This study focuses on English vocabulary teaching and learning. Vocabulary as all words in a language, the richness of words possessed by a speaker or writer, words used in a field of science, a list ...of words arranged like a dictionary, and practical and brief explanations. The study uses a pre-experimental research design, one group pretest-posttest. The result1 shows the students' Mean pretest score was 55,3333, and the posttest score was 78,3333. It shows that the posttest score (after giving Flashcards treatment) was higher than the pretest score (before treatment). The researcher obtains that t-value -6,965 was more elevated than t-table 2,131 in the significant level 0,05.
The purpose of this study was to determine the effect of the use of flash cards on the speaking skill of the students of MAN 2 Model Medan. This research method uses quantitative research with ...experimental research types. The population of this study were students of class XI MAN 2 Medan Model with a total of 391 students, the research sample consisted of two groups, namely the experiment class (a class that was given learning using flash cards media) and the control class (a class that was not given treatment), each class consisted of 36 students. The technique of taking samples using random sampling. Methods of data analysis using validity test, reliability test, normality test, homogeneity test, and hypothesis testing. The results of the t-test analysis obtained t count (25.684) > t table (1.667) with a significance of 0.05, it can be said that H0 is rejected, or it can be concluded that H1 is accepted. Thus, students who are given learning using flash cards media effect increasing their speaking skills in Arabic lessons.
Writing is an essential skill taught in learning Arabic. Learning Arabic writing skills online often seems monotonous, so students feel bored. It will impact the mastery of the material the lecturer ...presents and the skills in writing Arabic. Therefore, it takes a medium from an image so that students can express ideas to compose an article that fits the specified theme. This study aims to determine the effect of flashcards in online-based Maharah Kitabah learning on student learning outcomes at IAIN Palangka Raya. This study used a quantitative method with a descriptive approach. The subjects were 23 students of IAIN Palangka Raya. Data collection techniques used were questionnaires and documentation. The data collected was then analyzed using SPSS. The study results indicated that there was an influence of flashcards in online-based Maharah Kitabah learning on student learning outcomes at IAIN Palangka Raya. Students are invited to master the material using this media, both in theory and practice, since flashcards emphasize practicing rather than just delivering material. Consequently, using this media effectively increases interest in Maharah Kitabah learning.
Purpose - Based on the results of observations at SD Negeri 22 Dangin Puri through interviews with several teachers at the nearest elementary school, namely SD Negeri 29 Dangin Puri on October 23, ...2023. Various problems faced by grade 2 teachers in learning were found. One of them is the lack of ability to make sentences for class 2 students. This results in low student learning outcomes in writing sentences in Indonesian language subjects. The results of interviews with teachers stated that teachers had never used digital teaching aids in learning to write Indonesian in grade 2. This research aims to develop digital flashcard learning media to improve Indonesian writing learning outcomes for grade 2 elementary school students. Method - This research uses research development (R&D) or development research and uses the Borg and Gall model which consists of 10 stages. This learning media was validated by 4 experts, namely 2 media experts and 2 material experts. This research involved 60 students as research subjects. Findings - The result is that this learning media is very valid, with a validity coefficient of 1. Practicality and effectiveness tests were carried out in field tests. The results of the practicality test show that digital flashcard media is categorized as very practical, both from the teacher and student sides. The results of the effectiveness test show that digital flashcard media is categorized as effective, with an N-Gain of 0.8. Research Implications - The media developed is visual media, namely images displayed on slides designed according to students' material needs. The images are colorful and attractive to students. The media developed in the form of digital flashcards is suitable for use as learning media in elementary schools because this learning media is very valid. The media developed in the form of digital flashcards are suitable for use as learning media in elementary schools because they help students understand the material and help teachers convey the material. In developing learning media, it is based on student needs.
