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Description
Using Spaced Repetition Application Anki for Enhancing English Vocabulary Learning: An Action Research
Ta Thi Nguyet Minh, Đoàn Diệu Linh, Nguyễn Thị Hồng Nhật
Email: 217140231310@hpu2.edu.vn; doandieulinh@hpu2.edu.vn; nguyenthihongnhat@hpu2.edu.vn
ABSTRACT
Vocabulary is essential for language learning; however, it requires significant effort and investment. An increasing number of vocabulary learning strategies have emerged, with spaced repetition being among the most effective. This method requires learners to retrieve new words at increasing intervals. With digital technologies, this method can be integrated into mobile devices, leading to more active and less stressful learning processes. However, studies examining particular mobile applications for vocabulary learning remain limited, particularly within the Vietnamese context. Therefore, this study investigates the use of Anki, a spaced-repetition flashcard application, on vocabulary acquisition of tenth-grade students. Drawing on Ebbinghaus's Forgetting Curve theory and employing Action Research methodology, this study examines how systematic spaced repetition enhances vocabulary retention [1]. Participants include forty tenth-grade students at pre-intermediate level. Quantitative data were collected through pre-tests and post-tests, while qualitative data were gathered through questionnaires and interviews. Results showed that Anki not only improved students' vocabulary acquisition but also significantly boosted their motivation and language confidence. The findings indicate several important implications for applying mobile technologies in language learning, especially vocabulary acquisition. This study contributes to understanding how spaced repetition applications can enhance vocabulary learning effectiveness and student engagement in EFL contexts.
Keywords: Vocabulary learning, spaced repetition, Anki application, mobile learning, EFL, Vietnam
Biography
I am a fourth-year student majoring in English Language Teaching at Hanoi Pedagogical University 2. During 4 years, I have developed a strong interest in language education, supported by several years of working as a private English tutor as well as an English teaching assistant. I have had the opportunity to teach a variety of students with different ages, proficiency levels, and learning styles.
My academic background and valuable knowledge from my teachers has helped me build a strong foundation in teaching methodology, second language acquisition, and classroom management. I enjoy creating personalized lessons that suit each student's learning style and needs, and I’ve developed a flexible, student-centered approach through my tutoring experience.
In addition to my university coursework, I actively seek opportunities to apply what I learn in real teaching situations. This combination of theory and practice has strengthened my communication skills, patience, and adaptability as a future educator.
I am passionate about making language learning engaging and accessible, and I look forward to continuing my journey as an English teacher in more formal educational settings after graduation.
