INTRODUCTION
Rationale of the study
English is one of the most popular languages worldwide, with its dominance continuing to grow globally Today, English is spoken as a first language in some countries and is widely taught as a second language in schools across various nations.
Vocabulary is a fundamental skill essential for effective foreign language teaching and learning, serving as the foundation for developing reading, listening, speaking, writing, spelling, and pronunciation skills It enables students to communicate efficiently by linking sounds and meanings, forming sentences, conversations, and various discourse types Since vocabulary appears in every language skill, its importance in language acquisition is undeniable, though mastering it presents challenges, especially for primary students who struggle with memorizing words, applying grammar, and understanding audio-visual content Traditional teaching methods often become monotonous, diminishing students’ interest in learning vocabulary Therefore, innovative and engaging techniques, such as using flashcards, are necessary to enhance vocabulary learning and motivate primary students This article aims to propose effective strategies for teaching English vocabulary in primary schools, specifically focusing on the use of flashcards in Thanh Hoa, to foster greater student interest and improve vocabulary retention.
Aims of the study
This research aims to identify effective techniques for teaching English vocabulary to primary school students, enhancing their interest in lessons and ensuring they master the learned knowledge efficiently By implementing engaging teaching methods, students are more motivated to participate and retain vocabulary better The study emphasizes the importance of innovative strategies to make vocabulary learning enjoyable and impactful for young learners Ultimately, these techniques seek to improve vocabulary acquisition and foster a positive learning experience in primary school English classes.
1 Find out the effectiveness of learning vocabulary using flashcards
2 Determine the students’ attitude towards the use of flashcards
3 Determine the teachers’ attitude towards the use of flashcards.
Scope of the study
In fact, there are lots of various techniques to teach English vocabulary for primary students It requires much time and effort
This study investigates the impact of using flashcards on teaching English vocabulary to third-grade students It specifically measures students' ability to recall word meanings, spellings, and pronunciations through flashcard use The research focuses solely on vocabulary aspects such as meaning, spelling, and pronunciation, while other elements like grammar and collocations are not included The experimental course utilized the 3rd Grade English Textbook published by Vietnam Education Publishing House The study was conducted among 8-year-old secondary students in grade 3, highlighting the effectiveness of flashcards in improving vocabulary retention at this educational level.
Methods of the study
This thesis is grounded in a comprehensive review of references, books, and websites related to teaching English, which were thoroughly analyzed to establish a solid theoretical background To gather primary data, a survey questionnaire and interviews were conducted with students in Thanh Hoa schools, aiming to assess their recognition, attitudes, and evaluations towards English learning The study also explored the challenges students face and identified their preferred classroom activities, providing valuable insights into effective English teaching strategies.
Design of the study
The study is divided into five chapters: Introduction, Theoretical Background, Methodology , Results and Findings and Conclusion
The article begins with Chapter 1, the Introduction, outlining the study's rationale, aims, methods, scope, and design Chapter 2 provides the theoretical background essential for understanding the research context In Chapter 3, the researcher specifies the factors involved in data collection and processing, ensuring clear methodology Chapter 4 presents the findings and discussion, analyzing and interpreting the data comprehensively Finally, Chapter 5 concludes the study by summarizing key insights, addressing limitations, and offering suggestions for future research.
Research question
Based on the delimitation the problems above, the researcher formulated the problems in this research as follow:
1 How does the use of flashcards affect the students vocabulary acquisition ?
2 How does using flashcards motivate the primary student ?
THEORETICAL BACKGROUND
The Nature of Vocabulary
Verbal language distinguishes humans from animals, enabling communication beyond mere thoughts Humans use spoken language to both convey and receive information, a capability animals do not possess The development of speech in children marks their progress in acquiring new words, reflecting language learning Additionally, adults with a larger vocabulary are often perceived as having a better command of English, highlighting the importance of vocabulary in effective communication.
Vocabulary refers to the set of all words known and used by a person, as well as all words that exist within a specific language or subject While the Cambridge Advanced Learners Dictionary defines vocabulary as "all the words known and used by a particular person" and "all the words which exist in a particular language or subject," Sebastian Wren, Ph.D., emphasizes that a person's active vocabulary does not encompass all the words they are exposed to Therefore, a comprehensive understanding of vocabulary includes both the words a person actively uses and the broader range of words they have encountered or been exposed to.
•Heard the word, but cannot define it
•Recognize the word due to context or tone of voice
•Able to use the word but cannot clearly explain it
•Fluent with the word – its use and definition
Vocabulary extends beyond simple word definitions to encompass a complex knowledge of words and their meanings It consists of two forms: oral vocabulary, which includes words recognized and used in listening and speaking, and print vocabulary, which pertains to words understood in reading and writing Additionally, word knowledge is categorized into receptive vocabulary—words we recognize when heard or seen—and productive vocabulary—words we actively use in speech and writing Typically, receptive vocabulary is larger than productive vocabulary, often including words we understand to some degree without fully knowing their meanings or using them ourselves.
Vocabulary, defined by Webster’s Dictionary (1993:327), as a list or group of words and phrases often arranged alphabetically, is a fundamental component of language It encompasses all information related to meaning and word usage, playing a crucial role in language learning alongside sound systems, grammar, and culture (Harimurti Kridalaksana, 1993) As individuals age, their vocabulary naturally expands and evolves, serving as a vital tool for effective communication and knowledge acquisition Ultimately, a person's vocabulary represents the set of words they are familiar with in a language, highlighting its importance in mastering any language.
According to Nation (2001), vocabulary is categorized into two types: receptive (perceptive) and productive vocabulary Receptive vocabulary consists of words that both native speakers and language learners recognize and understand passively through listening and reading, but rarely use in active communication In contrast, productive vocabulary includes words that learners are familiar with and confidently produce in their speaking and writing activities Developing both types of vocabulary is essential for language proficiency and effective communication.
According to Montgomery (2007), vocabulary is categorized into four types: listening, speaking, reading, and writing vocabulary, each distinguished by their use in language learning Listening vocabulary encompasses words students hear and understand, while speaking vocabulary includes the words they actively use when speaking Reading vocabulary refers to the words students recognize and comprehend during reading, which can be expanded through exposure to diverse texts Writing vocabulary involves the words students employ to express their thoughts effectively Understanding these different vocabulary types is essential for developing comprehensive language skills and improving overall communication abilities.
According to Grigg (2012), vocabulary can be categorized into active and passive types Passive vocabulary refers to words a person understands when listening or reading, while active vocabulary encompasses the words a person can actively produce in speaking and writing The distinction between these two types highlights the difference between receptive language skills and productive language abilities, emphasizing the importance of both for effective communication.
