ENHANCING AND OPTIMIZING VOCABULARY RETENTION: A SELF-STUDY APPROACH USING ANKI
Keywords:
Anki, spaced repetition software, vocabulary retention, engineering education, technical vocabulary, self-directed learning, language learning, flashcards, contextual learning, visual aids.Abstract
This study investigated the impact of structured Anki use on vocabulary retention among engineering students at TIIAME-NRU. Thirty-six students aged 16-18, specializing in Economics, Land Resources and Cadaster, and Aerospace Technologies, were assigned to three groups: Structured Anki (SAG), Unstructured Anki (UAG), and Control (CG). Vocabulary learning materials were drawn from the Cambridge Unlock series, Oxford Word Skills, and Vocabulary in Use. Retention was measured via pre- and post-tests, supplemented by semi-structured interviews. Results indicated significantly higher post-test scores for the SAG compared to both the UAG and CG, with the UAG also outperforming the CG. Qualitative data highlighted the role of structured flashcard creation and consistent review in successful Anki implementation. This study demonstrates the effectiveness of a structured Anki approach for enhancing engineering vocabulary retention.
References
Baddeley, A. (1990). Human memory: Theory and practice. Allyn and Bacon.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D., & Perry, J. K. (1991). A cognitive approach to language learning. Language Learning, 41(2), 231-251.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2008). Distributed practice in verbal recall: A review of the empirical literature. Psychonomic Bulletin & Review, 15(6), 1095-1116.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
De Leeuw, E., & Burgoyne, A. P. (2019). Anki for language learning: A review of the literature and an analysis of user practices. Language Learning & Technology, 23(1), 1-20.
Ismailova, Z., Pogatsnik, M., Choriev, R. K., & Mustafayeva, D. A. (2024). THE IMPACT OF GENDER APPROACHES ON IMPROVING THE EFFECTIVENESS OF EDUCATION. Science and innovation, 3(Special Issue 15), 26-30.
Yurevna, S. V., & Khasanovna, K. E. (2023). WASHBACK IN LANGUAGE TEACHING ASSESSMENT. International journal of advanced research in education, technology and management, 2(4).
E’Zoza, X., & Dildora, T. (2024). ENHANCING CALL (COMPUTER-ASSISTED LANGUAGE LEARNING) FOR EAP (ENGLISH FOR ACADEMIC PURPOSES) AND ESP (ENGLISH FOR SPECIFIC PURPOSES) STUDENTS. Science and innovation, 3(Special Issue 32), 773-775.
Rustamova, N., Inoyatova, S., Madazizova, D., Israilova, D., & Israilov, S. (2024). Genetically modified ecosystems: Innovative approaches in agriculture and their environmental impact. In BIO Web of Conferences (Vol. 149, p. 01063). EDP Sciences.
Surmanov, S. (2024). A COMPARATIVE ANALYSIS OF READING SKILLDEVELOPMENT THROUGH GRADED READERS. SCIENTIFIC AND TECHNICAL JOURNAL “SUSTAINABLE AGRICULTURE”, 22(2), 92-94.
Published
Versions
- 2025-03-14 (2)
- 2025-03-07 (1)
