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FLASHCARDS Y EL APRENDIZAJE DE VOCABULARIO INGLÉS EN ESTUDIANTES DE SECUNDARIA DE LA INSTITUCIÓN EDUCATIVA JORGE CHÁVEZ – MARANGANI, 2025
(2026) SOTO CANTANI SHEILAH MAJAYANA
The purpose of the study was to analyse the influence of the use of flash cards (V1) on the learning of English vocabulary (V2) in 4th year secondary school students (sections A, B and C) of the Jorge Chávez - Maranganí secondary school, during the year 2025. The research was of a basic type, with a quantitative approach, correlational level and non-experimental-cross-sectional design. The population consisted of 249 students and the sample consisted of 37 4th grade students. A 5-point Likert questionnaire was used for both variables (three dimensions per variable; nine items for each). The instrument showed excellent internal consistency (α V1 ≈ 0.95; α V2 ≈ 0.97). In the descriptive results, V1 (flashcards) was mostly at intermediate-favorable levels (45.95% "Fair", 35.14% "Adequate"), showing present but not fully systematic use. In V2 (vocabulary) a low-intermediate profile predominated (37.84% "Inadequate", 29.73% "Fair"), with "Speaking" as the most critical dimension; "Reading comprehension" was partial and "Writing" exhibited room for improvement. It is concluded that flash cards have a positive but moderate influence on lexical learning: their impact is enhanced when the pedagogical dose is systematised (micro-sessions of spaced review and retrieval practice), the visual design of the flash cards is standardised and each cycle is closed with immediate use (mini-dialogues, sentence frames and short writing tasks). It is recommended that these guidelines be institutionalized to shift performance from "inadequate/regular" to "adequate/very adequate", with an emphasis on oral activation of vocabulary.