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Vocabulary building is a central challenge in English as a Foreign Language classrooms, especially for students with intellectual disabilities who often experience cognitive and emotional barriers in learning new words. Visual instructional media such as flashcards are frequently used to support vocabulary learning, yet their effectiveness depends on how teachers perceive and apply them in inclusive classrooms. This study aims to explore an EFL teacher’s perception of the usefulness of flashcards in supporting vocabulary building for students with intellectual disabilities. The study employed a qualitative descriptive case study design involving one EFL teacher in an inclusive junior high school in Indonesia. Data were collected through classroom observations, semi structured interviews, and lesson plan analysis, and analyzed using thematic analysis. The findings reveal that flashcards are perceived as useful for reducing cognitive load, fostering psychological safety, and enabling adaptive instructional tempo without lowering learning expectations. In conclusion, the study suggests that the usefulness of flashcards lies in teachers’ pedagogical reasoning and adaptive use rather than in the media itself, highlighting the importance of teacher cognition in inclusive EFL instruction.

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.

The present study investigated the effect of two vocabulary learning treatments, namely digital flashcards method and paper flashcards method, in comparison with a conventional vocabulary learning treatment, namely words list method, on the learning and retention of target vocabulary items by a group of Iranian intermediate EFL learners, who were 13-15 years of age. For this purpose, we have selected 90 intermediate EFL learners and randomly assigned them to two experimental groups (n = 60) and a control group (n = 30). The first experimental group received vocabulary instruction through digital flashcards while the second experimental group underwent vocabulary instruction through paper flashcards. The control group followed the conventional vocabulary learning treatment through words list. Results of the repeated measures ANOVA revealed that although the two vocabulary learning treatments improved the EFL learners' vocabulary learning and retention from the pretest to the delayed posttest, the only statistically effective method in terms of the participant's vocabulary learning and retention was the digital flashcards method. The implications and directions for future research are also provided at the end.

Although the production and use of educational materials have been accelerated, their quality and usability for students might have been overshadowed by the urgency to maintain the continuity of education at universities. Concerned with the provision of quality education, this study aimed to discover medical sciences students’ perceptions of the quality of teacher-made medical terminology flashcards used in university courses electronically. To do so, the students in the fields of laboratory sciences, radiology, anesthesia, operating room, nursing, medicine, and midwifery used the teacher-made flashcards in medical terminology and specialized English courses, and their perceptions of the quality of the flashcards were elicited in terms of appearance, content of information, and potential contribution to learning. The results showed that overall, the students evaluated the flashcards positively; they, however, indicated that the color choices, adequacy of information, and potential effects on students’ motivation for studying medical terms were three aspects of the flashcards that warranted more detailed consideration. Moreover, the students’ perceptions of the appearance of the flashcards and the potential contribution of the flashcards to learning did not differ across the disciplines; the students, however, had different perceptions of the content of information on the flashcards due to the type, degree, and specificity of the information they needed. The study concludes that how the flashcards are developed aesthetically, how exhaustively they embrace the students’ needs for information, and how potentially efficaciously they contribute to learning mattered to the students. The study recommends that although teacher-made materials can support the delivery of knowledge and continuity of education, considering students’ feedback on and perceptions of the materials can help secure the quality and usability of the materials and ensure quality teaching and learning.

Background Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in medical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply medical pharmacology knowledge. Methods A mixed-methods, student-focused approach was conducted to design and evaluate specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by semi-structured focus group interviews. We then developed a flashcard resource as an intervention to support long-term revision for academic and clinical success. This resource was released to a cohort of 100 graduate entry preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. Results The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising Anki™, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the “comprehensive” and “well formatted” Anki™ resource that supported existing teaching modalities, with a global rating of 3.8 out of 5. Conclusions Strategic and personalised resources for medical pharmacology education that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results reflect a novel approach to identifying and addressing weaknesses in existing learning resources in a manner that is inclusive of, and acceptable to, medical students.

The present meta-analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word-focused activities: flashcards, word lists, writing, and fill-in-the-blanks. One hundred effect sizes from 22 studies were included in meta-regression analyses and administered separately for the observations measured with meaning-recall and form-recall tests. The results revealed that the average percentage learning gains were 60.1% and 58.5% on meaning-recall and form-recall immediate posttests. These gains dropped to 39.4% and 25.1% on delayed meaning- and form-recall tests, respectively. These results suggest that learning through word-focused tasks is far from guaranteed. Moreover, the percentage learning gains among the different activities ranged from 18.4% to 77.0% on immediate posttests and from 23.9% to 73.4% on delayed posttests indicating that there is much variation in efficacy among the activities. Moderator analyses revealed that learners' place of study and direction of learning affected learning. (Verlag).

