THE EFFECTS OF ELECTRONIC FLASHCARDS (QUIZLET) ON VOCABULARY LEARNING OF 5TH GRADERS AT TRINH HOAI DUC PRIMARY SCHOOL

Abstract

This study investigates the effectiveness of electronic flashcards, specifically Quizlet, in improving vocabulary acquisition among fifth-grade students at Trinh Hoai Duc Primary School. Employing a quasi-experimental design with two intact classes, the research compared an experimental group (n = 51) using Quizlet-based vocabulary learning and a control group (n = 49) following traditional methods. Pre-test and post-test assessments measured vocabulary knowledge, and a post-intervention questionnaire explored learners’ perceptions of using Quizlet. Results revealed no significant difference at the pre-test stage (t(98) = 1.408, p = .162), confirming group equivalence. However, post-test scores showed a statistically significant improvement in favor of the Quizlet group (t(98) = −5.879, p < .001; M difference = 0.565, 95% CI [−0.755, −0.374]). Questionnaire responses indicated strong positive attitudes toward Quizlet, with mean ratings ranging from 4.59 to 4.86 on a 5-point scale, highlighting its effectiveness, ease of use, and motivational impact. These findings provide empirical support for integrating electronic flashcards into primary English instruction to enhance vocabulary learning outcomes and learner engagement.