This study investigates the effects of employing the Smart Interactive Whiteboard in a Malaysian primary-level guided writing class. The study also examines students’ perspectives on different ...teaching techniques and the factors affecting personal preferences. The study employs a sequential explanatory research design. The participants comprise 42 11-year-old students at the Malaysian Year 5 level. Quantitative data are collected in the form of pre- and post-test scores. Simultaneously, qualitative data are gathered using semi-structured interviews to support the quantitative findings and to provide data triangulation. The findings reveal that the Smart Interactive Whiteboard is preferred by most participants over traditional flashcards. The study also provides valuable comparative insights into vocabulary teaching methods and identifies areas of improvement for guided writing teaching approaches. Therefore, the Smart Interactive Whiteboard can potentially cater to students’ multiple needs and learning requirements, being aligned with the academic and professional needs of the target community. The Smart Interactive Whiteboard is also effective in engaging students in the learning process, making vocabulary learning enjoyable and effective at different proficiency levels.
Researchers' interest in the learning of vocabulary from word cards has grown alongside the increasing number of studies published on this topic. While meta-analyses or systematic reviews have been ...previously performed, the types of word cards investigated, and the number of word card studies analyzed were limited. To address these issues, a research synthesis was conducted to provide an inclusive and comprehensive picture of how the use of word cards by learners results in vocabulary learning. A search of the Web of Science and Scopus databases resulted in 803 potential studies, of which 32 aligned with the inclusion criteria. Coding of these studies based on an extensive coding scheme found most studies assessed receptive vocabulary knowledge more often than productive vocabulary knowledge, and knowledge of vocabulary form and meaning were assessed more often than knowledge of vocabulary use. Results of effect size plots showed that more of the reviewed studies showed larger effects for the use of paper word cards than digital word cards, and for the use of ready-made word cards than self-constructed word cards. Results also indicated more studies showed larger effects for using word cards in an intentional learning condition compared with an incidental learning condition, and for using word cards in a massed learning condition compared with a spaced learning condition. Although a correlation was found between time spent using word cards and vocabulary learning outcomes, this correlation was not statistically significant. Learners that were more proficient in English learned more words from using word cards than those less proficient. These results suggest that future researchers should report learner proficiency, adopt reliable tests to assess vocabulary learning outcomes, compare the effectiveness of ready-made word cards and self-constructed word cards, and investigate the learning of different aspects of word knowledge. Teachers should provide learners guidance in how to use word cards and target word selection for self-construction of word cards. In addition, teachers should encourage learners to create word cards for incidentally encountered unknown words and use massed learning when initially working with these new words before using spaced learning for later retrieval practice.
This study delves into the integration of AI-generated mnemonic assistance in Anki flashcards, aiming to enhance vocabulary acquisition for intermediate-level English language learners who often ...grapple with vocabulary challenges. The research involved a sample of 60 students, split into two groups: the Mnemonic group, which used Anki flashcards with AI-generated mnemonics, and the Non-Mnemonic group, which relied on Anki flashcards without mnemonics. The findings revealed that both groups exhibited statistically significant vocabulary retention improvements after undergoing four repetition sessions. Significantly, the Mnemonic group displayed a more pronounced enhancement, underscoring the effectiveness of AI-generated mnemonic support. This research amalgamates insights from cognitive psychology, spaced repetition techniques, and AI-driven personalization to offer a comprehensive and adaptive approach to vocabulary acquisition. Its implications extend to educators, learners, and the ongoing evolution of language instruction, as it highlights the potential for AI to play a pivotal role in addressing the persistent challenges associated with vocabulary acquisition, especially among intermediate-level English language learners.
The purpose of this study was an attempt to examine the effect of using Flashcard and Blackboard in learning vocabulary among students with hearing impairment. The study was an experimental method ...using pre-test and post-test design. The sample of the study was 30 students studying from 1st to 5th standard in two schools for the hearing impairment, and the sample was chosen through stratified random sampling method. The tools developed by the researcher and used in this research was a Teacher Made Test contains 11sight words. The students were taught using traditional classroom teaching method.To analyze the collected data, Repeated Measures of ANOVA was used. The Test analysis reveals significant improvement in learning vocabulary through flashcard and Blackboard teaching. The study reveals the efficacy of using flashcards and blackboard teaching strategy in learning vocabulary among students with hearing impairment.
