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Classroom action research is used with planning, action, observation, and reflection. Vocabulary pre-tests, post-tests, and a closed-ended questionnaire collect data. Results show improved vocabulary achievement and largely positive perceptions, indicating greater interest, enjoyment, understanding, motivation, and active participation. 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The study employed a classroom action research design involving planning, action, observation, and reflection. Data were collected through a vocabulary pre-test, a post-test, and a closed-ended questionnaire. The pre-test was administered before the intervention to identify students’ initial vocabulary achievement, while the post-test measured vocabulary retention after students learned vocabulary through flash card games. Questionnaire data were used to explore students’ perceptions of the technique. The findings showed that students’ vocabulary achievement improved after the intervention. Students’ responses were also largely positive, indicating that flash card games made vocabulary learning more interesting, enjoyable, understandable, motivating, and active. The study concludes that flash card games can be an effective and practical technique for improving vocabulary retention in university EFL classrooms, especially where traditional memorization remains a common classroom practice. The findings suggest that English teachers should integrate visual and game-based activities into vocabulary instruction to promote learner engagement and long-term word recall.  \nKeywords: flash card games; vocabulary retention; vocabulary learning; university students; EFL classroom  \n1. Introduction  \nVocabulary is a fundamental component of English language learning because it enables learners to understand and produce language in listening, speaking, reading, and writing. Hatch and Brown (1995) emphasize that vocabulary forms the foundation of language and plays an essential role in communication. Similarly, Wilkins (1972) argues that without vocabulary, nothing can be conveyed, highlighting the central role of word knowledge in language use. Nation (2013) also states that vocabulary knowledge makes language use possible, while language use itself contributes to further vocabulary development. Therefore, vocabulary learning is not only a matter of memorizing words but also a necessary condition for effective communication and language proficiency.  \nIn Vietnamese EFL contexts, vocabulary learning remains a common challenge for university students. Although many students have studied English for several years before entering university, they may still have difficulty remembering new words, recalling them when needed, and using them appropriately in communication. Traditional vocabulary teaching often depends on word lists, translation, repetition, and written exercises. These techniques may help learners recognize word meanings, but they may not always  \nIJRP 2026, 198(1), 323-332; doi: [10.47119/10.47119/IJRP1001981620269170 www.ijrp.org](10.47119/10.47119/IJRP1001981620269170 www.ijrp.org)  \nHung, Tran Luu / International Journal of Research Publications (IJRP. ORG)  \n324  \nsupport long-term vocabulary retention or active vocabulary use. Since university students need English for academic study, classroom interaction, presentations, reading comprehension, and future professional communication, vocabulary instruction should provide them with more engaging and memorable learning experiences.  \nVocabulary retention is closely related to memory and repeated exposure to language. Al-Zahrani (2011) explains that learners’ ability to remember and recall words is connected with how they acquire and retain vocabulary. Souleyman (2009) also describes retention as a memory-related process involving learning, storage, recall, and recognition. Zhang (2002) distinguishes between shor","cbCaidhxNQPxsESQ","https://ap.wps.com/l/cbCaidhxNQPxsESQ","pdf",308787,10,"English","# Abstract\n# Introduction\n## Vocabulary as a core component of English learning\n## Vocabulary retention and memory processes\n## Flash card games as an instructional technique\n## Related studies and research gap\n## Purpose of the present study","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study examines whether flash card games improve vocabulary retention among university students in northern Viet Nam and how students respond to this vocabulary-learning technique.\"},{\"question\":\"How did the researchers evaluate vocabulary improvement and retention?\",\"answer\":\"They used classroom action research with a vocabulary pre-test before the intervention and a vocabulary post-test after students learned through flash card games.\"},{\"question\":\"What did students think about using flash card games?\",\"answer\":\"Students’ questionnaire responses were largely positive, indicating that flash card games made vocabulary learning more interesting, enjoyable, understandable, motivating, and active.\"}]","Using Flash Card Games to Enhance Vocabulary Retention among University Students in Northern Viet Nam | PDF",1790253878]