1. FLASH CARDS 3º Magisterio Lengua Extranjera Investigación en el Aula de Lengua Extranjera (Inglés) Palma Cortés Millán Marina Menéndez Coca Ana Herrera Mendieta

2. What had we done? Bilingual school. English class. 2 nd Primary – Two groups. Vocabulary related to food.

3. Our research… Our topic: The use of flash cards to teach English vocabulary. Our hypothesis: If we introduce flash cards to teach English vocabulary, the process of learning would be more effective. Our research question: Do teachers adapt their way of teaching to their students needs? Can the use of flashcards be a quick way to learn English vocabulary?

4. What are flash cards? Flash cards are an educational tool that help people memorize information. Though technological advances have enhanced many learning devices, simple flash cards have remained a vital part of the learning enviroment. Flash cards can be used to learn any set of information. In elementary schools. They are often employed to assist students with memorization of basic principles. When you use them to teach a foreign language, flash cards help students to review vocabulary words and their meaning.

5. Experimental Research We decided to carry out an experimetal research. We could intervene in the research setting. We gather quantitative/qualitative data which can be compared. We could teach english vocabulary. Each group had one hour with us to learn this vocabulary.

6. FIRST GROUP We used flash cards. They were very active. They interacted with each other. 11 students.

7. SECOND GROUP We didn’t use any resource. They just interacted with us. They did some activities. 12 students

8. COMPARISON FIRST GROUP We used flash cards to teach English vocabulary. We made different games. All of the students had an active participation. They have learned about 20 new foods. They have learned how to write these new foods. Children had a high motivation. SECOND GROUP We didn’t use any research in the lesson. We made different games. Just few of the students had an active participation. They have learned about 10 new foods. They have learned how to write these new foods with difficulty. A minority part of students had a good motivation.

9. COMPARISON OF THE RESULTS First groupSecond group

10. QUESTIONNAIRE Questionnaire for teachers. Intended for bilingual teachers. Questionnaire divided into four parts. To make conclusions about the use of flash cards.

11. First part: MULTIPLE CHOICE

12. First Part: MULTIPLE CHOICE

14. Second Part: RANKING

15. Third Part: QUESTIONNAIRE CONCLUSIONS Flashcards are good didactic resources for students with learning difficulties. ”Teachers should use more tools(whiteboard, board games) for those children.” “These students usually need an extra help to learn.”

16. Third Part: QUESTIONNAIRE CONCLUSIONS The use of flash cards make children more participative. “Working with flash cards make learning attractive and funny” “Children love to play showing the flash cards”

17. Third Part: QUESTIONNAIRE CONCLUSIONS You can use flash cards introducing ICT. “There are web pages in which you have flash cards done and ready to use” www.esl.flashcards.com www.mes-english.com

18. Third Part: QUESTIONNAIRE CONCLUSIONS The use of flash cards have motivated students to learn English. “This way is easier to understand what the teacher wants to teach”

19. Third Part: QUESTIONNAIRE CONCLUSIONS Students have improved English vocabulary with flash cards. “It is easier to remember a picture than a word written in a story” “They think of it as a game and for the learning results are better and faster”