ISSN: 2226-6348
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This study investigated the effect of Quizlet Flashcards (QFs) on the lexical comprehension of English as a Foreign Language (EFL) secondary school students. Sixty tenth-grade pupils from two senior high schools in Banda Aceh were assigned to treatment and comparison groups using a non-probability sampling approach. A quasi-experimental design was applied, with both groups completing initial and subsequent assessments to measure vocabulary comprehension gains. Data were analysed using independent and paired sample t-tests, supplemented by descriptive statistics and percentage improvement scores. Findings revealed statistically significant improvements in both groups: treatment (t=19.284, df=29, p<.05) and comparison (t=9.391, df=29, p<.05). The treatment group’s mean improvement was 12 points higher than that of the comparison group, indicating a stronger learning effect when QFs were integrated into vocabulary instruction. This enhanced retention is attributed to QFs’ interactive and multimodal features, which facilitated repeated exposure and active recall. The results provide empirical support for incorporating QFs into EFL vocabulary teaching to achieve greater lexical comprehension gains. The study contributes to the growing body of evidence on QFs as an effective tool for improving vocabulary learning in secondary school contexts.
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