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The use of both technology and flashcards has been shown to be effective in L2 vocabulary acquisition and retention. The purpose of this exploratory practice project was to evaluate the effectiveness of using computer- versus paper-based flashcards as a learning tool within the context of the secondary foreign language classroom in learning new vocabulary. Using a pre-/post-test design, quiz scores of beginning high school French and German students studying vocabulary under these two conditions were compared using a two-tailed t-test. Results showed a significant difference when students practiced with computerized flashcards, suggesting that computerized flashcards can be an effective teaching tool in the secondary classroom to aid students in learning vocabulary.
Byrd et al. (Thu,) studied this question.