THE EFFECTIVENESS OF FLASHCARD GAMES FOR SECOND LANGUAGE LEARNERS
Keywords:
Total Physical Response (TPR), English Foreign Language (EFL), Implicit Instruction, Explicit InstructionAbstract
Nowadays flashcards have become one of the most useful tools in learning a second language. Not only do they help second language learners remember words through images, but they also help create a positive learning environment. This paper examines the use of flashcard games to improve the retention of target vocabulary in Thai kindergarten children learning English in a EFL (English as a Foreign Language) context. The use of indirect and direct (implicit and explicit) teaching methods in teaching new vocabulary is discussed, and it was found that the indirect method produced better retention, but that a mixture of both methods had a more lasting effect on vocabulary retention. The case study involved two K2 classes (four-year-olds) with sixteen students in each class over two weeks. Both classes learned target vocabulary using flashcards under direct and indirect instruction, but only one of the classes participated in additional flashcard games four times per week, with the last game of each week involving a reward for the fastest time on one of the games. Posttest results showed that the class with the flashcard games retained target vocabulary better than the class that did not participate in the games. The results showed that the use of flashcard games improved vocabulary retention, but other factors were mentioned in the discussion. The students had been taught by the researcher for some time, which may have influenced the results. Also, only eight vocabulary words were used in the study, which may have been familiar to the students. The study should be repeated with other teachers and with more unknown words.
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