Quick Guide
- Keywords: Vocabulary building, community learning
- Learner English level: All
- Learner maturity: High school, university
- Preparation time: None
- Activity time: 10-20 minutes
- Materials: Any box partitioned into five sections (see Appendix A), blank flashcards, a list of high-frequency words (e.g., NGSL)
The Leitner box is a memorization tool that uses the principle of spaced repetition (Leitner, 1972). A typical Leitner box has five sections, labeled Level 1 through 5. Each level corresponds to the frequency with which the learner reviews the flashcards: Level 1 flashcards must be reviewed every session, Level 2 every other session, Level 3 every week, Level 4 every two weeks, and Level 5 every month. All flashcards begin at Level 1. Each time the learner gets the correct answer, the flashcard graduates to the next level, but when the learner gets it wrong, the flashcard goes all the way back to Level 1. Thus, the learner devotes more time to more difficult items. Typically, this process is done alone, and the learner quizzes himself or herself every day. The task can be quite daunting, and over time, the learner might lose motivation. This community Leitner box activity aims to make this learning tool more fun and engaging by adding the element of community learning. Instead of learning vocabulary alone, students quiz each other in pairs using flashcards that they make themselves.
Preparation
Step 1: Ask students to bring a pack of flashcards and a box that can be partitioned into five sections.
Procedure
Step 1: Explain to students that they will each be making a Leitner box. Tell students to label each section of their box Level 1 to 5 (Appendix A).
Step 2: Give students a list of the first 10 words that they need to learn.
Step 3: On each flashcard, have students write the vocabulary item. On the back of the cards, students write hints such as the meaning of the word, a sample sentence with the word blanked out, or the L1 translation.
Step 4: Tell students to put these cards in the section marked Level 1.
Step 5: Tell students to pair up. Ask each pair to decide who will be the Quiz Master and the Player. Instruct the Quiz Masters to take the Players’ cards and to shuffle them.
Step 6: Tell the Quiz Masters to read out the hints. Each time the Players get the answer right, the Quiz Masters move the flashcard to Level 2. But if the Players get it wrong, the flashcard goes back to Level 1.
Step 7: Once all cards have been quizzed, have the students switch roles. Repeat the process every session. Add new cards as necessary. Follow a schedule that best suits your class (see Appendix B for an example schedule).
Conclusion
Vocabulary is an important component of language learning. Most students aim to learn vocabulary for tests and thus tend to rely on rote memorization. However, by learning as a community, vocabulary learning can become more meaningful and enjoyable. Students might also retain more of their knowledge long-term because of spaced repetition and because they engage their senses in making their own flashcards and quizzing each other.
Variation
For higher level learners, you may opt to time the students’ paired quizzes for an added challenge. A vocabulary exam at the end of the term may also be conducted as a summative assessment.
Reference
Leitner, S. (1972). So lernt man lernen: Der weg zum erfolg [How to learn to learn: The road to success]. Freiburg im Breisgau, Baden-Württemberg: Verlag Herder.
Appendices
The appendices are available below:
