Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal SALEE: Study of Applied Linguistics and English Education English Education and Applied Linguistics Journal (EEAL Journal)
Thanh Thai Nguyen
Thu Dau Mot University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Effectiveness of Using Flashcards in Teaching English Vocabulary to Vietnamese Young Learners: An Experimental Study at a Language Center in Binh Duong Thanh Thai Nguyen; Hong Thi Thanh Pham
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1944

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.
An Analysis of Essay Writing Errors among English-Major Freshmen at Thu Dau Mot University Thanh Thai Nguyen
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/w6w9ct49

Abstract

This study investigates the common essay writing errors made by English-majored freshmen at Thu Dau Mot University. The study aims to identify the major types of errors in students’ essays and examine the possible sources of those errors. Adopting a descriptive corpus-based error analysis design, the study analyzed 60 English essays written by first-year English-majored students. The essays were collected through a controlled writing task and examined using Corder’s (1967) framework of error analysis. The identified errors were classified into thirteen categories and analyzed quantitatively in terms of frequency and percentage, with qualitative interpretation used to explain possible causes. The findings revealed a total of 1,530 errors, with an average of 25.5 errors per essay. The most frequent error types were word form (23.99%), word choice (21.31%), and spelling (8.43%), followed by organization, verb tense, punctuation, and missing words. The findings suggest that students’ writing difficulties stem mainly from limited vocabulary, insufficient grammatical knowledge, intralingual overgeneralization, and mother tongue interference. The study highlights that freshmen’s essay writing problems are not limited to sentence-level grammar, but also extend to text organization and coherence. It is therefore recommended that writing instruction should address both linguistic accuracy and essay development skills in order to improve students’ writing performance more effectively.
Co-Authors Hong Thi Thanh Pham