Journal articles: 'Flashcards'

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Golding, Jonathan M., Nesa E. Wasarhaley, and Bradford Fletcher. "The Use of Flashcards in an Introduction to Psychology Class." Teaching of Psychology 39, no. 3 (June 21, 2012): 199–202. http://dx.doi.org/10.1177/0098628312450436.

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Four hundred fifteen undergraduate students in an Introduction to Psychology course voluntarily reported their use of flashcards on three exams as well as answered other questions dealing with flashcard use (e.g., when did a student first use flashcards). Almost 70% of the class used flashcards to study for one or more exams. Students who used flashcards for all three exams had significantly higher exam scores overall than those students who did not use flashcards at all or only used flashcards on one or two exams. These results are discussed in terms of retrieval practice, a specific component of using flashcards.

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Elisa, Henry, and Tuti Tuti. "An Evaluation of the Use of Flashcard for Teaching Vocabulary at Kindergartens in Sintang." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 388. http://dx.doi.org/10.26737/jetl.v5i2.2040.

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Vocabulary plays an important role in determining the students’ ability for speaking because it is basic before children can produce words. Therefore, the teacher needs media as a tool to introduce those words to their students in the classroom. Flashcards is one of the media usually used by teachers at kindergartens in the Sintang Regency for teaching vocabulary for young learners. This research aims to evaluate the effects of using flashcard media for teaching vocabulary and identify the teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in Sintang Regency, West Kalimantan. This descriptive research qualitative research as an evaluation study is designed to explore the effects of the media on the students and teachers’ perspective. The data in this research were gathered through questionnaires with fifty-one participants and a semi-structured interview with five participants in Sintang Regency. The data analysis techniques used scale Likert in order researchers know how the use of flashcards by the teachers. The study’s results revealed that teachers believe that using flashcards is essential for teaching vocabulary to young learners. Thus, the teachers have various flashcards that can be applied for teaching vocabulary to young learners, for using colourful flashcards with different sizes. It is expected that this research gives references and knowledge for the kindergarten teachers who teach young learners so they could use the same media but with different types of flashcards types.

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Sage, Kara, Joseph Rausch, Abigail Quirk, and Lauren Halladay. "Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards." Journal of Information Technology Education: Research 15 (2016): 431–56. http://dx.doi.org/10.28945/3549.

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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.

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Chen, Ruo Wei, and Kan Kan Chan. "Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education." Journal of Educational Computing Research 57, no. 7 (June 25, 2019): 1812–31. http://dx.doi.org/10.1177/0735633119854028.

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Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.

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Ienghong, Kamonwon, Praew Kotruchin, Thanat Tangpaisarn, and Korakot Apiratwarakul. "Practical Emergency Ultrasound Flashcards with Augmented Reality in Teaching Point-of-Care Ultrasound in ER." Open Access Macedonian Journal of Medical Sciences 9, E (January 4, 2021): 39–42. http://dx.doi.org/10.3889/oamjms.2021.5566.

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BACKGROUND: The use of point-of-care ultrasound (POCUS) has recently proposed the integration of ultrasound into undergraduate medical education. However, the evidence of learning tool for this integration has not been well studied. AIM: The aim of this study was to compare the levels of knowledge improvement of the 6th year medical students before and after receiving the POCUS training in two ways: By employing the traditional methods and by utilizing the new learning tool. METHODS: The practical ultrasound flashcards were developed by a Thai physician. In the study, the 6th year medical students were enrolled and randomized to become members of either the flashcard group or the control group. Participants in both groups attended a 4-week ultrasound training course. Before and after the training course, all students were evaluated using the multiple-choice questions. In addition, the subjects’ attitudes and perceptions about the flashcards were evaluated using a questionnaire. RESULTS: A total of 46 students participated in this study and were randomly assigned to either the flashcard group (n = 23) or the control group (n = 23). It was discovered that the students in the flashcard group had performed better on the POCUS knowledge post-test than those in the control group had. Most students had been satisfied with the flashcards (mean 5 Likert scores = 4.48). However, the students had rated their confidence score to perform POCUS at 3.96 out of 5.0. CONCLUSIONS: Medical students who used the ultrasound flashcards to learn POCUS had resulted in better knowledge scores rather than the others who attended the standard ultrasound training course only. However, it was not possible to evaluate the practical skills and the clinical decision-making processes in this study.

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Chang, Marcia Juvanie, and Adhi Kusnadi. "Creating A Web-Based Online Flashcard for Korean Vocabulary Memorization." International Journal of New Media Technology 5, no. 1 (July 5, 2018): 35–40. http://dx.doi.org/10.31937/ijnmt.v5i1.625.

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The Korean language is one of the most enthused language these days, mainly caused by the Hallyu wave. In traditional language learning techniques, flashcards are often used to help memorize simple syllables. Nowadays, online flashcards are used as a replacement for the traditional flashcards, which are proven to be more effective in many ways. However, the lack of use of appropriate methods to learn a new language will result in slower learning process. Therefore, by implementing a suitable method such as the Leitner method to an online flashcard will improve the learning process. The Leitner method sets aside the questions that can be answered easily and allows users to focus on questions that cannot be recalled consistently by distributing a set of questions in five different sections. Every question that can be answered by the user is moved to the next compartment, where the question will be repeated after a specified period of time. System usability scale is used to measure the usability of the application. This application has been successfully designed and built using the Leitner method to give the user the suitable interval of time for learning with flashcards and achieved a system usability scale score of 82,5

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Wibowo, Hanafi, and Siti Yuniarti. "INVESTIGATING THE EFFECT OF FLASHCARD ON GRADE SEVEN STUDENTS’ VOCABULARY ACQUISITION." Lingua 1, no. 02 (November 13, 2018): 45–55. http://dx.doi.org/10.34005/lingua.v1i02.26.

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This research principally aims to find out whether or not there is significance effect of using flashcard on students’ vocabulary acquisition. the research was conducted from 3th to 29th November 2016 at SMPN 45 Bekasi, in the Academic Year of 2016/2017.The research methodology adopted was quasi experimental method, with the research design being randomized post test only control group design. The statistic method used to analyze the data was ANOVA using SPSS through the testing of Null Hypothesis, which was preceded by the normality and homogeneity test as the pre-requisite to the data analysis. The result of ANOVA showed significance value was 0,000, which was lower than 0,05, and that Fobserved ( 35,926 ), which was higher than the critical value of Ftable (at the significance level of 0.05 and df = 1/58, namely 3.982. Accordingly, the Null Hypothesis (Ho), stating that there is no effect using flashcards on students’ vocabulary acquisition at SMPN 45 Bekasi, was rejected and the Alternative Hypothesis (Ha), stating that there is significance effect using flashcards on students’ vocabulary acquisition at SMPN 45 Bekasi was accepted.On the basis of the rejection of Ho and acceptance of HA, it can be concluded that flashcards has significance effect on students’ vocabulary acquisition at SMPN 45 Bekasi. In other words, the research has empirically proved that there is significance effect of using flashcard on students’ vocabulary acquisition at SMPN 45 Bekasi.

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Wen, Ju-May, Hai Dung Do, Eric Zhi-Feng Liu, Chun-Hung Lin, and Shihping Kevin Huang. "Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?" International Journal of Serious Games 7, no. 4 (December 5, 2020): 89–104. http://dx.doi.org/10.17083/ijsg.v7i4.347.

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The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.

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Siregar, Srimaryatun, Zulian Effendi, and Sayang Ajeng Mardhiyah. "Use of Flashcard Games in the Application of Cognitive Behavior Therapy (CBT) in Schizophrenic Patients with Risk of Violent Behavior." Jurnal Ilmu Kesehatan Masyarakat 12, no. 3 (February 3, 2022): 277–91. http://dx.doi.org/10.26553/jikm.2021.12.3.277-291.

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The increase in maladaptive behavior of schizophrenic patients in recent times, such as violent behavior, hitting people, breaking things until they commit a murder, has been troubling for the community. This situation is a serious concern for all parties, especially health workers, to provide comprehensive and effective mental nursing care management in reducing the symptoms of maladaptive behavior. Group therapy based on Cognitive Behavior Therapy (CBT) with Flashcard media is one of the development and innovation models of psychotherapy that can be useful in overcoming violent behavior in schizophrenia patients. This study was aimed to determine the effectiveness of CBT with flashcards on changes in violent behavior in schizophrenic patients. The research design was used a quasi-experimental pre-posttest with a control group. A sample of 50 people includes 25 people in the intervention group and 25people in the control group. The results were showed that the reduction in signs and symptoms of schizophrenic patients was greater in the intervention group than in the control group, with a value of p=0,000. The CBT therapy with flashcards was effective 66.6% in reducing violent behavior. CBT therapy with flashcards is recommended to be applied as effective, efficient, and easy therapy for health professionals and families to reduce violent behavior.

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McLaughlin, Thomas Ford, Ande Seines, K. M. Derby, and K. P. Weber. "The Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability." International Journal of Advances in Scientific Research 1, no. 3 (April 25, 2015): 167. http://dx.doi.org/10.7439/ijasr.v1i3.1789.

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The purpose of this study was to implement and evaluate a Direct Instruction (DI)flashcard system to teach sight word acquisition to a 6th grade student with a documented Specific Learning Disability. A multiple baseline design was used across word setswith each student to evaluate the effectiveness of the flashcard procedures. A functional relationship was demonstrated between the use of the strategies and the reading of sight words for the participant. The study showed that DI flashcards are able to be an effective way to teach students with specific learning disabilities (SLP). Both staff and students enjoyed the intervention.

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Ashcroft, Robert John, Robert Cvitkovic, and Max Praver. "Digital flashcard L2 Vocabulary learning out-performs traditional flashcards at lower proficiency levels: A mixed-methods study of 139 Japanese university students." EuroCALL Review 26, no. 1 (July 31, 2018): 14. http://dx.doi.org/10.4995/eurocall.2018.7881.

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This study investigates the effect of using digital flashcards on L2 vocabulary learning compared to using paper flashcards, at different levels of English proficiency. Although flashcards are generally believed to be one of the most efficient vocabulary study techniques available, little empirical data is available in terms of the comparative effectiveness of digital flashcards, and at different levels of student English proficiency. This study used a mixed-methods experimental design. The between-subjects factor was English Proficiency consisting of three groups: basic, intermediate and advanced. All participants underwent both a digital flashcards treatment and paper flashcards treatment using words from the Academic Words List. For each study mode, the two dependent variables were Immediate, and Delayed Relative Vocabulary Gain. The results of this study indicated that Japanese university students of lower levels of English proficiency have significantly higher vocabulary learning gains when using digital flashcards than when using paper flashcards. Students at higher levels of proficiency performed equally well using both study modes. It appears that by compensating for the gap in metacognitive awareness and effective learning strategies between students of lower and higher levels of language proficiency, digital flashcards may provide the additional support lower-level learners need to match their advanced-level peers in terms of their rate of deliberate vocabulary acquisition.