In contrast to Montgomery (2007), Wollacott (2013) stated that the four types of vocabulary (listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary) are summarized just in active and passive vocabulary
In general, vocabulary is divided into four types: reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary
Reading vocabulary encompasses the words in print that individuals recognize or can figure out, playing a crucial role in reading comprehension and academic success A person's reading vocabulary is the total set of words they can recognize when reading, making it the largest type of vocabulary as it includes other vocabulary types The size of a student's vocabulary is strongly linked to their ability to understand texts and perform well academically Developing a broad vocabulary, combined with strategies to infer the meanings of unfamiliar words, is essential for effective reading comprehension and overall scholastic achievement.
Listening vocabulary is the set of words essential for understanding spoken language, enabling individuals to comprehend speech effectively It encompasses all the words a person can recognize when listening, with size and comprehension enhanced by contextual cues and tone of voice Developing a strong listening vocabulary is crucial for improving overall communication skills and language proficiency.
Writing vocabulary includes the words a person can confidently use in their writing, reflecting their ability to express ideas clearly and effectively Unlike receptive or active vocabulary, writing vocabulary is shaped and expanded through the individual's own practice and usage Developing a strong writing vocabulary is essential for clear communication in written form and is influenced by consistent writing practice and exposure to diverse vocabulary.
Speaking vocabulary consists of the words we use in everyday speech
A person's speaking vocabulary encompasses all the words they can use in speech, but due to its spontaneous nature, words are often misused While these misuses are usually slight and unintentional, they can be compensated for through facial expressions, tone of voice, or hand gestures According to Nation (1990:29), vocabulary is categorized based on specific references, such as individual words.
Knowing a word involves recognizing it both when heard and when seen, which requires understanding its sound and visual appearance It also includes anticipating its grammatical pattern and distinguishing it from similar words Additionally, being familiar with a word entails judging whether its form sounds correct and looks right, ensuring accurate comprehension and usage.
Understanding a word requires not only knowing how to pronounce it but also how to spell it correctly and incorporate it into proper grammatical structures Effective usage includes recognizing common collocations and using the word appropriately within suitable contexts to convey its intended meaning Additionally, mindful usage involves avoiding overuse of low-frequency words and selecting appropriate substitutes when necessary Mastering these aspects ensures precise communication and enhances vocabulary proficiency.
Vocabulary encompasses listening, writing, reading, and speaking, forming the foundation of literacy—an essential skill dating back to the dawn of writing In the modern information age, literacy has gained increased importance as the free flow of information can significantly impact your career, productivity, and even safety Your vocabulary directly influences your cultural literacy and ability to understand global events beyond your local community Despite common perceptions, expanding vocabulary is crucial for success in today’s interconnected world, enabling effective communication and enhancing career opportunities Therefore, parents should prioritize developing their children’s vocabulary early to foster informed, articulate individuals prepared for global challenges.
In general, vocabulary plays an important role in the development of each language, its importance is concluded in this list:
• An extensive vocabulary aids expressions and communication
• Vocabulary size has been directly linked to reading comprehension.
Psychology features of primary students
• A person may be judged by others based on his or her vocabulary
2.2 Psychological features of primary students
Children between six and eight years old experience steady growth, particularly in their muscle control and balance They can perform physical tricks, skip, run, tumble, and dance with confidence, enjoying testing their strength and coordination They can catch small balls, manage buttons and zippers, and are beginning to learn tying shoelaces Their fine motor skills have improved, allowing them to print their names, copy designs, shapes, numbers, and letters with accuracy Older children remain highly active, demonstrating significant progress in both gross and fine motor skills, and they use utensils and tools correctly under supervision.
Children initially prioritize their own needs over others until around ages seven or eight, and they tend to play well in groups, though they may need time to enjoy solitary play They often have a best friend and an enemy, typically preferring playmates of the same sex, and frequently tell on each other to understand rules and gain adult attention Children dislike criticism and failure, and it’s best to encourage self-competition rather than peer rivalry They are helpful with small chores and have a strong desire for love and attention from parents, beginning to care about others’ feelings and needs, often enjoying caring for younger children Their understanding of "good" and "bad" is influenced by parental and teacher approval, and they start developing a moral sense, including honesty They develop a sense of humor, enjoying nonsense rhymes, songs, and riddles, and become upset when criticized or ignored By ages nine or ten, children seek acceptance and a sense of worth, displaying independence through disobedience and rebellion They prefer individual achievements and respond better to encouragement than competition, still seeking adult approval They begin to take responsibility for their actions, enjoy joining organized groups, and tend to associate with their own sex, looking up to older youth and starting to build friendships based on acceptance within their peer group.
Children develop the ability to distinguish left from right and experience rapid growth in speech and self-expression, which are crucial for academic success They engage in conversations about themselves and their families and use language actively during play to reinforce their learning At this stage, children begin to understand concepts like time and days of the week and enjoy silly rhymes, riddles, and jokes, reflecting their growing cognitive skills Their attention span increases, allowing them to follow more complex stories, and they start learning letters and words, with most able to read simple words or phrases by age six While social, emotional, and intellectual development vary among children, providing opportunities for them to share thoughts and reactions supports their overall growth, as they tend to view the world in clear-cut, binary terms.
First-grade students are highly motivated and eager to try new activities, excelling when tasks are broken into small, manageable parts They require adult guidance to maintain focus and complete tasks effectively As children transition into first grade, adapting to a new environment and concentrating for 30-35 minutes becomes essential Unlike three-year-olds, first graders are less curious about exploring everything and instead enjoy discovering and understanding interesting aspects of life Gradually, they develop self-discipline and learn to follow learning regulations, which are crucial for their academic growth Supporting these developmental challenges through understanding scientific knowledge enables families, schools, and society to provide the necessary care and assistance for children to overcome difficulties and thrive.
The nature of Flashcards
Effective teaching techniques are essential for delivering information in a way that maximizes student learning Teachers often face limitations in resources, such as the latest technology, but can still employ innovative methods to engage students Utilizing available teaching tools and adaptable strategies enables educators to optimize learning outcomes despite resource constraints.
Flashcards, as defined by Oxford Advanced Learner’s Dictionary, are cards featuring words and sometimes colorful pictures, serving as simple and versatile tools for teaching young learners According to Admit (2009), their adaptability allows teachers to creatively modify images across various topics to effectively teach vocabulary at low cost while providing recyclable value Flashcards are highly motivating for children, helping to enhance their vocabulary and overall English skills Yogyakarta (2014) highlights that the use of colorful images in flashcards captures learners’ attention more effectively than abstract concepts, making them an engaging educational resource.
