Digital flashcards vs. wordlists for learning technical vocabulary


Yüksel H. G. , Mercanoğlu H. G. , Yılmaz M. B.

Computer Assisted Language Learning, 2020 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2020
  • Doi Number: 10.1080/09588221.2020.1854312
  • Journal Name: Computer Assisted Language Learning
  • Journal Indexes: Arts and Humanities Citation Index, Social Sciences Citation Index, Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, DIALNET
  • Keywords: Digital flashcards, quizlet, technical vocabulary, wordlists

Abstract

© 2020 Informa UK Limited, trading as Taylor & Francis Group.Growing research suggests that digital flashcards may facilitate students’ technical vocabulary learning efforts. The primary purpose of this quasi-experimental study was to compare the effect of digital flashcards (DFs) and wordlists on learning technical vocabulary as well as to explore students’ perceptions regarding the use of DFs. Using convenience sampling method, the study was conducted with a total of 57 undergraduate pharmacy students. Data were collected using a pre-treatment survey, two technical vocabulary tests, and a post-treatment survey. The results indicated that (1) the students learned more technical vocabulary through DFs; (2) their perceptions about the use of DFs to study technical vocabulary were positive; (3) their perceptions of the usefulness of the Quizlet app was a predictor of their success in DF condition; and (4) practicing through digital apps positively predicted their intention to use the Quizlet application. Based on the findings, we concluded that teacher-prepared DFs result in better technical vocabulary learning.