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Baslini, Baslini, and Zaitun Zaitun. "MOBILE PHONE DAN FLASHCARDS DALAM MEMPERKAYA KOSAKATA BAHASA INGGRIS SISWA ENRICHING ENGLISH VOCABULARY THROUGH MOBILE PHONE AND FLASHCARDS." Jurnal Teknodik 17, no. 3 (April 8, 2019): 117. http://dx.doi.org/10.32550/teknodik.v17i3.566.

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Belajar kosakata adalah langkah awal untuk belajar bahasa asing Namun, hasil belajar bahasa Inggris siswa di Indonesia masih dibawah rata-rata. Hal ini mungkin disebabkan oleh keterbatasan kosakata siswa yang mempengaruhi kemampuan mendengar, berbicara, menulis dan membaca. Studi ini bertujuan untuk melihat apakah penggunaan handphone dan flashcards dapat meningkatkan pemerolehan kosakata siswa dan juga untuk melihat persepsi siswa kelas X terhadap penggunaan handphone dalam belajar kosakata. Penelitian ini menggunakan nonrandomized kontrol group pretest dan posttest. Sampel penelitian ini adalah siswa kelas X SMA Negeri 4 Lahat. Data dalam penelitian ini diperoleh dengan menggunakan test dan angket. Data yang diperoleh dianalisa dengan menggunakan one-way ANOVA. Hasil penelitian ini menunjukkan bahwa ada peningkatan yang signifikan dalam pemerolehan kosakata siswa dengan menggunakan handphone dan flashcards setelah diberikan perlakuan. Pemerolehan kosakata siswa dengan menggunakan handphone lebih tinggi dibandingkan dengan siswa yang menggunakan flashcards. Dari studi ini diketahui juga bahwa siswa kelas X SMA Negeri 4 Lahat memiliki persepsi positif terhadap pembelajaran kosakata dengan menggunakan handphone.Learning vocabulary is the fundamental step to learn a foreign language. Vocabulary gives contribution to the learners to perform or practice their skills better. However, Indonesian students’ English score is still below average. It may be caused by their limited vocabulary which influence their listening comprehension, speaking, writing and reading abilities. Therefore, the objectives of this study were to see whether the use of mobile phone and flashcard could improve students vocabulary achievement and also to see the perceptions of the tenth grade students of learning vocabulary via mobile phone. The nonrandomized control group pretest-posttest design was applied in this study. The sample of the study was 90 first year students of Sekolah Menengah Atas Negeri 4 Lahat. The primary data were obtained by means of the tests and questionnaire. The obtained data were analyzed using one-way ANOVA. The results of the study showed that there was significant progress in the vocabulary achievement of the students using vocabulary learning program in mobile phones and flashcards after the treatment. The vocabulary achievement of the students using vocabulary learning program in mobile phone was higher than using flashcards. From this study it was also found that the tenth grade students had positive perception of learning vocabulary via mobile phones.

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Tran Thi Thuy, Linh. "THE EFFECTS OF ONLINE FLASHCARDS ON LANGUAGE LEARNERS’ VOCABULARY SIZE." Journal of Science Educational Science 66, no. 5 (December 2021): 55–66. http://dx.doi.org/10.18173/2354-1075.2021-0236.

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The purpose of this study is to investigate the effects of Quizlet online flashcards on language learners' vocabulary size. The participants were 76 English major students of three classes at pre-intermediate level using their flashcards for 11 weeks at Hanoi University of Natural Resources and Environment (HUNRE). An action research on vocabulary improvement of non-English major learners through using online flashcards at HUNRE was conducted to investigate learners’ vocabulary acquisition in second language learning. The study indicated that online flashcards positively impact learners' vocabulary size; however, there was a small proportion of the participants did not gain benefits from using Quizlet online flashcards.

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Taharyanti, Gusti Ayu Putu. "Developing Flashcards and the Manual Book for Teaching English Vocabulary for Young Learners in Singaraja." Journal of Psychology and Instructions 1, no. 2 (June 6, 2017): 71. http://dx.doi.org/10.23887/jpai.v1i2.10362.

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This was a Research and Development study which intended to develop flashcards and manual book as teaching media for teaching English vocabulary for young learner in Singaraja. The subjects of this study were five English teachers in Singaraja. They were SDN 1 Baktiseraga, SDN 1 Banjar Bali, SDN 2 Banyuasri, SDN 2 Pemaron, and SDN 3 Kampung Baru. This study used design model proposed by Hannafin and Peck (1988). The instruments used in this study were interview guide, questionnaires for teachers and students, and the evaluation sheet. The data gathered was analyzed qualitatively and quantitatively. The result showed that teachers actually did not have any representative flashcards. The flashcards developed in this study covered 11 topics of noun and they were provided by manual book to support the implementation of the develop flashcards. The quality of the flashcards and the manual book got score almost 5 (highest score) from experts, which categorized to the excellent category. From the aforementioned result, it can be concluded that the teachers did not have any representative flashcards, therefore the development of flashcards which contained 11 topics of noun was conducted, and was supported by manual book in which their qualities were excellent.

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Aji, Rudi Wibowo, and Alief Noor Farida. "The Use of Flashcards and Numbered Heads Together Technique to Improve Students' Vocabulary Knowledge." ELT Forum: Journal of English Language Teaching 8, no. 1 (July 29, 2019): 37–48. http://dx.doi.org/10.15294/elt.v8i1.27906.

