AI-assisted apps versus retrieval-based digital flashcards: Effects on EFL learners’ receptive vocabulary development

Abstract

Retrieval-based digital flashcards have proved their effectiveness in L2 vocabulary learning. However, recent developments in AI technology have introduced AI-assisted vocabulary learning apps that integrate multimedia input and AI-supported output activities. Considering these technological advances, this study compared the effects of an AI-assisted multimedia app (WordUp) and a retrieval-based flashcard app (Quizlet) on university students’ receptive vocabulary. A total of 128 students from three EFL classes were assigned to two experimental groups and one control group. Each experimental group used its assigned app to study target words. The control group did not receive any intervention. Students’ learning gains were measured with a vocabulary test administered as an immediate and a delayed posttest. Semi-structured interviews with 20 participants provided insights into learners’ experiences. The findings indicated that both WordUp and Quizlet notably enhanced receptive vocabulary knowledge. However, the WordUp group demonstrated significantly higher vocabulary learning gains than Quizlet in the immediate and delayed posttests. The control group showed negligible improvement. Interviews revealed that learners valued Quizlet’s simple interface and structured review but also expressed a need for greater interactivity and multimedia support. In contrast, WordUp was valued for its contextualized multimedia resources and AI-assisted productive activities, though learners reported challenges related to interface and content complexity. Overall, the findings suggest that effective mobile-assisted vocabulary learning depends not only on the technological features available in learning apps but also on balancing rich multimedia and interactive learning opportunities with usability and learners’ cognitive readiness.