Using Lexilize Digital Flashcards to Enhance Academic Vocabulary Learning among Iranian EFL University Students
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| Title: | Using Lexilize Digital Flashcards to Enhance Academic Vocabulary Learning among Iranian EFL University Students |
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| Language: | English |
| Authors: | Ismail Xodabande (ORCID |
| Source: | JALT CALL Journal. 2026 22(1). |
| Availability: | JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, English for Academic Purposes, Handheld Devices, Computer Oriented Programs, Educational Technology, Technology Uses in Education, Instructional Materials, Multimedia Materials, Printed Materials, Second Language Learning, Vocabulary Development, Student Attitudes |
| Geographic Terms: | Iran |
| ISSN: | 1832-4215 |
| Abstract: | This study investigated the impact of mobile-assisted language learning (MALL) on Iranian university students' acquisition of academic vocabulary beyond classroom instruction. Forty-eight undergraduates participated, with 28 assigned to an experimental group and 20 to a control group. Over one academic semester, both groups received identical classroom instruction, but differed in their out-of-class learning approaches: the experimental group used Lexilize Digital Flashcards, whereas the control group used paper-based flashcards. Vocabulary proficiency was measured through three standardized tests assessing general, academic, and associative word knowledge, administered before and after the intervention. Reflective journals and semi-structured interviews complemented the quantitative data. Results from multivariate analyses revealed significant gains in both groups, with the experimental group showing superior improvement in vocabulary breadth and depth. Qualitative findings indicated that participants perceived mobile-assisted learning as flexible, engaging, and effective for systematic vocabulary expansion, though some expressed concerns about screen distraction and device limitations. Overall, the findings highlight the pedagogical value of integrating digital flashcards into out-of-class study routines to strengthen academic vocabulary learning in English for Academic Purposes (EAP) programs. Mobile-assisted tools can provide a scalable complement to traditional instruction, particularly in resource-limited or self-directed learning contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506417 |
| Database: | ERIC |
| Abstract: | This study investigated the impact of mobile-assisted language learning (MALL) on Iranian university students' acquisition of academic vocabulary beyond classroom instruction. Forty-eight undergraduates participated, with 28 assigned to an experimental group and 20 to a control group. Over one academic semester, both groups received identical classroom instruction, but differed in their out-of-class learning approaches: the experimental group used Lexilize Digital Flashcards, whereas the control group used paper-based flashcards. Vocabulary proficiency was measured through three standardized tests assessing general, academic, and associative word knowledge, administered before and after the intervention. Reflective journals and semi-structured interviews complemented the quantitative data. Results from multivariate analyses revealed significant gains in both groups, with the experimental group showing superior improvement in vocabulary breadth and depth. Qualitative findings indicated that participants perceived mobile-assisted learning as flexible, engaging, and effective for systematic vocabulary expansion, though some expressed concerns about screen distraction and device limitations. Overall, the findings highlight the pedagogical value of integrating digital flashcards into out-of-class study routines to strengthen academic vocabulary learning in English for Academic Purposes (EAP) programs. Mobile-assisted tools can provide a scalable complement to traditional instruction, particularly in resource-limited or self-directed learning contexts. |
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| ISSN: | 1832-4215 |
