Résumés
Abstract
This quantitative action research investigates the effectiveness of a flashcard-based intervention in enhancing French vocabulary acquisition among Sri Lankan undergraduate learners. A sample of 60 beginner and intermediate French students was selected through convenience sampling. The study employed pre-test and post-test design, including a control group, with data analyzed using paired-samples t-tests and ANOVA. Over four weeks, participants engaged in a structured flashcard program incorporating French words, English translations, and visual aids. The results demonstrated a statistically significant improvement in vocabulary knowledge, affirming the efficacy of flashcards as a language-learning tool. The action research approach allowed for iterative refinement of the intervention, ensuring its relevance and applicability in real-world educational settings. Additionally, a positive correlation was identified between students' attitudes towards flashcard use and vocabulary gains. These findings contribute to the ongoing development of practical strategies for vocabulary instruction, with implications for language educators seeking to enhance student outcomes through evidence-based practices.
Keywords:
- Action Research,
- French Language,
- Learning Tools
Parties annexes
Bibliography
- Abbas, A. M., Hamid, T., Iwendi, C., Morrissey, F., & Garg, A. (2023). Improving learning effectiveness by leveraging spaced repetition (SR). In Lecture notes in electrical engineering, (pp. 145–160). https://doi.org/10.1007/978-981-99-1051-9_10
- Afzali, P., Shabani, S., Basir, Z., & Ramazani, M. (2017). Mobile-assisted vocabulary learning: A review study. Advances in Language and Literary Studies, 8(2), 190. https://doi.org/10.7575/aiac.alls.v.8n.2p.190
- Albaladejo, S. A., Coyle, Y., & De Larios, J. R. (2018). Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language. System, 76, 116–128. https://doi.org/10.1016/j.system.2018.05.002
- Al-Jarf, R. S. (2021). Standardized test preparation with mobile flashcard apps. United International Journal for Research & Technology, 3(2), 33–40. https://eric.ed.gov/?id=ED616917
- Alnajjar, M., & Brick, B. (2018). Student-teachers’ beliefs concerning the usability of digital flashcards in ELT. In M. Osini-Jones & S. Smith (Eds.), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL, (pp. 67-74). https://doi.org/10.14705/rpnet.2018.23.792
- Altiner, C. (2019). Integrating a computer-based flashcard program into academic vocabulary learning. The Turkish Online Journal of Educational Technology, 18(1), 44–62. https://eric.ed.gov/?id=EJ1201649
- Amiri, H., Miller, T., & Savova, G. (2017). Repeat before forgetting: Spaced repetition for efficient and effective training of neural networks. Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing, 2401–2410. https://doi.org/10.18653/v1/d17-1255
- Brosh, H. Y. (2019). Arabic language-learning strategy preferences among undergraduate students. Questa Soft, 9(2), 351-377. https://www.ceeol.com/search/article-detail?id=777154
- Chen, R. W., & Chan, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson
- Dijaya, R., Maulidah, N. M., & Abdullah, D. (2018). Flashcard computer generated imagery medicinal plant for orthopedagogic education. MATEC Web of Conferences, 197, 15005. https://doi.org/10.1051/matecconf/201819715005
- Elmahdi, O., & Hezam, A. M. (2020). Challenges for methods of teaching English vocabulary to non-native students. Advances in Social Sciences Research Journal, 7(5), 556–575. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4356246
- Etikan, I. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
- Fernández, B. G., & Schmitt, N. (2015). How much collocation knowledge do L2 learners have? ITL - International Journal of Applied Linguistics, 166(1), 94–126. https://doi.org/10.1075/itl.166.1.03fer
- Firdausah, S., & Sari, D. M. M. (2022). Teaching vocabulary using flashcard to young learner. Firdausah, 6(2), 719–724. http://e-journals.unmul.ac.id/index.php/JBSSB
- Geng, Y., Alshahrani, R., & Mujlid, H. M. (2025). Enhancing foreign language learning through social media applications: A fuzzy analytic hierarchy process approach. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.70057
- Hadi, N. U., Abdullah, N., & Sentosa, I. (2016) An easy approach to exploratory factor analysis: Marketing perspective. Journal of Educational and Social Research, 6(1), 215. https://www.richtmann.org/journal/index.php/jesr/article/view/8799
- Hamer, W., & Rohimajaya, N. A. (2018). Using flash card as instructional media to enrich the students’ vocabulary mastery in learning English. Journal of English Language Studies, 3(2), 167. https://doi.org/10.30870/jels.v3i2.3875
- Hanson, A. E. S., & Brown, C. M. (2019). Enhancing L2 learning through a mobile assisted spaced-repetition tool: An effective but bitter pill? Computer Assisted Language Learning, 33(1–2), 133–155. https://doi.org/10.1080/09588221.2018.1552975
- Headrick, T. C., & Sheng, Y. (2013). A proposed measure of internal consistency reliability: Coefficient L-Alpha. Behaviormetrika, 40(1), 57–68. https://doi.org/10.2333/bhmk.40.57
- Ki̇Msesi̇Z, F. (2017). The effect of project based learning in teaching EFL vocabulary to young learners of English: The case of pre-school children. International Journal of Languages Education, 5(4), 426–439. https://doi.org/10.18298/ijlet.2168
- Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10. https://doi.org/10.1016/S0959-4752(01)00014-7
- Lei, Y., & Reynolds, B. L. (2022). Learning English vocabulary from word cards: A research synthesis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.984211
- Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25–30. https://doi.org/10.33365/jeltl.v1i1.242
- Li, J., & Tong, F. (2018). Multimedia-assisted self-learning materials: The benefits of E-flashcards for vocabulary learning in Chinese as a foreign language. Reading and Writing, 32(5), 1175–1195. https://doi.org/10.1007/s11145-018-9906-x
- Liach M. (2019). Vocabulary strategy training to enhance second language acquisition in English as a foreign language. Cambridge Scholars Publishing.
