TEACHING VOCABULARY THROUGH DIGITAL TOOLS: THE EFFECTIVENESS OF MOBILE APPS IN EFL LEARNING
Keywords:
Vocabulary acquisition, EFL learning, digital tools, mobile apps, mobile-assisted language learningAbstract
Vocabulary acquisition plays a pivotal role in English as a Foreign Language (EFL) learning, serving as the foundation for communication and comprehension. In recent years, the integration of digital tools, particularly mobile applications, has transformed traditional approaches to vocabulary teaching. This paper explores the theoretical and practical aspects of teaching vocabulary through digital tools, with an emphasis on the effectiveness of mobile apps in enhancing EFL learners’ outcomes. It discusses the theoretical foundations of vocabulary acquisition, reviews various digital tools and their features, and analyzes the impact of mobile apps in vocabulary learning. Insights from previous studies highlight the role of gamification, adaptability, and learner autonomy in mobile-assisted vocabulary learning. Recommendations are provided for incorporating these tools into EFL curricula to optimize language teaching and learning.
References
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251–271. https://doi.org/10.1086/511706
Chen, H., Hsu, C., & Hung, Y. (2014). Using a mobile app to improve English vocabulary learning in elementary education. Educational Technology & Society, 17(4), 34–45. Retrieved from https://www.jstor.org/stable/jeductechsoci.17.4.34
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11. Retrieved from http://llt.msu.edu/issues/june2011/emerging.pdf
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Liu, G., & Chen, Y. (2016). A comparative study of using different digital platforms for English vocabulary learning in a Taiwanese EFL context. International Journal of Mobile and Blended Learning, 8(1), 34–49. https://doi.org/10.4018/IJMBL.2016010103
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110. Retrieved from http://llt.msu.edu/issues/june2010/stockwell.pdf
Susanto, A., & Fazlinda, A. (2016). Digital-based teaching of English vocabulary: The role of mobile applications in learning effectiveness. Procedia - Social and Behavioral Sciences, 217, 261–267. https://doi.org/10.1016/j.sbspro.2016.02.088
Wu, Q. (2015). Designing a mobile app for English vocabulary learning. International Journal of Mobile Learning and Organisation, 9(4), 328–347. https://doi.org/10.1504/IJMLO.2015.074520
Zimmerman, C. B. (2008). Word knowledge: A vocabulary teacher's handbook. Oxford University Press.
