The Impact of Using Flash Cards on Promoting University Students' Knowledge of Vocabulary
In recent years, second language vocabulary acquisition has become an increasingly interesting topic of discussion for teachers, curriculum designers, theorists and others involved in second language learning. Along the same line, an interesting area of research in the theoretical and practical issues of vocabulary learning is the investigation of the various strategies applied by language learners in the process of vocabulary enhancement and lexical improvement. One of the strategies employed by language learners is using flash cards. Accordingly, the main purpose of this study is to find out whether the use of flash cards promotes students’ knowledge of vocabulary or not. The participants were 80 first-year college students (39 males and 41 females) at Roudbar Islamic Azad University. Having investigated the performance of students in both experimental and control group, the researcher found out that the experimental group showed no significant difference with the control group on the post-testing. It was observed that at the probability level of p <05 for the research hypothesis the observed value of 1.48 fails to exceed or equate the t-critical value of 2.000. Astonishing as it might be, the result of the analysis has indicated quite clearly that using flash cards plays no significant role in promoting pre-university students knowledge of vocabulary.
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