Flashcards are effective tools for presenting and practicing new vocabulary, as they capture learners’ attention and make otherwise boring activities more engaging Using pictures in meaningful, real-life contexts enhances memorability and aids in retaining vocabulary, which improves communicative abilities Teachers can compare antonymous images or similar concepts, such as “hill” and “mountain,” to deepen understanding Additionally, presenting words within a broader context, like illustrating “leaf” as part of a “tree,” helps learners grasp collective ideas and connections between words (Wright, 1990; Wright and Haleem, 1991).
In language teaching, flashcards are cards featuring words, sentences, or pictures that serve as effective learning aids or cues during lessons These tools help students memorize and reinforce vocabulary through visual and textual cues Flashcards are generally classified into two types: picture flashcards and word flashcards, both designed to enhance language acquisition and facilitate more engaging and interactive learning experiences.
Picture flashcards, as defined by Wright & Haleem (1991:50), are 15×20 cm cards featuring printed or drawn images that are easy to handle and visible to the entire class They offer advantages such as their attractive and colorful designs with detailed visuals, which surpass the limitations of blackboard pictures Teachers can conveniently create these flashcards during their free time at home, making them a practical teaching resource Overall, picture flashcards are highly effective for presenting, practicing, and revising lesson vocabulary.
According to Bowen (1982), word flashcards are cards with words printed on them that teachers can quickly display or "flash" before the class Typically measuring approximately 8cm in height and 10cm in width, their size can vary depending on the classroom setting These flashcards are highly effective for visually representing vocabulary words or grammatical structures, making them a valuable tool for language instruction.
Wright (1976: 80) emphasized that students develop a clearer understanding of vocabulary when teachers incorporate pronunciation, proper usage, and illustrative pictures Using colorful flashcards with pictures makes vocabulary lessons more engaging and helps prevent boredom This visual approach enhances comprehension and maintains student interest during language instruction.
Flashcards are a convenient teaching tool, making it easy for teachers to deliver lessons without carrying heavy books (Inayah, 2010) They offer several advantages in language education; according to Haycraft (1978) and Cross (1991), flashcards help consolidate vocabulary, are portable for use anytime and anywhere, and are eye-catching and effective for learners at all levels Additionally, flashcards facilitate the connection between students’ native language (L1) and the target language, enhancing language acquisition.
Flashcards, as highlighted by Wright (1976), have several drawbacks, including the difficulty for teachers to find suitable cards that align with the syllabus and the small size of flashcards, which can hinder visibility for students seated at the back Additionally, Inayah S (2010) points out that flashcards can be costly and time-consuming for teachers to create Furthermore, there is a risk that students may misinterpret teachers’ explanations when using flashcards, potentially hindering learning objectives.
Flashcards are effective teaching tools that help students learn vocabulary through colorful pictures, making lessons more engaging However, their high cost, limited size, and the inclusion of off-topic cards can be drawbacks Therefore, teachers should consider the lesson topic and class size to effectively incorporate flashcards into their teaching strategies.
2.3.5 Overview of using flashcard in teaching vocabulary
Flashcards are a popular and effective self-testing technique for vocabulary learning in second language acquisition, used widely in traditional languages like French and Spanish, as well as less common ones such as Russian According to Oxford and Crokall, with creativity, learners can enhance flashcards by providing greater context, such as categorizing words by part of speech or tense, and distinguishing between learned and new words Incorporating visual aids, like attaching pictures to flashcards, helps contextualize vocabulary Additionally, arranging flashcards into semantic maps on the floor allows learners to see related words grouped together, reinforcing connections Writing complete sentences on flashcards further enriches vocabulary by adding meaningful context.
Using flashcards enhances students’ vocabulary mastery by making words more familiar and easier to memorize through visual, reading, and tactile engagement, which also boosts motivation and interest in learning The study suggests that teachers should first assess students' behavior and then incorporate engaging techniques and media like flashcards to create a positive classroom atmosphere Additionally, students are encouraged to actively participate, ask questions, and seek to expand their vocabulary knowledge for more effective learning.
Using vocabulary flashcards significantly enhances Iranian pre-university students’ vocabulary knowledge, promoting higher levels of vocabulary acquisition Flashcards encourage active class participation by enabling students to share answers, provide examples, and volunteer, thereby increasing engagement and attention The study concludes that flashcards are an effective tool for improving vocabulary learning compared to traditional methods They allow students to review difficult words more frequently by categorizing them based on difficulty, helping reinforce understanding Presenting a word on one side and its definition on the other fosters easy practice and recall of meanings, reducing rote memorization Additionally, flashcards offer greater flexibility, preventing certain words from being neglected due to their position in the classroom, unlike traditional methods Overall, vocabulary flashcards play a vital role in facilitating effective vocabulary teaching and learning for Iranian students.
A 2013 quasi-experimental study by Universitas Pendidikan Indonesia and Elsa Yusrika Sitompul demonstrated that teaching vocabulary using flashcards and wordlists significantly improved fifth graders’ vocabulary mastery The experimental group reported easier memorization of words, increased motivation to learn English, and better understanding of vocabulary Based on these findings, it is recommended for primary educators to incorporate flashcards as an effective strategy for teaching vocabulary.
How to teach vocabulary to primary students
Teaching English to primary school students is a challenging task for teachers, as they need to introduce a new language subject effectively Mastery of vocabulary is crucial for students to develop basic language skills and facilitate communication To enhance the teaching and learning process, effective vocabulary instruction should focus on engaging students, emphasizing spelling, pronunciation, meaning, and use of words, and providing opportunities for repetition Research indicates that starting English education early leads to greater fluency and better pronunciation, as prolonged exposure allows for more practice and experience Helena Anderson (1993) emphasizes that early language learning results in improved language proficiency, noting that the earlier children begin, the easier it becomes for them to acquire native-like pronunciation Krashen, as cited by Anderson, also supports that while older learners may have some advantages, children generally have a better chance of developing authentic pronunciation skills in classroom settings.
When teaching vocabulary to children, teachers must carefully select suitable words for the initial stage, primarily focusing on common words that students frequently use and need Making a list of these words before the lesson helps teachers understand which words are most relevant for their students Students’ needs should be a major consideration, as the vocabulary taught should align with their interests and practical requirements to motivate their learning According to Allen, teachers should be aware of five key facts, including the importance and challenges of teaching foreign words for familiar objects and persons, which can be difficult for students to learn without specialized teaching skills Since students often feel they don't need foreign words for familiar objects in non-communicative contexts, teachers must create a sense of personal necessity to motivate learning, rather than simply instructing them on the words' meanings or usefulness.
