چكيده
This quasi-experimental study investigated the comparative effectiveness of movie-based flashcards and matching pair flashcards in promoting vocabulary acquisition and retention among Iranian male adolescent learners of English as a foreign language, aged 16 to 19. A total of 48 participants were selected from intact classes, with each pre-existing class randomly assigned to either the movie-based flashcard group or the matching pair flashcard group to receive targeted vocabulary instruction. The intervention was conducted over a 14-week period and consisted of 11 sessions. Eight of these sessions focused on intervention, each lasting 15 minutes, while the remaining three sessions were allocated to assessment activities, including a pretest, a posttest, and a delayed posttest, each with a duration of 20 minutes. Forty vocabulary items were selected based on pretest performance and were taught using the respective instructional approaches in each group. A standardized 150-item vocabulary test was used to measure both word recognition and contextual understanding. Data were analyzed using SPSS 27, employing paired samples t-tests, independent samples t-tests, and repeated-measures analysis of variance (ANOVA). The results demonstrated that learners in the movie-based flashcard group achieved significantly higher gains in both immediate posttest and delayed posttest measures compared to those in the matching pair flashcard group. These findings indicate that the integration of audiovisual and narrative elements in flashcard design can substantially enhance both vocabulary acquisition and long-term retention. The study highlights the pedagogical potential of movie-based flashcards as a more effective and engaging alternative to conventional vocabulary learning tools.
