THE EFFECTIVENESS OF FLASHCARDS IN TEACHING ENGLISH VOCABULARY
Abstract
This article reviews research on the effectiveness of flashcards, also called word cards, in teaching English vocabulary. It draws on a research synthesis of 32 word-card studies, experiments comparing flashcards with word lists and computer programs, studies of deliberate learning, and recent work on digital flashcards. The evidence shows that flashcards generally lead to vocabulary gains, that the gains reach implicit as well as explicit word knowledge, and that their value depends on how they are used, especially on whether learners practise recall and review words over time. Findings on paper versus digital cards, and on massed versus spaced use, are mixed. Most studies, however, measured only recognition of form and meaning, often without control groups or delayed tests, so claims about deeper word knowledge remain tentative. Practical guidelines for using flashcards are offered.
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