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This quasi experimental study aims to find out the effectiveness of the use of Flashcards collaborated with Numbered Heads Together Technique compared to the use of only Flashcards to improve seventh grade students of SMP Negeri 1 Tulis, Batang vocabulary knowledge. The data was obtained through pre-test and post-test. Conventional change score data analysis showed that the control group achieved better vocabulary knowledge improvement result with 3.42 compare to 2.66 improvement result of experimental group. Likewise, the data analysis using process-oriented change score by Frost (2014) also favour the control group with 22% improvement than the experimental group with 19% improvement. Thus, Flashcards is more effective than Flashcards collaborated with Numbered Heads Together Technique to improve students’ vocabulary knowledge. Keywords: flashcards; Numbered Heads Together; vocabulary knowledge; quasi experimental research

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Çakmak, Fidel, Ehsan Namaziandost, and Tribhuwan Kumar. "CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention." Education Research International 2021 (September 14, 2021): 1–8. http://dx.doi.org/10.1155/2021/5848525.

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CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

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Weiand, Augusto, Francieli Motter Ludovico, and Patrícia da Silva Campelo Costa Barcellos. "Virtual Learning Environments in the Light of Mind Maps and Flashcards: a Systematic Literature Review." International Journal for Innovation Education and Research 7, no. 9 (September 30, 2019): 104–13. http://dx.doi.org/10.31686/ijier.vol7.iss9.1713.

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Mind Maps' and Flashcards' techniques are widely used in various sectors for different purposes. The use of Mind Maps focuses on the elaboration of physical models representing the neural connections between certain subjects, as well as for projects organization, for educational purposes or as a way of presenting content. Flashcards, on the other hand, propose a learning methodology based on key points of the approached content, commonly used for Foreign Language teaching and learning. Thus, this Systematic Literature Review proposes a theoretical and exploratory research on the application of Mind Maps and Flashcards in Virtual Learning Environments (VLE). Through the analyzed bibliography, approaches which connect Foreign Language teaching and learning with Flashcards were found and the studies proved this association to be feasible. However, neither VLE based on Mind Maps or Flashcards were found, nor theoretical evidence describing the implementation of both methodologies together.

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Wilson, Christy, T. F. McLaughlin, and Andrea Bennett. "Using DI Flashcards with a Count-By Series Procedure with a Fourth Grade Student with ADHD and Learning Issues in a Resource Room Setting Math Facts with an Evaluation of Generalization to New Math Facts." Asian Education Studies 1, no. 1 (February 26, 2016): 23. http://dx.doi.org/10.20849/aes.v1i1.6.

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DI flashcards have been proven be improve student performance in a wide range of subject matter-areas. Students with memory issues may well benefit from being taught with DI flashcards. Employing a count-by series has been employed by classroom teachers to teach multiplication. Count-bys can provide students an easy transition from addition to multiplication. This project implemented DI flashcards with a count by series to improve the performance of a single elementary school student having difficulty in math. These two procedures were evaluated in an ABABCB single case design. The results indicated that our participant’s performance increased when these two procedures were combined. Finally generalization was carried out with new math facts. When DI flashcards and the count by series charts were again employed with his new math facts, his performance quickly increased. Suggestions for future research employing DI flashcards and generalization of treatment outcomes were also provided.

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Kusumawardhani, Paramita. "THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)." Scope : Journal of English Language Teaching 4, no. 1 (January 30, 2020): 35. http://dx.doi.org/10.30998/scope.v4i01.4519.

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The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.

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Konstantatos, A. H. "Book Review: Physiology Flashcards." Anaesthesia and Intensive Care 43, no. 1 (January 2015): 139. http://dx.doi.org/10.1177/0310057x1504300121.

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Stutz, Helen. "Flashcards: Fast and Fun." Hispania 75, no. 5 (December 1992): 1323. http://dx.doi.org/10.2307/344401.

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Hillier, Ruth, Giles Dixon, and Samantha Kestenbaum. "Flashcards for foundation doctors." Future Hospital Journal 3, Suppl 2 (June 1, 2016): s23. http://dx.doi.org/10.7861/futurehosp.3-2-s23.

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Aisyah, Nur, Ridwan Ridwan, Huda Huda, Wiwin Faisol, and Hasanah Muawanah. "Effectiveness of Flash Card Media To Improve Early Childhood Hijaiyah Letter Recognition." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (March 1, 2022): 3537–45. http://dx.doi.org/10.31004/obsesi.v6i4.2097.

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This study aims to analyze the effectiveness of Flash Card media to improve early childhood hijaiyah letter recognition conducted at Raudlatul Athfal Al Hanafiah Kotaanyar Probolinggo using qualitative methods of case study types. Participants in this study as many as three people, namely the principal, class A teacher, and class B, were taken with a purposive sampling approach. The results of research on the effectiveness of Flash Card media to improve the introduction of early childhood hijaiyah letters show that the analysis of the needs of flashcard media is the first step in researching the application of Flash Card media. Second, create a learning design by RPPH guidelines by applying flash card media. Third, the implementation of flashcard media consisting of 29 hijaiyah letter flashcards, which then early childhood takes cards one by one

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Lisa, Helda. "THE EFFECTIVENESS OF FLASHCARDS ON THE MOTIVATION TO INCREASE ENGLISH VOCABULARY AMONG THE FOURTH ELEMENTARY SCHOOL." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (April 26, 2019): 43–53. http://dx.doi.org/10.33369/joall.v4i1.6852.

