مریم جباری مقدم

This study investigated the effectiveness of digital flashcards (DFs) in enhancing young learners' (YLs) acquisition of idiomatic expressions and speaking skills. A quasi-experimental pre-test post-test design was employed with 34 Iranian EFL learners randomly assigned to an experimental group (utilizing DFs) and a control group (receiving traditional instruction). Over five structured sessions, the experimental group used DFs featuring engaging visuals, contextual examples, and interactive activities to practice idiomatic expressions and speaking. In contrast, the control group followed textbook-based instruction. Both groups completed pre-tests, post-tests, and delayed post-tests assessing idiomatic expression knowledge and speaking ability. Data analysis confirmed normal distribution and acceptable reliability for all tests, and the groups were homogenous in general language proficiency. Repeated measures analysis revealed significant improvement in the experimental group’s post-test and delayed post-test scores, particularly in idiomatic expression retention and speaking performance. These findings support the efficacy of technology-assisted learning tools, highlighting the potential of DFs for promoting idiomatic expression acquisition and speaking fluency among young EFL learners.