<![CDATA[This article reports a qualitative case study on how integrating Quizlet into a front loading routine shapes junior-high EFL learners’ vocabulary learning in Bekasi, Indonesia. The study addressed two questions:how the teacher integrate Quizlet within front loading, and how students experienced Quizlet as a vocabulary tool. One English teacher and five seventh grade students participated. Data were gathered through non participant classroom observations field notes and checklist, semi structured interviews, and documentation, then analyzed thematically. Findings show a stable instructional spine: orientation to activate prior knowledge and pre teach target words, explicit modelling of Quizlet modes, meaning consolidation with Flashcards, sound spelling mapping in Spell, productive recall in Write often linked to notebooks rapid, collaborative retrieval in Match/Live and low pressure consolidation with Test followed by reflection. Context-sensitive management one device per group and a shared projection maintained focus and mitigated connectivity and device scarcity. Students reported enjoyment, heightened motivation, improved spelling accuracy and recall, and transfer of new words to everyday contexts. They also displayed emerging self regulation replaying audio, revisiting flashcards, consulting notes, and peer support. Challenges persisted around time pressure, typos, and fast audio. Overall, embedding Quizlet within principled front-loading enhanced engagement, accuracy, and retention in a resource-constrained setting, and appears adaptable across topics.]]>
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