Using Digital Flashcards to Enhance Thai EFL Primary School Students’ Vocabulary Knowledge

Abstract

There is growing evidence in L2 vocabulary research that digital flashcards facilitate learners’ vocabulary learning and development. Several studies also suggest that deliberate vocabulary teaching is critical for successful language learning. Hence, the primary goal of this study was to investigate whether the use of digital flashcards could improve English vocabulary knowledge of the form-meaning link in Thai primary school children in an EFL context. The study also explored Thai primary school students’ attitudes toward using digital flashcards in vocabulary learning. The participants were 120 Thai primary school students who were divided into experimental and control groups. The experimental participants were taught using digital flashcards, while the control group received no unique treatments. Four measures of vocabulary knowledge were used to assess the participants’ vocabulary learning. A five-point Likert scale questionnaire was also used to explore the students’ attitudes toward digital flashcards. Descriptive and inferential statistics were used to analyze the data. The results showed that although both cohorts significantly improved their receptive and productive knowledge of L2 vocabulary, the students in the experimental group performed significantly better than students in the control group. These results indicate that digital flashcards are an effective method to facilitate vocabulary learning in Thai primary school learners. The analysis of the questionnaires also showed that learners had a very positive attitude towards the use of digital flashcards. These findings reaffirm the efficacy and value of visual and sound images, such as digital flashcards, in vocabulary learning. Implications for practitioners and suggestions for further studies are also addressed.