Flashcard Strategy Role in Teaching English Vocabulary: A Systematic Review
Abstract
This systematic review investigates how flashcards function in different educational contexts to teach vocabulary. The study summarizes data from empirical research released in the last three years, which are from 2021–2023. It focuses on how flashcard-based interventions affect vocabulary acquisition, retention, and overall teaching outcomes. The findings provide insights into the advantages, limitations, and best practices associated with employing flashcards in vocabulary instruction.
Copyright (c) 2024 Qusay Mahdi Mutar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors retain copyright of their published work and grant the International Journal of Social Science Research and Review (IJSSRR) the right of first publication.
Articles published in IJSSRR are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, distribution, and reproduction in any medium, provided that the original work is properly cited.
Authors are permitted to share, archive, and distribute the published version of their work, provided that proper acknowledgement of the original publication in IJSSRR is given.
