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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
Language: English
Authors: Ismail Xodabande (ORCID 0000-0001-5599-8582), Paul Thompson (ORCID 0000-0002-9595-3757)
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
FullText Text:
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  Data: Using Lexilize Digital Flashcards to Enhance Academic Vocabulary Learning among Iranian EFL University Students
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  Data: <searchLink fieldCode="AR" term="%22Ismail+Xodabande%22">Ismail Xodabande</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5599-8582">0000-0001-5599-8582</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paul+Thompson%22">Paul Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9595-3757">0000-0002-9595-3757</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22JALT+CALL+Journal%22"><i>JALT CALL Journal</i></searchLink>. 2026 22(1).
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  Data: JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Printed+Materials%22">Printed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 1832-4215
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  Data: 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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      – Text: English
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Iran
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