Abstract
Vocabulary plays an essential role in language learning. With a limited vocabulary, learners may struggle to accurately and precisely convey their intended meaning. The significance of vocabulary in foreign language learning is widely acknowledged by ESL/EFL researchers, practitioners, and learners. However, current research has not reached a consensus on the most effective approach to vocabulary acquisition, and many learners still rely on traditional rote memorization methods. One alternative to in-class vocabulary learning is the use of digital flashcard programs, which employ spaced repetition by introducing time intervals between study sessions. These programs are accessible on desktops and various portable mobile devices. In a semester-long study, the effectiveness of digital flashcards (ANKI) in enhancing receptive and productive vocabulary learning was assessed through various learning tasks. The findings indicated that students primarily focused on a word's form and meaning when creating flashcards. Additionally, supplementary modalities such as images and audio were rarely utilized to reinforce the association between a word's meaning and form. Moreover, students tended to overload their flashcards with excessive information, violating the principle of providing minimal information. This practice overloaded their short-term memory and reduced the likelihood of successfully retrieving vocabulary from long-term memory. The author emphasizes the necessity for further research to investigate the vocabulary learning process of EFL learners using digital flashcards and to identify appropriate strategies for optimizing the use of such programs both inside and outside the classroom.