To foster a genuine sense of necessity for learning a foreign language, teachers must actively engage students in contextual situations that compel them to use English words Creating immersive learning environments encourages students to recognize the practical importance of vocabulary, enhancing their motivation and language acquisition By placing students in real-life scenarios, educators can effectively promote meaningful use of foreign words, leading to better retention and confidence in their language skills.
Related studies
Improving students' vocabulary mastery through the use of flashcards is essential, as vocabulary plays a vital role in teaching a foreign language This research focuses on fourth-grade students at SD Negeri II Watuagung in Nigeria in 2011, aiming to address their challenges in vocabulary acquisition A preliminary investigation was conducted to establish a baseline for comparison, revealing that students’ vocabulary scores were low and they lacked motivation during the learning process This study highlights the importance of effective methods, like flashcards, to enhance vocabulary learning and increase student engagement.
This research aimed to enhance students’ vocabulary mastery and motivation through the use of flashcards as an effective learning media A classroom action research approach was employed, involving two cycles of planning, acting, observing, and reflecting to address identified challenges Data collection utilized both qualitative methods—interviews, observations, document analysis, and tests—and quantitative analysis through comparing pre-test and post-test scores with descriptive statistics The implementation of flashcards demonstrated promising improvements in students’ vocabulary skills and increased engagement in the learning process.
The method used in this study was classroom action research Kemmis
Action research, as defined by Hopkins (1993), is a self-reflective inquiry conducted by participants in social and educational settings to enhance their understanding and improve the rationality and justice of their practices According to Kemmis and McTaggart in Burns (1999), the classroom action research model comprises four essential steps: planning, acting, observing, and reflecting, which guide educators in systematically assessing and refining their teaching methods Incorporating these principles ensures a structured approach to improving educational practices through continuous reflection and iterative cycles.
Effective planning is essential for successful speaking practice, as it involves preparing a comprehensive lesson plan, selecting appropriate materials, and organizing evaluation tools to assess improvement Careful preparation ensures that all resources are in place, enabling the researcher to execute the activity smoothly and accurately measure speaking skills development afterward.
The researcher implemented the lesson plan by integrating flashcard games into vocabulary teaching, which were conducted in group settings Prior to the instruction, a pretest was administered to assess students' initial vocabulary knowledge After delivering the instructional material through engaging flashcard activities, the researcher conducted the posttest at the end of the study to evaluate learners' vocabulary improvements This method aimed to enhance vocabulary acquisition through interactive and collaborative learning strategies.
The researcher observes the effects of critically informed actions within the specific context in which they occur Additionally, they document the teaching and learning process by creating an observation sheet, capturing important details and trends This comprehensive observation helps in assessing the effectiveness of the instructional strategies and understanding student engagement during the learning process.
Reflecting: After doing the observation, the researcher continued to the next step namely reflection In this step the researcher reflects how the teaching learning process runs
This research employed both qualitative and quantitative data collection methods to ensure comprehensive analysis Qualitative data were gathered through interviews, observations, and review of documents such as photographs and students’ worksheets Quantitative data were obtained from tests, including pre-tests and post-tests, to measure learning outcomes effectively.
This study investigates whether the use of flashcards can enhance vocabulary mastery among fourth-grade students at Ly Tu Trong Primary School Additionally, it examines the impact of flashcard utilization on students' learning motivation The research findings provide clear answers to these questions, demonstrating the effectiveness of flashcards in improving both vocabulary skills and learner engagement among young students.
The research demonstrated significant improvements in students’ vocabulary mastery and participation Results from pre-tests and post-tests across two cycles indicated a notable increase in vocabulary scores, reflecting enhanced vocabulary knowledge Additionally, student participation and enthusiasm grew as engaging learning activities and media, such as flashcards, effectively motivated students and minimized distractions Observational data and interviews confirmed that the use of flashcards boosted student motivation and active group involvement, leading to more dynamic and effective learning experiences.
Flashcards have been shown to significantly enhance students' vocabulary mastery, as evidenced by the notable increase in pre-test and post-test scores Additionally, observational field notes indicate that the use of flashcards can boost student motivation during the teaching and learning process, leading to a more engaged and effective learning environment.
Using flashcards in language learning enhances students' familiarity with vocabulary by allowing them to see, read, and physically interact with words, making memorization easier after lessons Incorporating flashcards increases student attention and motivation, leading to improved vocabulary mastery and overall achievement Effective teaching requires identifying students' behaviors before lessons to select appropriate techniques, with engaging methods like flashcards being particularly beneficial Creating an engaging classroom environment is essential to keep students interested and ensure they learn comfortably, ultimately boosting their language acquisition success.
2.5.2 The effect of using vocabulary flash cards on primary students’ vocabulary knowledge
This study aims to enhance students' vocabulary knowledge using a seven-step vocabulary flash card (VFC) model to boost vocabulary acquisition, offering valuable contributions to language teaching and vocabulary instruction The research provides practical solutions for common challenges in teaching vocabulary and demonstrates that flash cards can motivate students and reinforce their learning of English words The study involved 30 female primary school students from Thanh Hoa, selected from a larger group based on a proficiency test and confirmed for homogeneity using a t-test, with all participants being EFL learners taught by the same instructor Participants were divided into experimental and control groups to assess the effectiveness of the new vocabulary learning tool, with instruments including a general proficiency test, post-class mini vocabulary tests based on the English 3rd-grade textbook, and a questionnaire survey Results showed that while both groups improved from pretest to posttest, the experimental group achieved significantly higher vocabulary scores, indicating the effectiveness of the flash card method in enhancing vocabulary learning.
During a three-week study, both the control and experimental groups studied the same course book containing new vocabulary words The control group learned vocabulary solely through traditional teaching methods, while the experimental group used vocabulary flashcards as an innovative learning approach This study compared the effectiveness of conventional versus modern vocabulary acquisition techniques to determine which method enhances language learning more effectively.
The study demonstrated that explicitly teaching students the vocabulary flashcard strategy significantly enhances their vocabulary learning, as students found this method more effective than other strategies and benefited from teacher feedback When students struggled to memorize new words, they leveraged the flashcard strategy, recognizing it as a valuable alternative to traditional memorization The use of visual tools like flashcards facilitates greater student participation, encouraging answering, sharing examples, and active involvement in class activities Participants who received flashcard-based interventions showed markedly better results in vocabulary tests, indicating that vocabulary flashcards are a highly effective method for improving vocabulary acquisition among primary students and play a vital role in vocabulary instruction.
