Surveying the role of digital flashcards in improving vocabulary acquisition among sixth-grade students: An action research at a middle school in a border region of Vietnam

Abstract

Vocabulary acquisition poses a persistent challenge for lower-secondary students in Vietnam’s border regions, where limited resources and few opportunities for language practice impede progress. Traditional rote learning of word lists often reduces engagement and retention. This study explores the use of digital flashcards as an accessible, multisensory tool that combines text, imagery, and interactivity to enhance memory and recall. Conducted through action research in a sixth-grade class in Quang Ninh Province, the study examines vocabulary improvement and student perceptions via pre-tests, post-tests, surveys, and interviews. Results reveal notable gains in word recognition, contextual use, and spelling accuracy, alongside higher motivation and enjoyment. These findings affirm the effectiveness of digital flashcards as both pedagogical and motivational tools, supporting Dual Coding Theory and Multimedia Learning principles. The study demonstrates that, even in resource-limited contexts, technology-enhanced methods can improve vocabulary learning and sustain engagement in EFL classrooms.