Evaluating the impact of self-created digital flashcards and self-regulation on vocabulary learning among Turkish tertiary-level EFL learners

The purpose of this study is to investigate the effects of using a digital flashcard software (Quizlet) as a self-regulated learning platform on vocabulary recognition and recall with upper-intermediate tertiary level English learners. A secondary aim of this study is to find out the self-regulatory strategies and/or behaviors used by English language learners at tertiary level in learning L2 vocabulary. The design of this research was based on a quasi-experimental method namely, the pretest-posttest non-equivalent-groups design. As regards the data collection tools, the vocabulary tests that were used for quantitative data are explained at length. A statistically significant difference was observed in the post-test scores between two groups, indicating that the outcomes for the group that received the intervention were significantly different from those in the control group. The statistically significant correlations highlight the importance of metacognitive strategies and emotional regulation in enhancing vocabulary learning through platforms like Quizlet. The results of this present study suggest that the utilization of self-regulated learning principles as a way of promoting second language vocabulary learning through self-created digital flashcards on Quizlet can be an effective way of not just acquiring and recycling new vocabulary but also, in a broader sense, a pathway to becoming a self-sufficient lifelong learner in the 21st century.