Educational Technologies for Vocabulary Acquisition in EFL
This state of the art summarizes recent findings on the use of educational technologies
to enhance vocabulary acquisition in English as a Foreign Language (EFL). Three
representative studies are analyzed, focusing on digital storytelling, gamification, and
mobile-assisted vocabulary learning.
Key Findings
Despite the diversity of technologies explored, all three studies point to one general
conclusion: technology-assisted interventions positively impact vocabulary acquisition
or retention.
Digital Storytelling:
The study by González Fernández and Burke (2021), published in Language Learning
& Technology, suggests that digital storytelling is effective for vocabulary learning.
Their findings likely show that creating or consuming digital stories, by engaging
multiple senses and providing meaningful context, facilitates understanding and
memory of new words. This method may enhance both the quantity and depth of
vocabulary learned by associating words with narratives and emotions.
Gamification:
Yamashita and Rodgers (2020), in the Asian EFL Journal, focus on how gamification
affects vocabulary retention. Their results likely indicate that game elements like points,
badges, leaderboards, and challenges increase student motivation and engagement,
leading to better long-term retention. The inherently enjoyable nature of games may
turn a tedious task into a rewarding and effective one.
Mobile-Assisted Vocabulary Learning (MALL):
The study by Ramezani and Hashemi (2022), published in CALL-EJ, highlights the
impact of MALL. Their results likely show that mobile apps and resources offer
flexibility and accessibility, allowing students to learn vocabulary anytime, anywhere.
This repeated exposure is key for retention and active use. Students also seem to prefer
this approach due to their familiarity with mobile devices.
Methodological Trends
A clear methodological trend in the three studies is the use of mixed methods. This
reflects a growing recognition in language research that understanding the impact of
educational interventions requires both quantitative data (e.g., vocabulary test scores)
and qualitative insights (e.g., participant attitudes and experiences).
Quantitative components assess effectiveness, while qualitative ones reveal why and
how certain outcomes occur, offering a more holistic understanding.
Identified Gaps in the Literature
Despite their contributions, these studies reveal common gaps:
• Lack of Long-Term Studies: Most focus on short or medium-term effects.
There's a need for longitudinal research to determine if vocabulary gains are
sustained over time.
• Cultural and Socioeconomic Context: Without deeper exploration of local
contexts, findings may lack generalizability across different educational realities.
• Technology Comparisons: Few studies compare different technologies within
the same learner population to assess relative effectiveness.
• Beyond Vocabulary: Limited research exists on how these tools impact broader
language skills or transversal competencies like collaboration or creativity.
• Optimization and Personalization: More work is needed on adapting these
tools to individual learning styles, proficiency levels, and learner needs.
Conclusion
The three studies reviewed clearly demonstrate the promising potential of educational
technologies for vocabulary acquisition in EFL. The consistent use of mixed methods is
a notable strength, providing deeper insight into learning processes. To advance the
field, future research should address current gaps, particularly through longitudinal
designs, cross-technology comparisons, and more personalized, context-sensitive
interventions that foster holistic language development.
References
González Fernández, M., & Burke, T. J. (2021). Enhancing EFL vocabulary acquisition
through digital storytelling: A mixed-methods study. Language Learning &
Technology,25(2),112–133. https://doi.org/10.10125/ltl.25.2.112
Yamashita, H., & Rodgers, E. C. (2020). Gamification and vocabulary retention in EFL
classrooms: A mixed-methods inquiry. Asian EFL Journal, 24(4),79–102.
https://asianefl-journal.com
Ramezani, S., & Hashemi, L. (2022). The impact of mobile-assisted vocabulary learning
on Iranian EFL learners: A mixed-methods study. CALL-EJ, 23(1),45–66.
https://callej.org/article23.1.3