METHODOLOGY
Reality
The relationship between teachers, educational materials, and students is fundamentally interdependent, playing a crucial role in the success of educational outcomes Additionally, the teaching and learning environment significantly influence student achievement These factors are essential in ensuring effective instruction and learning processes Due to time constraints, surveys and questionnaires were only conducted at Ly Tu Trong Primary School.
The survey conducted in Thanh Hoa province examined the current realities of teaching and learning environments, focusing on the characteristics of teachers and students, as well as the conditions within schools The study emphasized the impact of these factors on educational outcomes, particularly in relation to the design and implementation of the English 3 textbook Our findings highlight the importance of understanding local educational contexts to enhance language learning effectiveness in Thanh Hoa.
The primary school English teachers at Ly Tu Trong in Thanh Hoa are young, enthusiastic, and dedicated to helping students succeed All teachers hold college or university degrees and possess experience in teaching English They thoroughly prepare their lessons before class, demonstrating their professionalism However, many still rely on traditional teaching methods, primarily using textbooks and related materials To enhance student engagement, incorporating interesting teaching aids into lessons is essential, especially at the primary level.
Ly Tu Trong Primary School has nearly 700 students, with 300 in grades 3-5, reflecting the growing emphasis on English education in Thanh Hoa where almost all primary schools have integrated English from 1st grade, benefiting about 4,000 students in the province Many young learners are just beginning to familiarize themselves with English and may not yet understand its importance, but they show enthusiasm and curiosity during lessons However, traditional teaching methods—lecturing on the board and note-taking—limit students' ability to express their logic and activeness Recognizing that primary students are naturally playful and energetic, effective English teaching should incorporate games and engaging activities that motivate learning through fun Observations at Ly Tu Trong Primary School highlight the critical need for innovative, interactive teaching techniques to enhance English learning outcomes for young students.
Ly Tu Trong primary school has good teaching and learning conditions, including modern equipment, new blackboards, and spacious, well-lit classrooms While the infrastructure is well-maintained, the school’s library mainly serves teachers, with limited access for students and a shortage of English reference materials and teaching aids As a result, teachers rely on basic visual aids during lessons, which often fail to engage students effectively, making classes somewhat dull Despite these challenges, Ly Tu Trong primary school provides a positive environment for teaching English; however, teachers should adopt innovative and scientifically proven teaching techniques to enhance English learning outcomes.
Participants
This classroom at Ly Tu Trong Primary School had 30 students, consisting of 12 girls and 18 boys, aged between 7 to 8 years old, with basic English skills The study involved three practitioners responsible for data collection and project implementation, ensuring effective management and accurate assessment of the children's learning progress.
All participants successfully passed a general English test prior to the experiment, with no statistically significant differences observed between the two groups Detailed scores of the general English test for both groups are presented in the results section.
The study involved dividing participants into two groups: a control group that did not use flashcards and an experimental group that utilized flashcards during their learning process The flashcards were employed exclusively with the experimental group to evaluate their impact on learning outcomes The course lasted thirteen weeks, with participants attending one session per week, allowing for consistent and structured instruction throughout the study period.
Materials
To answer the research questions, the following resources were used:
3.3.1 Criteria of flashcards in teaching
In Using flash card to improve students’ understanding on present continuous tense, Inayah S stated three criteria of making flashcards
Effective use of flashcards in the classroom requires that they be held up visibly and large enough for all students to see clearly, ensuring effective visual learning The size of the flashcards should be flexible and adaptable based on the class size, as recommended by Wahyuni and Yulaida (2014), to optimize visibility and engagement for every student.
Picture flashcards need to convey messages which are related closely to the purposes of the lesson to avoid make students confuse something
The way of using flashcards must be correctly Moreover, it is important for the teacher to check the copyright of materials before they give to students
This study investigates the use of a 3rd Grade English Textbook as the main course material, featuring twenty comprehensive topics designed to enhance language learning The textbook focuses on presenting and practicing vocabulary and grammar, while also developing four essential language skills: listening, speaking, reading, and writing The research emphasizes the effectiveness of this curriculum in improving overall language proficiency among young learners.
Vocabularies in the 3 rd Grade English Textbook are learnt by topics These are ten topics corresponding with the 20 units in the two terms
- Unit 1: Hello - Unit 10: What do you do at break time?
- Unit 3: This is Tony -Unit 4: Are they your friend
- Unit 8: This is my pen
- Unit 9 : What color is it ?
- Unit 11: This is my family
- Unit 12: This is my house
- Unit 14: Are there any posters in the room ?
- Unit 15: Do you have any toys ?
- Unit 16: Do you have any pets ?
- Unit 17: What toys do you like ?
- Unit 18: What are you doing ? -Unit 19: They’re in the park
- Unit 20: Where’s Sa Pa ? However, only units were chosen for the experiment, from unit 6, unit
During the experiment involving Units 8 and 9, participants completed three vocabulary tests after each lesson, assessing word meaning, spelling, and pronunciation Each test consisted of five questions on five new words learned, with a total score of ten points—two points per correct answer The word meaning test required participants to write the Vietnamese translation of each word, while the spelling test involved rearranging jumbled letters to form correct words The pronunciation test tasked participants with reading the words aloud, with their pronunciation recorded for evaluation These tests aimed to effectively measure participants' understanding and mastery of new vocabulary across different language skills.
Write the meanings of the words:
Example 3: Word pronunciation test Read aloud the following words:
4 goodbye Before conducting the experimental study, the participants were given a general test level A1 which was taken from the website: http://www.englishtag.com This test includes five parts Part A and B test students’ knowledge of grammar about the verb to be, the present simple tense, imperative and negative Part C and D are to test students’ vocabulary with the common verbs and nouns relating to the countries, nationalities, days, numbers, months, weather, colors Part E is about the use of prepositions such as: in, near, on, under In addition, the researcher added forty words which would be used in the experimental course to make sure that the participants had known them or not All the tests are suitable and reliable in measuring students’ English knowledge who are in grade 3
3.3.3 Observation 3.3.3.1 The reasons of choosing classroom observation
One of the main benefits of conducting observations is that researchers can directly witness the actual behaviors of teachers and students, rather than relying solely on their reported actions This method allows for the collection of authentic, real-life data by observing activities in natural classroom settings By observing in real-world situations, researchers gain deeper insights into the context and meaning behind behaviors, leading to more accurate and meaningful research outcomes.