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The primary objective of this study is to find out whether the illustrated flashcards have positive effect on the motivation to increase English vocabulary among elementary school fourth grade students. The problem of this study is why students of elementary school fourth-grade still find difficulties in understanding and comprehending the English material and especially that for vocabulary. The result of the analysis shows that there is a significance difference between the motivation to learn English vocabulary among the elementary school fourth-grade students before the implementation of flashcards and that after the implementation (76,6%), and there is a significant difference between English vocabulary mastery of elementary school fourth-grade students taught by using flashcards and that of those taught without using flashcards(t=7,74).

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Saputri, Sisca Wulansari. "Pengenalan Flashcard sebagai Media untuk Meningkatkan Kemampuan Bahasa Inggris." ABDIKARYA: Jurnal Pengabdian dan Pemberdayaan Masyarakat 2, no. 1 (April 15, 2020): 56–61. http://dx.doi.org/10.47080/abdikarya.v2i1.1061.

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Learning abilities so that they can stimulate or encourage the learning process to be more interesting. flashcard is a media that helps in remembering and reviewing learning materials such as: definitions or terms, symbols, spelling of foreign languages, formulas, and others. The purpose of this Community Service activity is to introduce the use of Flashcards in learning English specifically to improve the understanding of the English vocabulary of students and students at SATAP SMPN 2 Kepuh, Kec. Pincincang. Community service activities by providing socialization of the application of flashcard media in learning English in order to improve the students' cognitive abilities and stimulate students to think creatively have been carried out properly. With good cooperation between the implementation team and partners, this community service activity will run as expected. With this service, teachers are expected to be able to implement flashcard media in English, as well as students can understand so that they can improve their cognitive abilities in learning English.

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Werfel, Krystal L., Marren C. Brooks, and Lisa Fitton. "The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet." Communication Disorders Quarterly 42, no. 1 (July 3, 2019): 31–39. http://dx.doi.org/10.1177/1525740119859520.

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Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.

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Yuliantari, I. Gusti Ayu Winda, Ni Nyoman Padmadewi, and I. Gede Budasi. "The Implementation of Learning Vocabulary Using Flashcard for Young Children Through Google Classroom." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 3 (December 12, 2021): 271. http://dx.doi.org/10.23887/jpbi.v9i3.38289.

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Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.

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Alanazi, Mona Saleh. "Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students." Multidisciplinary Journal of Educational Research 7, no. 1 (February 15, 2017): 53. http://dx.doi.org/10.17583/remie.2017.2211.

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Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting.

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Lê Ngọc, Hiếu, Xuân Trần Khai, Ngo Hue Phuong, Ung Phu Long, Trieu Trach Nam, and Nguyen Thien Ngan. "Flashcard Design for Helping Students in Learning Chinese Vocabulary." Journal of World Englishes and Educational Practices 3, no. 10 (October 31, 2021): 10–23. http://dx.doi.org/10.32996/jweep.2021.3.10.2.

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The strong rise of the globalization trend makes most students want to learn other languages than English. Many students have chosen Chinese as their second foreign language because China is one of the world's largest economies today. Learning vocabulary is one of the important factors that require much investment from the learners so that they need to find a suitable and effective learning method for themselves. To help Chinese learners learn vocabulary in an easier and more effective way, we would like to propose an approach of Designing online flashcards to help students learn Chinese vocabulary. This proposal is supported by Anki software. We design a set of Chinese vocabulary flashcards on this platform based on pre-compiled content. With the assisting of flashcards in learning Chinese, we can help the learners learn Chinese vocabulary more conveniently and more effectively. To evaluate this approach, we asked the learners for using a set of flashcards that we designed on the Anki app. The joining learners in this study are the 46th generation students, freshers in Chinese learning, in the Chinese Faculty at HCMUE. The survey results show that the majority of users are satisfied with their experiences on online flashcards, and they see it much helpful for learning Chinese vocabulary.

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Ou, Kuo-Liang, Wernhuar Tarng, and Yi-Ru Chen. "Vocabulary Learning Through Picture-Viewing and Picture-Drawing on Tablets." International Journal of Distance Education Technologies 16, no. 3 (July 2018): 64–80. http://dx.doi.org/10.4018/ijdet.2018070104.

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Beginning learners of English frequently use flashcards as a tool for learning vocabulary. However, because of the consciousness difference between the picture-readers and picture-drawers on vocabularies, errors may be involved in the learners' comprehension of the vocabulary terms on the flashcards. This article develops and evaluates an English vocabulary learning strategy for tablet devices on which learners' viewing and drawing corresponding to vocabularies on the mobile devices. Fifty-two elementary school students were recruited and divided into two groups: The first group read the printed flashcards from electronic files, the second group read the flashcards drawn by students themselves. The results indicated that the drawing learning strategy was beneficial for increasing both their learning motivation and memory retention. The learners could create their own learning content by drawing pictures in such a manner that the pictures were highly relevant to the meaning of the target word, thus transforming their learning pattern from passive to active.

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Sukartin, Lis, and Muslim Muslim. "UPAYA GURU DALAM MENINGKATKAN KEMAMPUAN MENGENAL ANGKA MELALUI MEDIA GAMBAR (FLASHCARDS) PADA TAMAN KANAK-KANAK ANSYAL DESA TOLOWATA KECAMATAN AMBALAWI." PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini 2, no. 2 (February 19, 2021): 234–58. http://dx.doi.org/10.52266/pelangi.v2i2.584.