Medical students use several supplementary digital resources to support learning. Majority of these supplementary resources enhance learning by recall and repetition. A few examples of these ...resources are concept maps, flashcards (FCs), and self-testing tools. Traditionally, paper-based FCs are used in higher education. The concept of paper-based FCs is extended to the digital world in the form of electronic/web-based FCs. The use of electronic/digital flashcards has been reported to review course material in the medical school curriculum. Some of the medical school coursework requires students to acquire visual skills, for example, histology and pathology. Students, who do not have prior knowledge of the basic content on histology and pathology struggle to identify microscopic tissues and organs. Therefore, students look for other supplementary resources to support visual learning. Digital resources like Anki, Quizlet, and Osmosis provide study tools that support visual skills. A review of the literature revealed only a few publications pertaining to the use of digital testing tools for histology education in medical school curriculum. In the medical histology course at the Albert Einstein College of Medicine (Einstein), Bronx, NY, first-year medical students used a game-based platform (Quizlet) to review image-based histology course content in the form of four Quizlet study sets. Students chose from six Quizlet study tools (Flashcards, Learn, Speller, Test, Match, and Race/Gravity) to review the image-based course material and test their knowledge on accurate identification of histological images. The data on student usage of study tools was tracked and analyzed for 4 years (Graduating Classes of 2018 to 2021) to calculate: the total usage of the game-based study tools (Flashcards, Learn, Speller, Test, Match, and Race/Gravity) over the period of 4 years, total percent usage over 4 years of each game-based study tools (Flashcards, Learn, Speller, Test, Match, and Race/Gravity) in each of the four Quizlet study sets and to identify the preferred game-based study tool. The data showed a consistent year-on-year increase in usage of game-based study tools by 50% (M = 445 in 2018 compared to M = 849 in 2021). For the four Quizlet study sets the percent usage of each study tool Flashcards, Learn, Test, Match, Gravity, and Speller was tracked and combined across the four academic years. It was found that Flashcards were used significantly more frequently than any other tool and this was followed by Learn, Test, Match, Gravity, and Speller (p < 0.0001 using chi-square). The study concludes that flashcards are the preferred study tool used by students to acquire visual skills for identifying histological images and could be incorporated when designing online study tools.
With the global rise in international journals over the past decades, successful communication in science largely hinges upon developing competency in using English as the academic
. Accordingly, one ...aspect of developing academic literacy entails helping university students learn a group of medium-frequency and cross-disciplinary words (i.e., core academic vocabulary) employed extensively to describe abstract processes and organize rhetorical aspects of academic discourse. The current study aimed to investigate the contribution of mobile-assisted vocabulary learning with digital flashcards in scaffolding academic vocabulary learning and self-regulatory capacity development among university students. The participants were 54 Iranian university students selected based on their availability in the study context. The participants were assigned to an experimental group (
= 33) and a control learning condition (
= 21). Those in the experimental group used digital flashcards (i.e., Quizlet) to learn academic words in a recently developed core academic wordlist (i.e., NAWL), and the control group used traditional materials (wordlists) to learn the same vocabulary items. The participants' vocabulary knowledge and self-regulatory capacity for vocabulary learning were tested before and after the treatments. The findings indicated that although both groups improved their vocabulary knowledge and self-regulatory capacity after 4 months, the experimental group outperformed the control group in both measures, and the effect sizes of the observed differences were very large. Consequently, the study provided empirical evidence for the effectiveness of mobile-assisted vocabulary learning over traditional materials in developing academic literacy. The findings also indicated that using digital flashcards for vocabulary learning improves university students' capacity for undertaking self-regulated vocabulary learning. The implications of these findings for EAP programs are highlighted.
