Volume 5, Issue 1 April 2022, pp. 1–18 
Regular Article
On the learning of multi-word units via flashcard applications
Maryam Barghamadi 
1, James Rogers2, & Amanda Muller 3
1 Flinders University, AUSTRALIA 
2 Meijo University, JAPAN
3 Flinders University, AUSTRALIA
DOI: https://doi.org/10.29140/ajal.v5n1.643
Abstract
Knowledge of multi-word units (MWUs) helps to facilitate communicative fluency and research of them has gained more and more attention in recent years in regard to teaching methods and designing materials for second language (L2) acquisition. Incidental and intentional vocabulary learning are two dominant approaches to acquiring MWUs. In lexical studies, much research has examined the effects of these methods in various contexts. However, a gap in the research remains in regard to materials development. This study aims to discuss various interventions that affect the teaching and learning of MWUs. This paper will highlight how more exposure and focusing learners’ attention on particular MWUs is essential to efficient acquisition of MWUs fluency, and that this can be achieved through intentional learning activities such as the use of appropriately designed specialist digital flashcard-style computer applications. Specifically, pedagogical implications are discussed when such applications employ either spaced repetition or a Leitner algorithm.
Copyright
© Maryam Barghamadi, James Rogers, Amanda Muller
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Barghamadi, M., Rogers, J., & Muller, A. (2022). On the learning of multi-word units via flashcard applications. Australian Journal of Applied Linguistics, 5(1), 1–18. https://doi.org/10.29140/ajal.v5n1.643
Related Articles:
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32. 
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
Yoshiho Satake
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
Li-Ching Chang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Linda Febring, Alastair Henry
Migration and Language Education Published: 29 April, 2022, Volume 3(1), 1–22.
YouTube for second language learning: What does the research tell us?
Gilbert Dizon
Australian Journal of Applied Linguistics Published: 30 April, 2022, Volume 5(1), 19–26.