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Penelitian ini menggunakan jenis penelitian kualitatif. Dengan menggunakan metode deskriptif. Penelitian ini membahas tentang peningkatan kemampuanMengenal Angka Melalui Media Gambar (Flashcards) Pada TK. Ansyal Desa Tolowata Kecamatan Ambalawi. Penelitian ini dilatar belakangi oleh: kemampuan anak dalam mengenal angka bahwa guru sering menggunakan media gambar dalam mengembangkan berbagai kemampuan anak terutama dalam mengenal angka, dan anak juga senang menggunakan media gambar. Dari hal-hal demikian maka penulis tertarik untuk mengkaji secara mendalam mengenai peningkatan kemampuan mengenal angka melalui media gambar (flashcards) pada TK. Ansyal Desa Tolowata Kecamatan Ambalawi. Permasalahan yang ingin dikaji dalam penelitian ini adalah: 1) Upaya guru dalam meningkatkan kemampuan mengenal angka melalui media gambar (flashcards). 2) Faktor penghambat dan faktor pendukung dalam meningkatkan kemampuan mengenal angka melalui media gambar (Flashcards) pada Taman Kanak-Kanak Ansyal Desa Tolowata Kecamatan Ambalawi. Adapun hasil dari penelitian ini; guru dapat memperkenalkan angka dengan menggunakan media gambar kepada anak-anak, mampumemberikan semangat dan motivasi belajar kepada anak-anak, sehingga anak-anak merasa senang dan bahagia ketika di ajarkan.

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Rachmita, Nadia Mustika. "VOCABULARY DEVELOPMENT OF KINDERGARTEN STUDENTS OF APPLE TREE PRE-SCHOOL SAMARINDA BY USING FLASHCARDS." Script Journal: Journal of Linguistic and English Teaching 1, no. 2 (December 18, 2016): 119. http://dx.doi.org/10.24903/sj.v1i2.27.

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Abstract:This present study aimed to investigate 14 kindergarten students of Apple Tree pre-school Samarinda with various ability toward their English vocabularies development by flashcards. A Class Action Research was applied in this study. The data was collected through observation checklist, sequence of cycles and interview transcript. Then, building on the analysis of the collected data, it further discusses the vocabulary development of YL and provides suggestions for TEYL. This study revealed that; (1) most of the students developed their English vocabularies gradually by flashcards. (2) These result indicated that TEYL especially kindergarten students by using flashcards could give significant vocabularies development in learning process. Flashcards is one of the simplest and effective teaching materials for teaching YL vocabulary due to the fact that flashcards are categorized based on themes with full colored pictures which attractive for YL. As this study showed the students were engaged with the topics given since the teachers used flashcards to teach English vocabulary. It was difficult to make engagement with YL in English teaching and learning because YL have different mood, self-motivation, and self-confidence which influenced to the willingness in grasping the lesson. Finally, through this based-picture learning, the students indicated that their progress in vocabulary development although this phenomena was commonly happened in TEFL for YL that lead to teaching method done by English teachers who are required to do more innovation toward their teaching method, to develop sufficient knowledge and to use proper teaching media.

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Ayuningtias, Silfia, and Evie Kareviati. "THE PREPARATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS AT SDN BAROS MANDIRI 3 CIMAHI." PROJECT (Professional Journal of English Education) 4, no. 3 (May 11, 2021): 414. http://dx.doi.org/10.22460/project.v4i3.p414-419.

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This study has two purposes, the first is describing how the teacher’s preparation the instructional media and the second one is explaining how the teacher’s utilized the instructional media in teaching English to young learners. This study was conducted in SDN Baros Mandiri 3 Cimahi at fifth-grade students. To collect the data the researcher used observation in the classroom and interview with the English teacher. This method used a descriptive qualitative. The result of this study showed that in preparing the instructional media the teacher did two kinds of preparation. The English teacher’s stated that the preparation was: first, selecting the suitable instructional media related to the material that will be taught. Second, mastering the material for delivering to students. The instructional media used by the English teacher’s is flashcards, the English teacher’s stated that flashcards are mostly because it doesn’t need a lot of preparation. Flashcards are also useful to help the teacher in the learning process because the students can visualize the words through seen at the flashcards. The use of flashcards also easy, the teacher only needs to show one by one of the pictures to all students and they would be guessed the name of the pictures related to the material, students who can guess will come to the front of the class and write down the word in English.

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Sullivan, Lisa M. "From Flashcards to Budget Analysis." Math Horizons 5, no. 4 (April 1998): 11. http://dx.doi.org/10.1080/10724117.1998.11975054.

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Stevenson, Deborah. "Flashcards of My Life (review)." Bulletin of the Center for Children's Books 59, no. 6 (2006): 266. http://dx.doi.org/10.1353/bcc.2006.0126.

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Rider, Paul. "Response to “Clickers or Flashcards?”." Physics Teacher 46, no. 6 (September 2008): 323. http://dx.doi.org/10.1119/1.2971210.

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Tirtayani, Luh Ayu, Mutiara Magta, and Ni Gusti Ayu Made Yeni Lestari. "TEACHER FRIENDLY E-FLASHCARD: A DEVELOPMENT OF BILINGUAL LEARNING MEDIA FOR YOUNG LEARNERS." Journal of Education Technology 1, no. 1 (May 3, 2017): 18. http://dx.doi.org/10.23887/jet.v1i1.10080.

