Comparing the effectiveness of multimodal vs monomodal digital flashcards for L2 vocabulary learning

This applied psycholinguistics study explores whether multimodal flashcards (containing text, audio, and a picture) are more effective than monomodal flashcards (containing text only) as a tool for learning the meanings of novel second-language (L2) concrete nouns. The research instrument was Anki, a flashcard application that utilises active recall and spaced repetition. The study used a within-subject design, where each participant (n = 25) studied a total of 30 L2-L1 (Esperanto–Indonesian) word pairs over the course of seven study sessions utilising an assortment of 15 multimodal and 15 monomodal flashcards, with each word pair being presented multimodally to approximately half of the participants and monomodally to the other half. When (re)viewing the answer side of a card, participants were instructed to tap ‘Good’ if they recalled the answer correctly or ‘Again’ if not. Recall accuracy data for the two card types were collected and then analysed using a Wilcoxon signed-rank test, which indicated that the number of user-initiated reviews (‘Again’ count, which is indicative of the number of memory lapses) was significantly higher for monomodal flashcards (Mdn = 61, n = 25) than for multimodal flashcards (Mdn = 50, n = 25), Z = -3.4, p 0.001, r = -0.7. These results support the hypothesis that multimodal flashcards are more effective than monomodal flashcards as a tool for learning the meanings of L2 concrete nouns. By implication, language learners can enhance their recall accuracy of L2 concrete nouns by creating and using flashcards that utilise multiple semantically congruent modes.