Document Type : Original Research Paper-English Issue
Authors
Department of English Language, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
Abstract
Background and Objectives: The growing influence of Information and Communication Technology (ICT) has considerably altered educational practices, particularly in language learning contexts. In English for Specific Purposes (ESP) courses, mastering technical vocabulary is a fundamental yet challenging requirement due to the specialized nature of the content and learners’ limited exposure beyond academic settings. Traditional vocabulary instruction methods often provide insufficient repetition and lack flexibility, which can negatively affect retention and long-term learning. In response to these challenges, technology-enhanced learning tools have emerged as effective alternatives for supporting vocabulary development. Digital flashcards, especially when used through online platforms, offer structured repetition, learner autonomy, and increased engagement. However, despite their widespread use, there is limited empirical research examining the effectiveness of digital flashcards implemented at predetermined time intervals in ESP contexts. Therefore, this mixed-methods study aimed to investigate the effects of using ICT-based digital flashcards with spaced repetition on undergraduate ESP learners’ acquisition of technical vocabulary. Additionally, the study explored learners’ perceptions of using Quizlet as a technology-supported instructional tool.
Materials and Methods: The study employed a mixed-methods research design integrating quantitative and qualitative data to provide a comprehensive understanding of the research objectives. The participants were 60 undergraduate students enrolled in ESP courses, who were randomly assigned to an experimental group and a control group. Before the instructional intervention, both groups completed a background questionnaire and a technical vocabulary pre-test to ensure comparability in terms of prior knowledge. During the treatment phase, the experimental group learned technical vocabulary through digital flashcards delivered via an online platform at planned and systematic time intervals based on spaced learning principles. In contrast, the control group received conventional vocabulary instruction without the use of digital flashcards or ICT-based tools. Data collection instruments included technical vocabulary pre- and post-tests, post-treatment questionnaires, and semi-structured interviews. Quantitative data were analyzed using paired-samples t-tests to examine within-group changes and an independent-samples t-test on gain scores to compare the magnitude of vocabulary improvement between the two groups. Qualitative interview data were analyzed through content analysis using NVivo software.
Findings: The results of the quantitative analysis showed that the experimental group achieved significantly greater vocabulary gains than the control group, as confirmed by an independent-samples t-test on gain scores. These findings indicate that the use of digital flashcards with spaced intervals had a positive and statistically significant effect on ESP learners’ vocabulary acquisition. Learners who experienced repeated and structured exposure to technical terms demonstrated higher levels of retention and recall. Moreover, the results suggested that Quizlet functioned as an effective and reliable ICT-based platform for facilitating vocabulary learning. The qualitative findings further supported the quantitative results, revealing that learners held positive attitudes toward the use of digital flashcards. Participants reported increased motivation, improved engagement, and greater control over their learning process. They also noted that spaced repetition helped reduce cognitive load and made learning complex technical vocabulary more manageable.
Background and Objectives: The growing influence of Information and Communication Technology (ICT) has considerably altered educational practices, particularly in language learning contexts. In English for Specific Purposes (ESP) courses, mastering technical vocabulary is a fundamental yet challenging requirement due to the specialized nature of the content and learners’ limited exposure beyond academic settings. Traditional vocabulary instruction methods often provide insufficient repetition and lack flexibility, which can negatively affect retention and long-term learning. In response to these challenges, technology-enhanced learning tools have emerged as effective alternatives for supporting vocabulary development. Digital flashcards, especially when used through online platforms, offer structured repetition, learner autonomy, and increased engagement. However, despite their widespread use, there is limited empirical research examining the effectiveness of digital flashcards implemented at predetermined time intervals in ESP contexts. Therefore, this mixed-methods study aimed to investigate the effects of using ICT-based digital flashcards with spaced repetition on undergraduate ESP learners’ acquisition of technical vocabulary. Additionally, the study explored learners’ perceptions of using Quizlet as a technology-supported instructional tool.
Materials and Methods: The study employed a mixed-methods research design integrating quantitative and qualitative data to provide a comprehensive understanding of the research objectives. The participants were 60 undergraduate students enrolled in ESP courses, who were randomly assigned to an experimental group and a control group. Before the instructional intervention, both groups completed a background questionnaire and a technical vocabulary pre-test to ensure comparability in terms of prior knowledge. During the treatment phase, the experimental group learned technical vocabulary through digital flashcards delivered via an online platform at planned and systematic time intervals based on spaced learning principles. In contrast, the control group received conventional vocabulary instruction without the use of digital flashcards or ICT-based tools. Data collection instruments included technical vocabulary pre- and post-tests, post-treatment questionnaires, and semi-structured interviews. Quantitative data were analyzed using paired-samples t-tests to examine within-group changes and an independent-samples t-test on gain scores to compare the magnitude of vocabulary improvement between the two groups. Qualitative interview data were analyzed through content analysis using NVivo software.
Findings: The results of the quantitative analysis showed that the experimental group achieved significantly greater vocabulary gains than the control group, as confirmed by an independent-samples t-test on gain scores. These findings indicate that the use of digital flashcards with spaced intervals had a positive and statistically significant effect on ESP learners’ vocabulary acquisition. Learners who experienced repeated and structured exposure to technical terms demonstrated higher levels of retention and recall. Moreover, the results suggested that Quizlet functioned as an effective and reliable ICT-based platform for facilitating vocabulary learning. The qualitative findings further supported the quantitative results, revealing that learners held positive attitudes toward the use of digital flashcards. Participants reported increased motivation, improved engagement, and greater control over their learning process. They also noted that spaced repetition helped reduce cognitive load and made learning complex technical vocabulary more manageable.
Keywords
Main Subjects
COPYRIGHTS
© 2026 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
', './data/jte/coversheet/cover_en.jpg'))
Send comment about this article