The researcher observed six lessons across two classes, with three lessons each in 3A and 3B Initially, she attended three lessons in 3A taught by an experienced teacher to examine the teaching methods used for vocabulary instruction Subsequently, she taught three lessons in 3B without using flashcards to compare the effectiveness of different teaching approaches During her teaching, she directly observed whether incorporating flashcards enhanced vocabulary learning, aiming to determine their impact on student engagement and retention.
3.3.4 Questionnaire Survey 3.3.4.1 The reasons of choosing survey questionnaire
A questionnaire, as defined by Polit & Hungler (1997), is a method of collecting information from respondents about their attitudes, knowledge, beliefs, and feelings According to Brink and Wood (1998), questionnaires offer several advantages for researchers, including being faster and more cost-effective than personal interviews, which saves time and money Participants often feel more comfortable expressing themselves anonymously and openly, protecting their privacy Additionally, questionnaires enable data collection on a wide range of topics in a relatively short period, with a standardized format that is unaffected by the interviewer's mood, enhancing the reliability and consistency of the responses.
At the beginning of the study, teachers were given an 11-question questionnaire to assess their opinions on the importance of vocabulary, challenges faced in learning vocabulary, and teaching methods To ensure clarity and avoid misunderstandings, all questions were translated into Vietnamese, facilitating thorough understanding and honest responses, especially for open-ended questions The first seven questions focus on teachers' attitudes toward the significance of teaching and learning vocabulary and their methods in English lessons The eighth question seeks their views on the usefulness of flashcards as a learning tool Questions nine and ten explore teachers’ perceived strengths and drawbacks of using flashcards, while the eleventh question examines their willingness to continue using this method.
3.5.5 Interview 3.3.5.1 The reasons of choosing interview
According to Gray (2004) in *Doing Research in the Real World*, the primary purpose of an interview is for researchers to gather in-depth information directly from an individual by asking targeted questions.
Interviews are a valuable tool for gaining in-depth insights and context into a specific topic, allowing for focused discussions and follow-up questions They enable interviewees to share information they might not disclose in group settings and provide an opportunity for the interviewer to observe non-verbal cues Additionally, interviews help individuals become familiar with the needs assessment's objectives, offering a more personal and detailed understanding Influential participants often appreciate the personalized attention of interviews over surveys or focus groups, making them an essential method for gathering comprehensive qualitative data.
There were two sets of questionnaire for interview They used Vietnamese to minimize misunderstanding and make it easier for participants to ask and answer questions
Ten students were selected randomly to take part in the interview in which focused on the five questions in order to answer research questions
Ten teachers were asked for agreement to participate in the interview which focused on four questions to answer research questions
Students complete a total of six mini-tests, one after each lesson attended by the researcher Each mini-test lasts for 10 minutes and consists of three questions designed to assess students' memorization of new words, including their meanings, written form, and pronunciation This frequent testing approach helps reinforce vocabulary learning and monitor progress effectively.
The study began with classroom observations to assess the use and effectiveness of flashcards in teaching vocabulary Following this, the researcherconducted three practical lessons incorporating flashcards and related activities, documenting student responses and flashcard utilization through observation checklists Subsequently, surveys were distributed to both teachers and students to gather their perceptions, complemented by interviews with ten teachers and ten students conducted in Vietnamese to ensure clarity Finally, post-lesson mini-tests evaluated the impact of flashcards on students’ vocabulary retention, providing data on their overall usefulness.
FINDINGS AND DISCUSSION
The General English test
This study examined the effectiveness of using flashcards as a vocabulary teaching technique by comparing an experimental group, which employed flashcards, with a control group that did not To ensure valid comparisons, students' scores on a general English test were analyzed to confirm the groups' comparability before the intervention The results, including raw data from both groups, are presented in the following table, highlighting the impact of flashcards on vocabulary acquisition.
Table 4.1 The experimental and control group’s Score in general English test
This article presents students' scores on a general English writing test used for selecting participants in an experiment The scores are divided into two groups: the experimental group and the control group The control group achieved a highest score of 8 and a lowest score of 6, while the experimental group had a highest score of only 9 and a lowest score of 7 Overall, the control group’s top scores tend to be higher than those of the experimental group.
In addition, the table 3.2 presents mean scores on general English test for the experimental group and the control group:
Table 4.2 The average total scores and standard deviations of general English test in the experimental group and the control group
The data indicates that the control group had a slightly higher mean total score of 7.8 compared to the experimental group's mean score of 7.4, highlighting minimal differences between the two groups.
Data analysis
4.2.1 Current situation of teaching and learning English vocabulary of the 3 rd graders students
The initial eight questions in the survey questionnaire aimed to gather data on the current practices and challenges in teaching and learning vocabulary among teachers and students Additionally, interview responses provided valuable insights, offering a deeper understanding of the factors influencing vocabulary acquisition These combined data sources are essential for analyzing the present state of vocabulary instruction and identifying areas for improvement.
4.2.2 Attitude towards the importance of vocabulary in teaching and learning English
Figure 3 Students concern about the importance of vocabulary
The chart highlights that a significant majority of students recognize the importance of vocabulary in language learning, with 68% believing it is very important and 25% deeming it important Only 6% consider vocabulary of normal importance, while a mere 1% view it as unimportant This data underscores students' strong awareness of vocabulary's crucial role in effective communication and language proficiency.
Figure 4 Teachers concern about the importance of vocabulary
Very important Important Normal Unimportant
Very important Important Normal Unmportant
According to the chart, 56% of teachers consider vocabulary to be very important for learning English, while 44% believe it is important No participants regarded vocabulary as merely normal or unimportant These statistics highlight that both teachers and students recognize the crucial role of vocabulary in teaching and learning English at the primary school level.
4.2.3 Frequency of using flashcards to teach vocabulary
Figure 5 Frequency of using flashcards to teach vocabulary
The bar chart illustrates the frequency with which teachers use flashcards to teach vocabulary, based on responses from both students and teachers Notably, approximately 50% of students reported that teachers sometimes use flashcards for introducing new words, indicating a shared perception About 10% of teachers stated that they always utilize flashcards in their lessons, while none reported never using them Additionally, 22% of students believed that teachers typically use flashcards, whereas only 3% thought that teachers never use them, reflecting some alignment in perceptions about the use of flashcards in vocabulary instruction.
