Comparing traditional vs. digital flashcards for spaced vocabulary repetition

Nilufar Rakhmanova

doi:10.47689/2181-3701-vol3-iss10/S-pp157-164

Nilufar Rakhmanova World Languages Department, Kokand University

DOI

https://doi.org/10.47689/2181-3701-vol3-iss10/S-pp157-164

Keywords

vocabulary learning , spaced repetition , traditional flashcards , digital flashcards , language acquisition , memory retention , digital pedagogy

Abstract

This article examines the comparative effectiveness of traditional flashcards and digital flashcards in the context of spaced vocabulary repetition. The study analyzes pedagogical, cognitive, and technological factors influencing vocabulary acquisition among language learners. It explores theoretical foundations of vocabulary learning, the principles of spaced repetition, and the historical development of flashcard-based learning, and presents a comparative analysis of traditional and digital flashcards, focusing on usability, learner motivation, memory retention, and practical classroom implementation. The research highlights that digital flashcards offer adaptive repetition, interactive features, and greater accessibility, while traditional flashcards provide tactile engagement and reduced cognitive distraction. The findings suggest that an integrated approach combining both methods can significantly improve vocabulary retention and the overall learning experience.

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Published

2025-11-25

How to Cite

Rakhmanova, N. 2025. Comparing traditional vs. digital flashcards for spaced vocabulary repetition. Foreign Linguistics and Lingvodidactics. 3, 10/S (Nov. 2025), 157–164. DOI:https://doi.org/10.47689/2181-3701-vol3-iss10/S-pp157-164.