Students-Created Flashcards on Enhancing English Vocabulary Learning Among Tenth- Graders in the 2024-2025 Academic Year
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study investigates the effectiveness of student-created flashcards in enhancing English vocabulary learning among tenth-graders in a public-school context. It evaluates improvements across three key dimensions: lexical meaning, practical use, and grammatical form. Using a pre- and post-test design, the study measured progress and analyzed average scores and improvement rates in each dimension. Results indicate a significant increase in vocabulary learning, with the total average score improving by 2.29 points from an initial 6.26 to 8.55. The largest percentage increase was observed in the practical use dimension, underscoring the benefits of contextual learning strategies. Conversely, the smallest gain was in the grammatical form dimension, highlighting persistent challenges in recognizing word forms. These findings suggest that flashcards play a crucial role in retention and contextual application of vocabulary. However, additional factors, including teacher guidance, peer collaboration, and external practice, likely contributed to these outcomes. This research underscores the potential of student-created flashcards as a valuable educational tool, particularly in resource-limited environments, and advocates exploring their application to other language skills for broader insights.
Source: Ciencia y reflexión :
DOI: 10.70747/cr.v4i1.131
Institutions: Ministerio de Educación, Universidad Nacional de Loja
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408049149