Frequency of using flashcards to teach vocabulary
Always Usually Sometimes Never applied flashcards In summary, the chart reveals that the majority of teachers do not frequently use flashcards in teaching vocabulary
4.2.4 The use of flashcards at different stages of a vocabulary lesson
According to the chart, 70% of teachers utilize flashcards during the presentation stage to introduce new vocabulary In the practice and production stages, only 20% and 10% of teachers, respectively, incorporate flashcards into their teaching methods Additionally, 10% of teachers use flashcards throughout all stages of vocabulary instruction, highlighting their versatile role in language teaching.
4.2.5 Opinion of students and teachers on the effect of using flashcards to teach vocabulary
Figure 6 Opinion of students and teachers on the effect of using flashcards to teach vocabulary
According to the chart, a significant proportion of students (46%) and teachers (50%) believe that using flashcards enhances the effectiveness of vocabulary lessons Additionally, 42% of students and 38% of teachers consider flashcards to be a standard learning tool A smaller percentage, 7% of students and 10% of teachers, view flashcards as highly effective for vocabulary acquisition These insights highlight the positive perception of flashcards as an educational resource in language learning.
Effective Normal Very effective Ineffective
The opinion of the effect of using flashcards
Teacher Student students have positive opinion on effectiveness of exploitation of flashcards in vocabulary lesson
4.2.6 Benefits of using flashcards in teaching vocabulary perceived by students and teachers
Table 4.3 Benefits of using flashcards in teaching vocabulary perceived by students
1 Flashcards make you feel learning vocabulary more exciting
2 Flashcards help you guess the meanings of new words easily
3 Flashcards help you understand the meanings of new words easily
4 Flashcards help you remember new words quickly
5 Flashcards help you be able to use new words taught in real situations
A significant proportion of students find flashcards make vocabulary learning more engaging, with over 40% strongly agreeing and nearly 50% agreeing that they enhance the excitement of learning new words Many students also believe that flashcards aid in guessing the meanings of unfamiliar words easily, with 42% strongly agreeing and 50% agreeing, highlighting their effectiveness as a learning tool Additionally, 25% strongly agreed and 38% agreed that flashcards help clarify the meanings of new words, though 8% disagreed, indicating some learners find this less beneficial About 35% of students felt that flashcards enable quick recall of new vocabulary, demonstrating their role in improving memory However, 40% hesitated when asked about using newly learned words in real-life situations, suggesting some challenges remain Overall, students highly appreciate the advantages of flashcards, including making vocabulary acquisition more exciting, facilitating understanding and guessing of meanings, enhancing retention, and supporting practical usage of new words.
Table 4.4 Benefits of using flashcards in teaching vocabulary perceived by teachers
1 Flashcards make Ss feel learning vocabulary more exciting
2 Flashcards help Ss guess the meanings of new words easily
3 Flashcards help Ss understand the meanings of new words easily
4 Flashcards help Ss remember new words quickly
5 Flashcards help Ss be able to use new words taught in real situations
Flashcards significantly enhance vocabulary learning by making lessons more engaging, with 45% strongly agreeing and 48% agreeing that they make vocabulary lessons more exciting Additionally, 50% of teachers believe that flashcards help students easily guess the meanings of new words, facilitating vocabulary acquisition A substantial portion of educators, 32% strongly agree and 37% agree, that flashcards assist students in understanding the meanings of new words more effectively Moreover, 35% of teachers agree that flashcards aid students in remembering new vocabulary quickly Importantly, 43% of teachers believe that flashcards enable students to use new words confidently in real-life situations, with only 1% disagreeing, highlighting the effectiveness of flashcards in practical language application.
4.2.7 Difficulties of using flashcards to teach vocabulary perceived by students and teachers
Table 4.5 Difficulties of using flashcards in teaching vocabulary perceived by students
1.Time-consuming to prepare flashcards 2.Difficulties in choosing suitable flashcards 3.Pictures for picture flashcards in textbook are limited
4.Lack of time to teach vocabulary
5 Class –management (noisy…) 6.Large-size class
Many students find preparing flashcards to be time-consuming, with 22% strongly agreeing and 44% agreeing on this issue While 33% face challenges in selecting suitable flashcards, only a small percentage (5% and 10%) disagree, possibly because they find ample online resources for flashcard creation Regarding visual materials, 40% of students remain neutral about the limited availability of pictures in textbook flashcards, and 15% disagree, suggesting they do not see this as a significant problem Time constraints in vocabulary lessons are viewed as a major obstacle, with 35% and 33% considering the short 15-minute period insufficient for effective flashcard activities Additionally, class management issues and large class sizes—common in high schools with 45 to 50 students—are significant barriers, as approximately 40% and 35% of students strongly agree or agree that these factors hinder the effective use of flashcards due to noise and management difficulties.
Table 4.6 Difficulties of using flashcards in teaching vocabulary perceived by teachers
1.Time-consuming to prepare flashcards 2.Difficulties in choosing suitable flashcards
3.Pictures for picture flashcards in textbook are limited
4.Lack of time to teach vocabulary
5 Class –management (noisy…) 6.Large-size class
Approximately 67% of teachers strongly agreed, and 29% agreed that the first two difficulties of using flashcards are significant challenges Additionally, 45% of teachers supported restrictions on picture use in textbooks, while only 4% disagreed Many educators identified limited teaching time as a major obstacle, with 45% strongly agreeing and 42% agreeing that it hampers the effective use of flashcards Furthermore, 58% of teachers considered classroom management issues, and 49% highlighted large class sizes as significant barriers to implementing flashcard activities effectively.
4.2.8 The desire for using flashcards in teaching vocabulary
The pie charts illustrate the strong preference among students and teachers for incorporating flashcards into teaching Specifically, 88% of students favor using flashcards for vocabulary learning, while only 12% are resistant to this method Among teachers, 68% recognize the effectiveness of flashcards and wish to continue their use in lessons, whereas 32% do not express a desire to integrate them This data highlights the widespread acceptance and perceived benefits of flashcards in educational settings.
Results of post-class mini-tests of Control Group(A) and Experimental Group(B)
Table 4.7 Results of post-class mini-tests of Experimental Group in which flashcards were applied
Figure 7 The experimental group results
0 1 2 3 4 5 6 7 8 from 5 to 7 from 8 to 9 Mark 10
1st tes 2nd test 3rd test
Table 4.8 Results of post-class mini-tests of Control Group in which flashcards were not applied
Figure 8 The control group results
The chart indicates that the Experimental Group has a higher number of students scoring 8-9 and 10 on Test 1 compared to the Control Group In Test 2, 64% of students in the Experimental Group achieved scores of 8-9, surpassing the 54% in the Control Group Additionally, both groups had an equal number of students scoring a perfect 10 Regarding Test 3, the Experimental Group again outperformed the Control Group, with more students achieving scores of 8-9 and 10, demonstrating the effectiveness of the experimental method.
