STUDENTS’ PERCEPTION TOWARD USING FLASHCARDS IN EFL CLASSROOMS

The objective of this study is to examine how students perceive the use of flashcards in EFL classrooms. A descriptive quantitative method with a survey design was applied to carry out the research, involving ninety-six undergraduate students from the English Education Department, all of whom had prior experience using flashcards in English learning activities. Data were gathered through a twelve-item questionnaire with a five-point Likert scale, and descriptive statistics, particularly response percentages, were used to analyze the results. Findings revealed that most students held a favorable view of flashcards as an English learning tool. They reported that flashcards made vocabulary easier to grasp, strengthened their memory retention, and increased their participation in class. Beyond this, flashcards were also found to boost students’ motivation, focus, and confidence while learning English. The visual and interactive qualities of flashcards further contributed to a livelier and more engaging learning atmosphere. These results suggest that flashcards serve as an effective teaching medium for supporting English language acquisition in EFL classrooms.