Results of effect size plots showed that more of the reviewed studies showed larger effects for the use of paper word cards than digital word cards, and for the use of ready-made word cards than self-constructed word cards. Coding of these studies based on an extensive coding scheme found most studies assessed receptive vocabulary knowledge more often than productive vocabulary knowledge, and knowledge of vocabulary form and meaning were assessed more often than knowledge of vocabulary use. A search of the Web of Science and Scopus databases resulted in 803 potential studies, of which 32 aligned with the inclusion criteria. To address these issues, a research synthesis was conducted to provide an inclusive and comprehensive picture of how the use of word cards by learners results in vocabulary learning. While meta-analyses or systematic reviews have been previously performed, the types of word cards investigated, and the number of word card studies analyzed were limited. Researchers' interest in the learning of vocabulary from word cards has grown alongside the increasing number of studies published on this topic. 2Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macao SAR, China.1Faculty of Education, University of Macau, Taipa, Macao SAR, China.
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