0 1 2 3 4 5 6 7 8 9 10 from 5 to 7 from 8 to 9 Mark 10
1st test 2nd test 3rd test
In conclusion, Experimental Group in which flashcards were used to teach vocabulary had higher results than Control Group without application of flashcards
4.2.2 Data analysis from interview 4.2.2.1 Interview with teachers
Ten teachers interviewed indicated they sometimes utilize flashcards in vocabulary lessons, especially for topics easily illustrated with picture flashcards, such as Units 2 and 3 in the Let’s Go textbook They agreed that colorful flashcards attract students’ attention and enable teachers to effectively cover multiple aspects of a new word using a single set One teacher highlighted that the durability of flashcards allows for repeated use, and they also facilitate interactive games that promote student engagement and class participation However, teachers noted that preparing flashcards is time-consuming, as finding suitable images, especially for abstract words, requires effort Time constraints in lessons and large class sizes further hinder their effective use, with noise from game activities sometimes disturbing adjacent classes Most teachers supported incorporating flashcards into vocabulary teaching, citing benefits such as easier and more engaging presentation of new words, while suggesting combining them with other techniques for better outcomes To enhance effectiveness, they recommended reducing class sizes and increasing allocated time for vocabulary instruction, arguing that smaller classes and more teaching time would allow for more thorough and less pressured vocabulary lessons.
Most students learn vocabulary primarily to achieve high test scores, as their academic performance is judged by exam results Some students also study vocabulary to improve their communication skills with foreign speakers, enabling more fluent interactions A minority of students learn vocabulary for entertainment purposes, finding that it helps them understand their favorite American films and videos Regarding teaching methods, most students reported that their teachers rarely use flashcards to teach vocabulary, indicating a preference for other learning techniques.
In a classroom where teachers primarily use flashcards for vocabulary instruction, peer observations reveal that flashcards are predominantly employed in reading lessons rather than other skills The benefits of using flashcards include helping students understand new words clearly by providing pronunciation, visual illustrations, and usage examples Additionally, their portability allows students to revise and memorize vocabulary quickly anywhere Most students also agree that colorful pictures on flashcards make learning vocabulary more engaging and enjoyable However, some challenges have been noted, such as flashcards being too small for students seated at the back of the class to see, which wastes teaching time as teachers need to approach them closely Furthermore, large class sizes—often 48 to 50 students—pose difficulties for teachers to effectively control the class while utilizing flashcards, impacting the overall efficiency of vocabulary lessons.
All students support the continued use of flashcards for vocabulary teaching, recognizing their significant benefits despite some drawbacks They believe that flashcards help improve vocabulary effectively, especially when combined with other engaging activities One student suggested integrating flashcards with games to boost student motivation, while another recommended creating topic-related images on flashcards to enhance learning Additionally, students recommend that teachers divide the class into small groups and organize group games to facilitate classroom management and encourage active participation.
Discussion
This study investigates the effectiveness of using flashcards to enhance vocabulary learning among EFL primary school learners The researcher conducted three post-class mini-tests to assess students' progress, demonstrating the impact of flashcards on vocabulary acquisition Each mini-test session comprised three assessments, providing comprehensive data on the learners' improvement through this teaching method.
This study investigated the impact of flashcards and wordlists on learners' ability to memorize word meanings Two groups were tested: a treatment group using flashcards and a control group using traditional wordlists The primary goal was to examine how these different memorization techniques influence learners’ vocabulary retention, providing insights into effective methods for enhancing word learning.
The second one was spelling test which the researcher used to test the learners’ ability of word spelling memorization
The third one was pronunciation test is to test the learners’ ability of word pronunciation memorization
The findings in the experiment enhanced our understanding of the benefits of flashcards in teaching vocabulary
4.3.1 The effect of the flashcards on memorizing the word meaning
The researcher employed two methods to measure the outcomes of the word meaning test: the last score minus the first score method and the average scoring method Results from the vocabulary course indicate that learners showed significant improvement in remembering word meanings when using flashcards This suggests that flashcards are an effective tool for enhancing vocabulary retention among students.
Research indicates that flashcards significantly enhance students’ ability to memorize word meanings A study by Komachali and Khodareza (2012) demonstrated that vocabulary flashcards contribute to higher levels of vocabulary improvement among learners The findings consistently showed that both treatment and control groups using flashcards experienced notable progress in word memorization, with the flashcard group displaying stronger improvements This evidence supports the effectiveness of flashcards as an easy and memorable tool for vocabulary retention.
4.3.2 The effect of the flashcards on memorizing the word spelling
The researcher used methods to investigate the impact of flashcards on both word meaning and spelling memorization, and findings consistently showed that the treatment group outperformed the control group Post-tests revealed that the treatment group achieved higher scores than the control group, demonstrating the effectiveness of flashcards in enhancing vocabulary retention Additionally, the treatment group maintained superior performance even when evaluated using the average scoring method These results confirm the significant positive effect of flashcards on both word meaning and spelling memory, supporting their value as effective learning tools.
Flashcards significantly improved EFL primary school learners' ability to memorize both word meanings and spellings, demonstrating their strong influence on vocabulary retention The treatment group showed an average increase of 1.0 point across the final four tests compared to the initial four, whereas the control group only gained 0.4 points, indicating the effectiveness of flashcards in enhancing vocabulary learning In contrast, using traditional wordlists for teaching new words did not significantly improve secondary school learners’ abilities in word meaning and spelling memorization This difference can be attributed to learners focusing more on the pictures on the flashcards, which helped them better identify and remember words, highlighting the advantages of visual aids in language learning.
4.3.3 The effect of the flashcards on memorizing the word pronunciation
This study employed two primary assessment methods: the last test minus the first test and the average score method Both techniques were used to analyze the results of the vocabulary course The data indicates that learners who used flashcards showed significant improvement in their vocabulary skills over the course duration These findings highlight the effectiveness of flashcards as a useful tool for enhancing vocabulary learning outcomes.
Using flashcards is an effective method for improving students’ pronunciation and word memorization skills The results indicate that EFL primary school learners retain word pronunciations better when using flashcards Many successful students reported that focusing on the ending sounds of words, such as “present” and “saint,” helped them remember pronunciation, especially those ending with /t/ For weaker students, identifying the ending sound through the letter “t” enabled easier pronunciation of new words Based on the experimental results, future sessions can incorporate targeted strategies to further enhance pronunciation learning.