| Summary: | This study expands arguments calling for a more rigorous approach to high-frequency vocabulary list-based learning in EFL learning environments. Test and flashcard item designs were validated through quantitative (midterm and final test) and qualitative (survey) results to explore the impact of digital flashcards designed to build recall-level comprehension on both timed gap-fill and traditional multiple-choice posttests. Quizlet was chosen as the platform due to the affordance it provides teachers to create flashcard content and monitor practice. The results showed that multiple-choice, recognition-level test items result in a 20% overestimation of knowledge relative to gap-fill posttests. Additionally, a post-semester survey of 138 Japanese, pre-intermediate students of English showed a highly positive response to the recall-focused practice and testing system. The results demonstrate that for high-frequency L2 vocabulary, a paradigm shift from form-meaning recognition to form-meaning recall is an important direction for high-frequency vocabulary instruction and testing.
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