Makhloufi, HayatKhaldi, Hafida2018-03-182018-03-182014http://hdl.handle.net/123456789/2501The present study intended to examine the effect of using visual aids mainly, flashcards on the teaching of new vocabulary to pupils of middle school. To achieve this end, fifty six (56) pupils of third year level were chosen from the population of El Djadida Middle School in Oum-El-Bouaghi as participants of this study. The selected sample was divided into two groups, an experimental group and a control one. For the purpose of manipulating the effect of the independent variable "using flashcards" on the dependent variable "teaching new vocabulary", we applied an experimental design to examine our hypothesis. Firstly, a pre-test which comprised six main multiple choice activities was administered to both groups in order to determine the pupils' background knowledge of vocabulary. Then, each group has received treatment as the experiment procedure requires but with different teaching techniques, i.e., the experimental group was taught through using different kinds of flashcards whereas the control group was taught following only the teacher's instruction and explanation. After the treatment period (eight weeks), a post-test was administered to both groups. After collecting and analyzing the required results depending on the paired -sample t-test and the independent one, we have deduced that flashcards have a positive effect on the teaching of new vocabulary regarding the pupils' best performance in the post test, i.e., after treatment. In addition, we realized that there was a significant difference between both groups because the control group have not recorded improvement as the experimental group have. So, we can validate our hypothesis and conclude that flashcards enhance the teaching of new vocabulary because it increases their memorization, acquisition, and comprehension.enTeaching : english : vocabulary*Other