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The study aims to describe the development of process design and validation of learning media 'friendly teacher e-flashcards' through empirical test on a limited group. 'Teacher friendly e-flashcards' is the media that was developed to meet the needs of bilingual learning at the level of early childhood education. The development of educational media is implemented in four stages: a preliminary study, development, evaluation, and reflection as well as documentation. At this stage of development, the content is prepared first and then proceed with the design of the program. Validation of the content and media experts shows that the 'teacher friendly e-flashcards' is being 'very good' for stimulation bilingual early childhood. Furthermore, empirical tests on a limited group (12 kindergarten teachers from four districts in Bali) gave judgment on the category of 'good'. Media 'teacher friendly e-flashcards' is a technology-based educational media that can be used in bilingual teaching of children of kindergarten in Bali. Further media development and empirical testing in a wider group strongly recommended for subsequent research

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Insaniyah, Insaniyah. "The Use of Flashcards in Teaching English for the Sixth Year Students of SDN 1 Tuntang in the academic year of 2002 - 2003." Register Journal 1, no. 2 (June 30, 2016): 169. http://dx.doi.org/10.18326/rgt.v1i2.169-180.

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This research is to study the use of flashcards to teach English vocabulary. Teaching material in above is virtually concerning with visual aids. By using visual aids, expected that the teachers would be able to motivate them to learn and pay deep attention to the presentable materials by the teachers, so the students will not be tedious. This is an experimental research. The subject of the study is limited to the students of the sixth year of SDN 1 Tuntang, which has 27 students as the sample. She focuses on teaching method, which gives emphasis on flashcards as media in teaching vocabulary. To prove the success of teaching the writer compares between the result pre-test and post-test. The findings of this study showed that there are 20 students or 60 % are categorized as excellent, 15, 6 % or 3 students are as good students, 12, 5 % or 3 students are as fair, and 3, 1 % students are as poor. It means that teaching English vocabularies by using flashcards are very effective. Keywords: Teaching English Vocabulary; Flashcards; Visual Aids

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Fernandes, Jefferson Douglas Lima, Iana Aragão Magalhães, Nívia Delamoniky Lima Fernandes, Paulo Goberlânio de Barros Silva, Beatriz Gonçalves Neves, Alynne Vieira de Menezes Pimenta, and José Luciano Pimenta Couto. "Uso efetivo de flashcards como metodologia de ensino-aprendizagem na disciplina laboratório de ortodontia." Research, Society and Development 11, no. 4 (March 20, 2022): e34511427347. http://dx.doi.org/10.33448/rsd-v11i4.27347.

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Dos diversos ramos da Odontologia, um dos conteúdos considerados de complexa aprendizagem é a Ortodontia. Buscando o reforço da informação e evocá-la com mais facilidade, foi utilizada na monitoria, um serviço de apoio pedagógico, que oportuniza o desenvolvimento de habilidades técnicas e aprofundamento teórico do acadêmico, a estratégia de ensino e aprendizado usando os flashcards que lança mão dos princípios de recordação ativa e repetição espaçada. O objetivo é avaliar a eficácia dos flashcards como método de aprendizado na formação acadêmica e analisar o impacto dessa ferramenta durante o período pandêmico da COVID-19. Este estudo é do tipo descritivo, transversal e quali-quantitativo, cuja amostra foi 42 alunos matriculados na disciplina laboratório de ortodontia, que utilizaram a ferramenta flashcards e que voluntariamente responderam o instrumento de coleta questionário individual online. Os dados coletados foram estratificados e exportados para o software Statistical Packcage for the Social Sciences (SPSS), calculadas as frequências absolutas e percentual, além do valor de alfa de Cronbach para avaliação da validade interna das respostas (p<0.05). Observou-se que 61,9% dos estudantes consideram a ferramenta excelente no processo ensino-aprendizado, 64,3% apontam que a ferramenta contribui de forma excelente para reter conhecimento e 51,2% ficaram satisfeitos com o desempenho obtido através dessa ferramenta na disciplina. O questionário para avaliação dos flashcards apresentou uma ótima consistência interna (α = 0,806). Os flashcards provaram ser um recurso útil para a aprendizagem, especialmente em longo prazo, fornecendo uma tecnologia que pode ser compartilhada entre um grupo de estudantes ou mesmo em um aplicativo digital.

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Alghamdi, Asma A., and Tariq Elyas. "The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 114–25. http://dx.doi.org/10.47175/rielsj.v1i2.79.

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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

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Bryson, David. "Using Flashcards to Support Your Learning." Journal of Visual Communication in Medicine 35, no. 1 (March 2012): 25–29. http://dx.doi.org/10.3109/17453054.2012.655720.

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Bray, Wendy. "Picture it: Flashcards that Encourage Reasoning." Teaching Children Mathematics 20, no. 6 (February 2014): 400. http://dx.doi.org/10.5951/teacchilmath.20.6.0400.

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Flashcards incorporating visual models are presented as a strategy to support mastery of addition, subtraction, and multiplication facts. Postscript items are designed as rich “grab-and-go” resources that any teacher can quickly incorporate into their classroom repertoire with little effort and maximum impact.

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Bliss-Holtz, Jane. "Using EBP flashcards for Magnet preparation." Nursing Management (Springhouse) 40, no. 5 (May 2009): 13–14. http://dx.doi.org/10.1097/01.numa.0000351529.17242.05.

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Senzaki, Sawa, Jana Hackathorn, Drew C. Appleby, and Regan A. R. Gurung. "Reinventing Flashcards to Increase Student Learning." Psychology Learning & Teaching 16, no. 3 (July 26, 2017): 353–68. http://dx.doi.org/10.1177/1475725717719771.

