Effectiveness of Flashcards in Enhancing Vocabulary Learning Among 4th Graders at Hung Long 1 Primary School

Abstract

This study aimed to investigate the effectiveness of flashcards in vocabulary learning of fourth graders at Hung Long 1 Primary School. The study used a mixed methods approach with pre-and post-test vocabulary measures using multiple-choice questions, as well as questionnaires and classroom observations of 100 fourth graders to measure student perceptions and interviews with two experienced teachers of English. Flashcards were typically used in one to two teaching periods per week (students had four lessons and used English in one week) and were associated with the introduction of new words to students to support vocabulary learning through imagery and memory, resulting in the increased number of words learned. Students reported that they were more engaged and remembered more information, while teachers also indicated improved teaching outcomes. The purpose of this study was to investigate how effective flashcards are in developing vocabulary in young learners and to provide some implications for integrating flashcards into primary education.