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All Journal EXPOSURE JOURNAL FOSTER: Journal of English Language Teaching
Muhammad Arid
Tadulako University
Education Languange, Linguistic, Communication & Media

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Bilingual Approach: The Role of Flashcards in Teaching Vocabulary to Young Learners Erniwati Erniwati; Sudarkam R Mertosono; Muhammad Arid; Afrillia Anggreni
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v10i2.6162

Abstract

This paper discusses teaching approach and media in English as a foreign language (EFL) classroom. It brings to lights vocabulary teaching, bilingual approach and using flashcards in the teaching of vocabulary to young learners. As teaching vocabulary can take place from very early stage to a high level of learning, its introduction needs to be managed in such a way using an appropriate approach along with utilizing particular media, such as flashcards, that the learners can enjoy the teaching process. This is based on the consideration that not all teaching media fit in the context of vocabulary teaching through bilingual approach. For this reason, it is important that teachers of English whose concern is how young learners learn vocabulary adopt appropriate teaching media on their behalf. Once the learners feel secured and confortable with the media used, it is guaranteed that they can learn as many words as possible and, thus, the desired outcome of the learning can be projected to occur. This article emphasizes the issue of bringing together bilingual approach and flahcards together in the teaching of vocabulary to young learners. 
A Systematic Review of Vocabulary Journals in EFL Learning: Theory, Practice, and Language Development Erniwati; Sudarkam R. Mertosono; Muhammad Arid
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.399

Abstract

Vocabulary knowledge is fundamental to second and foreign language acquisition. However, developing both vocabulary breadth and depth remains a challenge in an English as a Foreign Language (EFL) context. This study examines how vocabulary is conceptualized and taught, explores the theoretical and pedagogical foundations of vocabulary journals, and evaluates their impact on learners’ vocabulary acquisition and language development. Using a systematic literature review guided by PRISMA principles, this study synthesizes findings from selected empirical and theoretical studies. The data were analyzed thematically to identify recurring patterns, theoretical alignments, and pedagogical implications. The findings indicate that vocabulary is a multidimensional construct involving both breadth and depth of knowledge. Vocabulary journals are grounded in key theoretical frameworks, including cognitive processing theories, the involvement load hypothesis, the noticing hypothesis, dual coding theory, and self-regulated learning. The results show that vocabulary journals enhance vocabulary acquisition by promoting deeper cognitive engagement, repeated exposure, and learner autonomy. They also contribute to the development of reading, writing, speaking, and listening skills. However, variations in journal design and implementation lead to inconsistencies in outcomes, which can affect the overall effectiveness of vocabulary journals in enhancing language skills. This study emphasizes the necessity of effective design and integration of vocabulary journals and calls for further research on their long-term impact.
Co-Authors Anggreni, Afrillia Erniwati Erniwati Erniwati Sudarkam R Mertosono