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The Effect of Digital Flashcard Applications on L2 Vocabulary Learning: A Quantitative Meta-analysis

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The effectiveness of learning vocabulary in a second language through mobile technologies such as digital flashcards (DF) is a topic of continuing debate. Forty-seven articles with 47 studies and 3869 total participants were found by searching primary empirical studies from January 1990 to August 2022. The helpfulness of using digital flashcards for English vocabulary learning were then analyzed based on their effect sizes. Second/foreign (L2) vocabulary learning was significantly influenced by digital flashcards, but significant heterogeneity in the ES warranted further analysis of the moderator variables. A moderator analysis showed that learners with Indo-European L1 backgrounds performed better on the vocabulary test than those with non-Indo-European L1 backgrounds, but no differences were detected for the other moderator variables of educational stage, research design, control used or assessment format. The results of these studies suggest that English teachers can feel confident about incorporating digital flashcards into their instruction to improve their students' learning of L2 vocabulary. Future research studies should also adhere to best research design practices while taking into consideration other important variables (e.g., pronunciation), other L2s, and L2 vocabulary retention.

Abstract

The effectiveness of learning vocabulary in a second language through mobile technologies such as digital flashcards (DF) is a topic of continuing debate. Forty-seven articles with 47 studies and 3869 total participants were found by searching primary empirical studies from January 1990 to August 2022. The helpfulness of using digital flashcards for English vocabulary learning were then analyzed based on their effect sizes. Second/foreign (L2) vocabulary learning was significantly influenced by digital flashcards, but significant heterogeneity in the ES warranted further analysis of the moderator variables. A moderator analysis showed that learners with Indo-European L1 backgrounds performed better on the vocabulary test than those with non-Indo-European L1 backgrounds, but no differences were detected for the other moderator variables of educational stage, research design, control used or assessment format. The results of these studies suggest that English teachers can feel confident about incorporating digital flashcards into their instruction to improve their students' learning of L2 vocabulary. Future research studies should also adhere to best research design practices while taking into consideration other important variables (e.g., pronunciation), other L2s, and L2 vocabulary retention.

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