- Lisa, H. (2019). The effectiveness of flashcards on the motivation to increase English vocabulary among the fourth elementary school. Journal of Applied Linguistics and Literature, 4(1), 43–53. https://doi.org/10.33369/joall.v4i1.6852
- Liu, X., Liu, C., & Li, Y. (2020). The effects of computer-assisted learning based on dual coding theory. Symmetry, 12(5), 701. https://doi.org/10.3390/sym12050701
- Martí, J. (2015). Measuring in action research: Four ways of integrating quantitative methods in participatory dynamics. Action Research, 14(2), 168–183. https://doi.org/10.1177/1476750315590883
- Martin, J. (2024). When curriculum comes to life: Making French language (L2) acquisition a lived experience and the effect of students’ progression towards proficiency [Master’s thesis, Illinois State University]. Theses and Dissertations, 1931. https://doi.org/10.30707/etd2024.20240618063950018185.999947
- McDonald, J. A., & Reynolds, B. L. (2021). Learning semantic and thematic vocabulary clusters through embedded instruction: Effects on very young English learners’ vocabulary acquisition and retention. Applied Linguistics Review, 14(5), 1129–1156. https://doi.org/10.1515/applirev-2020-0102
- Montaño-González, N. J. X. (2017). Learning strategies in second language acquisition. US-China Foreign Language, 15(8). https://doi.org/10.17265/1539-8080/2017.08.001
- Nakata, T. (2019). Learning words with flash cards and word cards. In S. Webb (Ed.), Routledge eBooks, (pp. 304–319). https://doi.org/10.4324/9780429291586-20
- Nuryani, N., & Fadloeli, O. (2021). The utilization of flash cards in teaching English to young learners. PROJECT (Professional Journal of English Education), 4(2), 156. https://doi.org/10.22460/project.v4i2.p156-162
- Paas, F., & Ayres, P. (2014). Cognitive load theory: A broader view on the role of memory in learning and education. Educational Psychology Review, 26(2), 191–195. https://doi.org/10.1007/s10648-014-9263-5
- Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue Canadienne De Psychologie, 45(3), 255–287. https://doi.org/10.1037/h0084295
- Peker, H., Regalla, M., & Cox, T. D. (2018). Teaching and learning vocabulary in context: Examining engagement in three prekindergarten French classrooms. Foreign Language Annals, 51(2), 472–483. https://doi.org/10.1111/flan.12338
- Perez, M. M. (2020). Incidental vocabulary learning through viewing video. Studies in Second Language Acquisition, 42(4), 749–773. https://doi.org/10.1017/s0272263119000706
- Ranadewa, D. U. N., Gregory, T. Y., Boralugoda, D. N., Silva, J. a. H. T., & Jayasuriya, N. A. (2021). Learners’ satisfaction and commitment towards online learning during COVID-19: A concept paper. Vision the Journal of Business Perspective, 27(5), 582–592. https://doi.org/10.1177/09722629211056705
- Rhule, E. (2023). A sociocognitive approach to L3 vocabulary acquisition the case of EFL learners at the Ghana Institute of Languages. http://41.74.91.244:8080/handle/123456789/3576
- Ross, J. A., & Bruce, C. D. (2012). Evaluating the impact of collaborative action research on teachers: A quantitative approach. Teacher Development, 16(4), 537–561. https://doi.org/10.1080/13664530.2012.734746
- Roth, S., Watson, S., Möller, S., Clausen, L., Žažar, K., Dahms, H., Sales, A., & Lien, V. (2025). Guiding distinctions of social theory: Results from two online brainstormings and one quantitative analysis of the ISA Books of the XX Century corpus. Current Sociology. https://doi.org/10.1177/00113921251316685
- Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. https://doi.org/10.1080/10573560590949359
- Sanosi, A. B. (2018). The effect of quizlet on vocabulary acquisition. Asian Journal of Education and e-Learning, 6(4). https://doi.org/10.24203/ajeel.v6i4.5446
- Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. https://doi.org/10.1111/lang.12077
- Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469–508. https://doi.org/10.1007/s10648-007-9053-4
- Smith, P. B. (2004). Acquiescent response bias as an aspect of cultural communication style. Journal of Cross-Cultural Psychology, 35(1), 50–61. https://doi.org/10.1177/0022022103260380
- Spijkerman, S., Manning, D. M., & Green-Thompson, L. P. (2025). A cognitive load theory perspective of the undergraduate anesthesia curricula in South Africa. Anesthesia & Analgesia, 140(1), 165–174. https://doi.org/10.1213/ane.0000000000007033
- Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947. https://files.eric.ed.gov/fulltext/EJ854351.pdf
- Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020
- Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
- Syofyan, S., Permatasari, D., Hasanah, U., Armin, F., Yosmar, R., Wahyuni, F. S., & Lailaturrahmi, L. (2020). Student and faculty perceptions related to online learning during the COVID-19 pandemic in Indonesia. Pharmacy Education, 20(2), 302–309. https://doi.org/10.46542/pe.2020.202.302309
- Syukri, S., & Humaera, I. (2019). Gaining motivation on English learning for special need students using flashcards, foldable books and posters in EFL context. Langkawi Journal of the Association for Arabic and English, 5(2), 91. https://doi.org/10.31332/lkw.v5i2.1303
- Taj, H., Sahibuddin, S., & Jalaliyoon, N. (2014). Features’ evaluation of goods, services and e-services: Electronic service characteristics exploration. Procedia Technology, 12, 204–211. https://doi.org/10.1016/j.protcy.2013.12.476
- Taj, I. H., Ali, F., Sipra, M. A., & Ahmad, W. (2017). Effect of technology enhanced language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics & English Literature, 6(3), 262-272. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.262
- Taber, K.S. (2017) The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education [online], 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
- Toscano-Miranda, R., Aguilar, J., Hoyos, W., Caro, M., Trebilcok, A., & Toro, M. (2024). Different transfer learning approaches for insect pest classification in cotton. Applied Soft Computing, 153. https://doi.org/10.1016/j.asoc.2024.111283
- Tsai, C. (2018). A comparison of EFL elementary school learners’ vocabulary efficiency by using flashcards and augmented reality in Taiwan. The New Educational Review, 51(1), 53–65. https://doi.org/10.15804/tner.2018.51.1.04
- Twist, K. E., Platt, K. M., Shikoh, F. Y., & Ayoob, A. R. (2024). Designing brain-friendly ultrasound presentations. Ultrasound Quarterly, 41(1). https://doi.org/10.1097/ruq.0000000000000703
- Van Merriënboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5–13. https://doi.org/10.1007/bf02504793
- Van Parys, A., De Wilde, V., Macken, L., & Perez, M. M. (2024). Vocabulary of reading materials in English and French L2 textbooks: A cross-lingual corpus study. System, 124. https://doi.org/10.1016/j.system.2024.103396
- Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. Learning Theories for Early Years Practice (pp. 68-73). SAGE Publications Inc.
- Vygotsky, L. S. (1980). Mind in society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
- Wen, J., Dung, H., DO, Liu, E. Z., Lin, C., & Huang, S. K. (2020). Educational board game and flashcard: Which one is better for learners at beginner level of Chinese language? International Journal of Serious Games, 7(4), 89–104. https://doi.org/10.17083/ijsg.v7i4.347
- Wu, X., & Lai, I. K. W. (2025). How do cartoon destination pictures inspire cartoon-induced tourism? Based on the associative network model and dual-coding theory. Journal of Destination Marketing & Management, 36. https://doi.org/10.1016/j.jdmm.2025.100989
- Yanasugondha, V. (2017). A study of English vocabulary learning using the dual coding theory. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 165–175. https://ethesisarchive.library.tu.ac.th/thesis/2016/TU_2016_5521320118_5534_5576.pdf