Utilizing Anki to Enhance Vocabulary Acquisition among First-Year Students at a University in Hanoi

Numerous studies have explored various aspects of integrating digital flashcards into English language teaching and learning. This study explores students' perceptions of Anki, a web-based flashcard program, and its influences on students’ vocabulary acquisition. Using a mixed-method approach, the research involves the participation of 40 freshmen from two intact classes at the elementary level. Data were collected through pre-tests and post-tests, questionnaires, and interviews, and subsequently analyzed. The participants were given a pre-test before embarking on a three-week period of learning the Vocabulary List presented in Reading Explorer 1, 3rd edition, which serves as their textbook. The control group (n = 20) used paper flashcards, while the experimental group (n = 20) employed Anki flashcards. A post-test was carried out to compare the effectiveness of the two vocabulary methods. Afterward, participants completed a survey, and a subset of six individuals were interviewed to gather insights into their perceptions of Anki. The study findings revealed that while traditional flashcards and Anki contributed to improved vocabulary acquisition, the group learning with Anki outperformed the control group. Additionally, learners found Anki to be both useful and enjoyable, although user-friendliness was not considered a significant advantage based on their feedback. The findings are of great value in providing educators and students with a profound understanding of Anki's impact on facilitating learners' vocabulary learning.