This study aimed to examine the effectiveness of integrating Pear Deck and the Flashcard Factory features with the Presentation, Practice, and Production (PPP) method in enhancing students’ vocabulary skills in a mixed-ability classroom. The study employed a mixed-methods design with 36 students from two mixed-ability classes at PKBM (Community Service). Quantitative data were collected using a quasi-experimental method, which relied on pre- and post-test results, and analyzed with t-tests and descriptive statistics in SPSS. The results showed that the experimental group experienced a significant increase in vocabulary mastery, with a rise of 8.85 points compared to the control group of 1.93 (p < 0.001) with all slow-learner students experiencing an increase in scores, which confirmed the alternative hypothesis (H₁) that the use of PPP, Pear Deck and Flashcard Factory was effective in improving students' vocabulary. However, qualitative interview data analyzed using thematic analysis revealed mixed results among high-achieving students. Qualitative results showed that students found the vocabulary learning process more interesting and well-structured than the conventional one. However, there were challenges in terms of the pace of learning, as well as too much media that actually disrupted concentration.

This paper examined lag effects in the learning of second language (L2) grammar. Moreover, following the Desirable Difficulty Framework for L2 practice, the present study investigated whether lag effects could be explained by other sources of difficulty. Using digital flashcards, 117 English language learners (aged 10–18) learned two grammatical structures over two different sessions at a 1-day or 7-day intersession interval (ISI). Learners’ performance was analyzed at two retention intervals (RIs) of 7 and 28 days, respectively. Linguistic difficulty was compared by examining two different structures, while learner-related difficulty was analyzed by comparing learners who differed in terms of age, proficiency, and time required to complete the training. Results showed no main effect of ISI, a main effect of RI, and a small but significant ISI × RI interaction. Linguistic difficulty and age did not interact with ISI or RI. However, longer lags led to significantly higher scores for faster learners and learners of higher proficiency, while shorter lags promoted significantly higher scores for slower learners and learners of lower proficiency. The findings provide some support for the Desirable Difficulty Framework in its potential to explain L2 lag effects.

The increasing number of non-communicable diseases, such as obesity, diabetes, and cardiovascular diseases, among others, is an area that represents the importance of effective nutrition knowledge from an early age. Lectures and textbook learning, among other traditional learning approaches, have proved to lack engagement and effectiveness among learners. Gamification, or the use of gaming elements in learning environments, is among the tools recognized to effectively increase learning motivation and understanding. The study aimed to design and test the Super Heroes' Food Healthy Card, which is gamified flashcard application software to improve undergraduate learning understanding of basic nutritional issues. These flashcards depict healthy meals as superheroes, each representing a different food group and its associated health benefit to promote positive emotional involvement and active learning. This is a qualitative study design, collecting remarks from 30 students, aged 19 to 24 years, using an online survey structured with a 5-point Likert scale. Results stated that 95% of the students agreed or strongly agreed that the app increased their understanding of key nutrition concepts, while 90% agreed on the reliability of the information. The percentage evaluating the app positively for learning support was 75%, 20% showed neutrality, and 5% opposed it. The findings show that gamified and interactive platforms are more beneficial for increasing knowledge, participation, and positive attitudes towards health nutrition compared to their non-gamified counterparts. The article highlights the potential of adding gamification components to nutrition education modules and encourages more study to assess information retention and outcomes on a larger population.

This study explores the use of artificial intelligence to improve active retrieval and retention in Massive Open Online Courses (MOOCs). We developed an AI-driven system that generates learning cards to facilitate active recall and utilize spaced repetition. The system was tested with a group of students and instructors, and the results showed significant improvements in memory retention and overall satisfaction. Expert reviews and participant feedback highlighted the system’s effectiveness in producing accurate and relevant learning cards. Despite promising outcomes, challenges with personalization and language complexity were identified, which will be addressed in future work. This research underscores the potential of AI-driven tools to enhance online learning, offering scalable and personalized solutions that can improve educational outcomes and engagement in MOOCs.