Vol. 6, Issue 1, Part D (2020)

Abstract
Despite the fact that we are living in technological age, we cannot deny the advantages of simple flashcards. Hence we aim at using paper flashcards as in developing students’ vocabulary and applying them in oral speech. Besides that it is a complex task for teachers to choose a suitable textbook, relevant teaching technique and aids to achieve desired outcomes and to design a new book, especially, for different level and language experience students. But creative teachers may overcome this problem by adapting activities from the available books. We made use of available and a quite interesting manual by Virginia Evans, Enterprise 1 Course book Beginner, Unit 3, Activity 2 and followed present, practice, product lesson stages as the according to Cross (1991: 11 -13). In order to implement four planning, acting, observing and reflecting steps of action research, we planned a lesson and adapted eight from easy to difficult activities. This issue has been studied for several times by scholars, namely Azabdaftari, B., & Mozaheb, M. A. (2012), Baleghizadeh, S., & Ashoori, A. (2011), Basoglu, E. B., & Akdemir, Ö. (2010) and many researchers. In connection with above mentioned works in our research we emphasized particularly teaching English via flashcards in different language level (who studied English at school and had particular language efficiency) and mixed language experience (learnt other foreign languages such as German and French at secondary education or other higher education establishments) in one course. Those students are evening class first-year-bachelor students who are studying at Namangan State University for earning second major. We employed qualitative and quantitative method to scrutinize our research and get results from mixed language experience class in the end. Results showed increasing number of actively participated students from Pretest 60%, Posttest1 80 % and Posttest2 85%. It means we managed to apply simple, but effective teaching aid, paper flashcards, change some negative students’ learning attitude and motivation to positive. They improved their grammar and lexical competence, pronunciation and speaking skills through integrated activities by using flashcards.