The vocabulary growth of EFL learners in Saudi Arabia: The role of individual differences, digital flashcard learning and quiz frequency

This PhD research investigates the factors influencing vocabulary development in English as a Foreign Language (EFL) learners, specifically focusing on Saudi Arabian students. The first study examined vocabulary breadth growth over a 12-week semester among intermediate and secondary school students. It found that vocabulary growth can be slow, and students may not master high-frequency word families even after years of instruction. This study also identified out-of-class exposure to English (e.g., through media) and motivation as significant factors in vocabulary learning. The second study addressed the issue of low vocabulary knowledge by exploring the effectiveness of digital flashcard learning combined with in-class quizzes. This study tested the impact of different quiz frequencies (weekly, bi-weekly, and monthly) on vocabulary learning over eight weeks. A key finding was that incorporating quizzes significantly improved vocabulary gains, while the frequency of quizzes did not substantially alter learning outcomes. This suggests that supplementing self-directed out-of-class learning with regular assessments can be beneficial for EFL learners.