EFFECTS OF WORD CARD METHODOLOGY AND TESTING ON VOCABULARY KNOWLEDGE AND MOTIVATION

Abstract

This research explores the efficacy of word cards as a deliberate vocabulary learning technique and investigates the effects of testing on motivation for deliberate vocabulary study. While word cards are a widely supported method of deliberately studying target foreign language vocabulary, there is a surprising lack of research-based evidence supporting them, and very few researchers have asked students how they feel about word card learning. In addition, it is well known that testing can increase extrinsic motivation, but the motivational effects of regular vocabulary testing has so far been largely overlooked. The first two experiments in this study investigated the learning outcomes associated with making and studying from word cards. Experiment 1 is unique in that it is the first known study to isolate the learning outcomes of making word cards. The results indicated that the process of making word cards results in significant initial vocabulary learning, but a substantial amount of this new knowledge is lost in a relatively short period of time if no further study is carried out. The second experiment compared the use of self-made word cards with premade cards. The results indicated that although both methods are effective in the short and long-term, learners might be better studying from premade cards. However, the results of the third experiment led to the conclusion that premade cards are best suited to motivated learners. Qualitative data analysis revealed that learners generally have positive views of word card learning and understand the benefits it offers over other methods such as learning from lists or notebooks. The final experiment in this study examined the motivational effects of regular student-generated vocabulary testing and investigated whether learners can act as reliable raters of their peers’ vocabulary development. Results indicated that peer-to-peer vocabulary testing increases motivation for deliberate vocabulary learning even if test scores do not affect the students’ grades. Surprisingly, the student-generated and administered tests were more intrinsically motivating than extrinsically so. Taken together, the results of the various experiments offer support for the use of word cards for foreign language vocabulary learning and indicate that motivation for such types of learning can be increased by through peer testing.