The use of flashcards in english vocabulary learning for young learners

Abstract

Flashcards are widely recognized as a pedagogical resource in foreign language teaching because they facilitate vocabulary recognition, practice, and retention through visual association and repeated exposure. Vocabulary acquisition is a fundamental component of English as a Foreign Language (EFL) learning; however, many students experience difficulties in remembering and using new words due to limited exposure to interactive and motivating learning strategies. Therefore, this study aimed to determine the effect of using flashcards on English vocabulary acquisition and student participation among young learners. A quantitative approach with a descriptive pre-experimental design was applied using a single-group pre-test and post-test structure. The study involved 13 students who participated in English learning activities supported by flashcards. Data were collected through vocabulary assessments and an observation checklist using a three-point Likert scale to evaluate students’ learning behaviors during the intervention. The results showed an improvement in students’ vocabulary performance after the implementation of flashcard-based activities, with higher levels of recognition, participation, and classroom interaction in the post-test evaluation. It was concluded that flashcards represent a useful instructional resource for supporting vocabulary learning among young EFL learners by promoting visual association, active participation, and meaningful engagement in classroom activities.