This study examines learners' perceptions of the helpfulness of various multimedia components embedded in digital flashcards for explicit, informal foreign language vocabulary learning. Advanced learners of English (N = 59) studied 48 new words using digital flashcards on smartphones. After ten days, the learners completed perception surveys. The goal of this study was to investigate which flashcard components were perceived as most helpful in learning vocabulary. The results of nonparametric statistical tests revealed that students perceive Foreign Language (FL) definitions to be significantly less helpful compared to other flashcard components. Moreover, when given a choice between having access to translation or pronunciation, translation was perceived as significantly more helpful in vocabulary learning. These findings have practical implications for the development of multimedia digital flashcards in mobile-assisted language learning applications. [For the complete volume, see ED578177.]