Learning academic vocabulary with digital flashcards: Comparing the outcomes from computers and smartphones

Abstract

This study systematically evaluates the comparative efficacy of digital flashcards on mobile and computer platforms versus traditional paper-based flashcards in augmenting academic vocabulary knowledge development among Iranian undergraduate university students. A randomized controlled trial was conducted with 112 subjects, allocated into three distinct groups: one utilizing digital flashcards via smartphones, another via laptops, and a control group employing paper-based flashcards. Over a five-week period, these participants were exposed to 50 frequently used academic vocabulary items in a self-directed learning mode. Academic vocabulary knowledge of the study participants was assessed pre- and post-intervention, employing an Analysis of Variance (ANOVA) for statistical evaluation of the test scores. The results demonstrated statistically significant learning gains in vocabulary knowledge across all groups, with the smartphone group showing the most pronounced improvements. The performance of this group notably surpassed that of the laptop group and the control group, underscoring the superior efficacy of mobile devices in facilitating academic vocabulary learning. These findings illuminate the potential of mobile-assisted language learning tools in academic settings and suggest a differential impact of device type on vocabulary acquisition. The broader implications of these outcomes for the design and implementation of technology-enhanced language learning strategies are discussed.

Keywords

• Mobile-assisted language learning (MALL)
• Academic vocabulary
• Flashcards
• Vocabulary learning strategies
• Educational technology