The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners

ABSTRACT This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to paper flashcards on Iranian English as a foreign language (EFL) students’ vocabulary and collocation learning. A total of 98 Iranian students, aged 9 to 11, studying EFL in a language institute were selected to participate. The participants were divided into three groups: a paper flashcard group, a digital flashcard group, and a gamified flashcard group. To evaluate their learning, participants’ productive collocation knowledge and receptive vocabulary knowledge were quantitatively assessed using a vocabulary and collocation knowledge test. While all groups showed gains in second language vocabulary knowledge, the results revealed that the gamified flashcard group achieved significantly greater gains compared to the digital and paper flashcard groups. Additionally, qualitative data were gathered through semi‐structured interviews to explore students’ attitudes toward mobile‐based flashcards in comparison to paper flashcards. The interview transcripts were analyzed using inductive thematic analysis, revealing three key themes: (1) the vocabulary learning benefits of flashcards, (2) the affective aspect of flashcards, and (3) the challenges associated with using flashcards. The findings offer valuable insights for game designers, language teachers, and parents on when and how to utilize different types of flashcards for vocabulary and collocation learning, considering both their learning benefits and potential challenges.