The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia

Asma A. Alghamdi (English Language Centre, Umm AlQura University, Al Bibyan St., Mecca 24231, Saudi Arabia)
Tariq Elyas (Department of European Languages and literature, Faculty of Arts & Humanities, King Abdulaziz University, Al Ehtifalat St, Jeddah 21589, Saudi Arabia.)

Randwick International of Education and Linguistics
Vol. 1 No. 2 (2020): RIELS Journal, September

This study aimed to investigate the effect of electronic flashcards on EFL vocabulary learning of preparatory-year female students at a Saudi Arabia. It was conducted following the quantitative research methodology with a quasi-experimental design. Two groups were assigned: an experimental group who used electronic flashcards, and a control group who employed the traditional method of vocabulary learning. A pre-test and a post-test were administered in order to appraise their performance before and after the experiment. The results revealed that the post-test scores of students in the experimental group were significantly higher than their pre-test. Also, the results showed that electronic flashcards promoted students' vocabulary, causing a statistical significance in comparison to the control group. Based on these findings, this study was able to draw a number of implications and recommendations