Work

The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners

Year: 2026

Type: article

Abstract: ABSTRACT This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to paper flashcards on Iranian English as a foreign language (EFL) students’ vocabulary and collocation learning. A total of 98 Iranian students, aged 9 to 11, studying EFL in a language institute were selected to participate. The participants were divided into three groups: a paper flashcard group, a digital flashcard group, and a gamified flashcard group. To evaluate their learning, participants’ productive collocation knowledge and receptive vocabulary knowledge were quantitatively assessed using a vocabulary and collocation knowledge test. While all groups showed gains in second language vocabulary knowledge, the results revealed that the gamified flashcard group achieved significantly greater gains compared to the digital and paper flashcard groups. Additionally, qualitative data were gathered through semi‐structured interviews to explore students’ attitudes toward mobile‐based flashcards in comparison to paper flashcards. The interview transcripts were analyzed using inductive thematic analysis, revealing three key themes: (1) the vocabulary learning benefits of flashcards, (2) the affective aspect of flashcards, and (3) the challenges associated with using flashcards. The findings offer valuable insights for game designers, language teachers, and parents on when and how to utilize different types of flashcards for vocabulary and collocation learning, considering both their learning benefits and potential challenges.

Source: International Journal of Applied Linguistics

DOI: 10.1111/ijal.70095

Authors: Ali Soyoof, Barry Lee Reynolds, Ehsan Rassaei, Boris Vazquez‐Calvo

Institutions: Education University of Hong Kong, University of Macau, Majan College, Universidad de Sevilla

Language: English

Topic: Second Language Acquisition and Learning

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,240