will immediately check it and give the result. The student in the left corner immediately sees the number of correct and incorrect answers. And the questions “Where did I get such an assessment?” Immediately disappear.
Spell. In the "spelling" mode, the student engages in listening and enters everything he heard into the corresponding window.
The psychological mechanisms of game activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-determination, self-regulation and self-realization. By definition, Аseyev V., “a game is a type of activity in conditions of situations aimed at reconstructing and assimilating social experience in which self-management by behavior develops and improves.”
Chien, W. (2015) investigated the efficacy ofthe online flashcard site Quizlet among Japanese university students and found that thesite fostered L2 vocabulary development and high interest to continue to learn a foreign language. Altiner C. (2011) also looked at the usefulness of computer-based flashcards in her studyinvolving university ESL students in the U.S.  Besides investigating the learners’ L2 growth, Barr, B. (2016) also examined theirperceptions of computerized flashcards. A questionnaire was administered in addition tointerviews to gain a comprehensive understanding of the students’ views.  Overall, thelearners’ attitudes were quite favorable, particularly when it came to perceived usefulness andease of use. Learner attitudes towards CALL were explored in Crandell, E. (2017) study as well.
Altiner, C. (2011). Integrating a Computer-Based Flashcard Program into Academic Vocabulary Learning Unpublished doctoral dissertation. Iowa State University
Barr, B. (2016). Checking the effectiveness of Quizlet® as a tool for
vocabulary learning. The Center for English as a Lingua Franca Journal, 2(1), 36-48
Chien, C. W. (2015). Analysis the effectiveness of three online vocabulary flashcard websites on L2 learners’ level of lexical knowledge. English Language Teacher, 8(5), 111-121.
Crandell, E. R. (2017). Quizlet flashcards for the first 500 words of the Academic Vocabulary List. All Theses and Dissertations. Retrieved from: scholarsarchive.byu.edu/etd/6335.
Асеев В.Г. Мотивация поведения и формирование личности. – М., 1976
Заславская, О.Ю. Создание онлайн-карточек и заданий разного типа[Электронный ресурс] / Quizlet.com //http://pedsovet.su/publ/164-1-0-4418 - (Дата обращения: 20.01.2020)