Thanh Thai Nguyen, Hong Thi Thanh Pham

The Effectiveness of Using Flashcards in Teaching English Vocabulary to Vietnamese Young Learners: An Experimental Study at a Language Center in Binh Duong

Introduction

The effectiveness of using flashcards in teaching english vocabulary to vietnamese young learners: an experimental study at a language center in binh duong. Evaluate flashcards' effectiveness in teaching English vocabulary to Vietnamese young learners (ages 5-6). Experimental study shows flashcards are effective; females outperformed males.

Abstract

Vocabulary is a crucial component of learning English. Among the various methods employed by teachers, using flashcards is one of the most commonly practiced approaches. But how effective is it? This study aims to evaluate the effectiveness of using flashcards in teaching vocabulary to Vietnamese young learners and to examine potential differences in learning outcomes between male and female students. The research was conducted at a language center in Binh Duong, involving 30 first-grade students aged 5 to 6, all of whom were beginner-level English learners. An experimental research design was implemented, with participants divided into two groups: a control group and an experimental group, each comprising 15 students. The experimental group was taught English vocabulary using flashcards, while the control group received instruction through traditional teaching methods without additional teaching aids. Data were collected through three assessments: a pre-test, a midterm test, and a post-test. The results demonstrated that flashcards are an effective tool for teaching English vocabulary to first-grade students. Additionally, the post-test revealed a significant difference in vocabulary acquisition between male and female students, with females outperforming their male counterparts when learning with flashcards. In conclusion, this study highlights the effectiveness of incorporating flashcards into vocabulary teaching and recommends their integration to improve learning outcomes. It also suggests tailoring teaching strategies to optimize vocabulary acquisition for both genders.

Review

This study presents a focused and timely investigation into the effectiveness of using flashcards for teaching English vocabulary to Vietnamese young learners, a topic of considerable practical interest for language educators. The research clearly articulates its aim to evaluate this common pedagogical tool within a specific demographic (5-6 year old first-grade students at a Binh Duong language center) and to explore potential gender-based differences in learning outcomes. The implementation of an an experimental design with pre, mid, and post-tests provides a robust framework for assessing the immediate impact of flashcards. The findings, indicating that flashcards are indeed an effective tool for this specific group and revealing significant differences in acquisition between male and female students (with females outperforming males), are valuable contributions that offer tangible insights for teaching practices. While the study offers compelling results, a few methodological aspects warrant further elaboration. The sample size of 30 students, divided into two groups of 15, while acceptable for an exploratory study at a single language center, limits the generalizability of the findings. Future research with a larger and more diverse sample would strengthen these conclusions. More importantly, the description of the control group's "traditional teaching methods without additional teaching aids" requires greater specificity. It is crucial to define what constitutes "traditional methods" in this context and to ensure that the absence of *any* visual aids or interactive elements in the control group created a truly distinct comparison, rather than simply an 'unaided' approach that might be less engaging than typical classroom practice. Understanding the precise nature of the control condition is essential for fully interpreting the observed effectiveness of flashcards. Despite these minor points, the study offers significant practical implications for language centers and teachers in Vietnam and beyond. The clear recommendation for integrating flashcards into vocabulary instruction is well-supported by the data, and the suggestion to tailor teaching strategies based on gender differences opens an interesting avenue for pedagogical innovation. For future research, exploring the long-term retention of vocabulary learned via flashcards, investigating the specific attributes of flashcards that contribute most to their effectiveness, or delving deeper into the cognitive and socio-cultural factors underlying the observed gender differences would be highly beneficial. Overall, this is a well-designed and executed study that provides valuable empirical evidence for an important teaching practice, making a solid contribution to the field of English language teaching.

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