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Raluca, Apostol-Mates. "Digital Flashcards in the EFL Classroom." Scientific Bulletin of Naval Academy XXIII, no. 2 (December 15, 2020): 266–69. http://dx.doi.org/10.21279/1454-864x-20-i2-104.

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The starting point of our research has been the assumption that conversation at sea is vital. Broadly speaking, communication arises when there is a lack of information which needs to be filled between the speaker and the listener. The problem with using specialized language in order to achieve this goal has led to a need for alternative teaching approaches meant to facilitate the acquirement and usage of such an intricate lexical domain such as Maritime terminology. Mnemonic educational strategies have proved themselves as useful, beneficial tools for learners of technical English in general and maritime English in particular. Our study aims at highlighting a few aspects pertaining to this topic as well as providing a more practical approach for the ESP classroom.

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Rifqiawan, Raden Arfan. "PEMBUATAN FLASH CARD DIGITAL UNTUK PEMBELAJARAN 80% KOSA KATA AL-QUR’AN." At-Taqaddum 8, no. 1 (January 5, 2017): 1. http://dx.doi.org/10.21580/at.v8i1.1162.

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This study is realized in the manufacture of digital flashcards vocabulary 80% of the Qur’an. Begins with a study of journals, books, and articles on the internet about the vocabulary of the Qur’an. Then proceed with the creation of a digital database. This database is the source of 80% of the vocabulary of the Qur’an booklet which is the result of research by Dr. Abdul Aziz Abdul Raheem from India. Once the database is materialized and the result is save as in the format tab-separated.txt with UFT-8 encoding, then followed with a database that has finished importing into Anymemo android application. The final step is to test whether a digital flashcard can run either smartphone or tablet and share the application to the public.

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Dizon, Gilbert, and Daniel Tang. "Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary." EuroCALL Review 25, no. 1 (June 12, 2017): 3. http://dx.doi.org/10.4995/eurocall.2017.6964.

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Several researchers have compared the efficacy of digital flashcards (DFs) versus paper flashcards (PFs) to improve L2 vocabulary and have concluded that using DFs is more effective (Azabdaftari & Mozaheb, 2012; Başoğlu & Akdemir, 2010; Kiliçkaya & Krajka, 2010). However, these studies did not utilize vocabulary learning strategies (VLSs) as a way to support the vocabulary development of those using PFs. This is significant because DFs often offer a range of features to promote vocabulary development, whereas PFs are much more basic; thus, learners who study via paper materials are at a disadvantage compared with those who use DFs. Given the success that VLSs have had in fostering L2 vocabulary enhancement (e.g., Mizumoto & Takeuchi, 2009), their incorporation could have influenced the previous studies. Therefore, one of the primary aims of this study was to find if there were significant differences in receptive and productive L2 vocabulary improvements between students who used PFs in conjunction with 3 VLSs – dropping, association, and oral rehearsal – and those who used the DF tools Quizlet and Cram. Additionally, the researchers examined the learners’ opinions to see if there was a preference for either study method. A total of 52 EFL students at two Japanese universities participated in the 12-week study. Pre- and post-tests were administered to measure the vocabulary gains in the PF group (n = 26) and the DF group (n = 26). Results from a paired t-test revealed that both groups made significant improvements in receptive and productive vocabulary. However, the difference between the gains was not significant, which contrasts with past comparison studies of DFs and PFs and highlights the importance of VLSs. A 10-item survey with closed and Likert-scale questions was also administered to determine the participants’ opinions towards the study methods. Higher levels of agreement were found in the experimental group, indicating that the students viewed DFs more favorably than PFs.

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Weiand, Augusto, and Patrícia da Silva Campelo Costa Barcellos. "MAPAS MENTAIS E FLASHCARDS NO ENSINO DE ESPANHOL." Organon 35, no. 68 (June 23, 2020): 1–16. http://dx.doi.org/10.22456/2238-8915.103748.

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Este trabalho demonstra a utilização de flashcards e mapas mentais, apoiada pela Teoria Conectivista e pela Teoria da Atividade para o ensino de espanhol como língua estrangeira. Através desses recursos tecnológicos e teorias educacionais, desenvolveu-se uma pesquisa aplicada com duas turmas do ensino fundamental de espanhol, em uma escola pública no estado do Rio Grande do Sul, da qual participaram 50 estudantes. Através de pesquisas (WAZIR et al., 2018; RAHMA, 2016; NAIR; FAREI, 2017), observa-se a eficácia da utilização de flashcards e mapas mentais de maneira separada.Contudo, o presente estudo tratou de unificar essas propostasde maneira inovadora, a qual resultou em um aumento médio de quase um ponto nas notas finais dos alunos da disciplina, se comparados o ano da aplicação do estudo com o anterior. Da mesma forma, qualitativamente foram observados ganhos tanto na aquisição da língua estrangeira, quanto no engajamento dos aprendizes e professores envolvidos.PALAVRAS-CHAVE: mapas mentais; flashcards; aprendizado de espanhol.

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Azabdaftari, Behrooz, and Mohammad Amin Mozaheb. "Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards." EuroCALL Review 20, no. 2 (September 29, 2012): 47. http://dx.doi.org/10.4995/eurocall.2012.11377.

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Vocabulary acquisition is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and anytime, and students are free to use them inside or outside the classroom setting. The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran. The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.

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Hanks, Heidi. "App-titude: Top Apps for Tots." ASHA Leader 18, no. 2 (February 2013): 32. http://dx.doi.org/10.1044/leader.app.18022013.32.

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Journal articles on the topic 'Flashcards'

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