Research Background
The aim of English Language Teaching is to develop learners’ communicative competence
so they become able to use English language accurately and fluently by means of its skills:
listening, speaking, reading and writing in different situations. To attain this aim, EFL teachers are
expected to ensure learners’ mastering to language aspects: vocabulary, pronunciation, syntax and
grammar. In fact, no skill is given importance than the other, and no aspect is more crucial than
the other. All skills and aspects of language are complementary and serve the one the other.
Vocabulary is considered a central element to language communication, so no aspect or
skill will develop without having a repository of words in mind. To prove, Lewis (1993) states that
“lexis is the core or heart of language” (p. 89). Similarly, Schmitt (2000) vows that “lexical
knowledge is central to communicative competence and to the acquisition of a second language”
(p.55). Accordingly, students who have a rich vocabulary communicate in English language
fluently and easily by means of writing, unlike those who lack vocabulary. For this reason, learners
should have sufficient amount of words in order to express their own ideas. However, Teaching
vocabulary in the EFL context is challenging for its difficult pronunciation, spelling, length,
grammar, meaning, idiomaticity, etc. (Thornbury, 2004). In order to enrich students’ vocabulary
knowledge, teachers should employ and teach learners various vocabulary instruction strategies
(Andersson, 2010).
In this digital era, education has been significantly transformed due to the integration of
technological advancements : multimedia resources, digital tools, online platforms and apps in
classroom. According to Dudeney & Hockly (2007), “Technology offers new ways for practicing
language and assessing performance” (p. 8). Digital tools paved the way for the introduction of
innovative teaching strategies, such as flipped classrooms and blended learning allowing for
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personalized instruction and improved learning experiences (Saleh & Masitah, 2022). Moreover
digital tools provide flexibility and accessibility, enabling students to learn at their own pace, space
and time. In other words, technology tools have been shown to boost motivation and self-efficacy
promoting autonomous learning in which learners learn by themselves without teacher (Ragad M
et al., 2023).
A number of studies conducted to find out the role of technology tools in language
education focusing on the effectiveness of Youtube (Fei, 2024) ,Mentimeter (Alkalah, 2016),
gameplays (Ragad M et al., 2023) cloud computing platforms (Ningsih, 2023), Duolingo (Amin,
2023), etc. in learning and/or improving language skills and aspects. These digital tools are
innovative, practical and can make students attain the effective outcomes in English vocabulary
acquisition. Therefore, focusing on the Algerian university context, the present study aims to
explore the effectiveness of language learning platforms and apps to EFL learners English
vocabulary learning.
Statement of Problem
Vocabulary is the cornerstone of language learning, playing a vital role in communication
and comprehension. For learners of English as a second language (ESL), acquiring a wide range
of vocabulary is essential for developing listening, speaking, reading, and writing skills. However,
vocabulary acquisition can be challenging for learners due to factors such as the vast number of
words in the English language, the variety of meanings that a single word can carry, and the
difficulty in retaining new vocabulary over time. Therefore, it is important to equip learners with
effective and practical techniques and/or tools that can facilitate vocabulary acquisition and
retention. While traditional classroom methods have been the primary approach, the proliferation
of language learning platforms and apps presents a potentially transformative avenue for
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vocabulary development. These digital tools offer diverse features, including gamification, spaced
repetition, and multimedia resources, promising enhanced engagement and personalized learning
experiences. However, the actual effectiveness of these platforms and apps in facilitating EFL
learners' vocabulary acquisition remains unclear. This study aims to address this gap by exploring
the effectiveness of language learning platforms and apps on EFL learners' English vocabulary
learning, ultimately informing pedagogical practices and guiding the selection and development
of more effective language learning resources.
Research Objective
This study aims
To explore the effectiveness of language learning platforms and apps to EFL learners’
English vocabulary acquisition.
Research Question
On the basis of the aforementioned objective, the following question is formulated:
Are language learning platforms and apps Effective to EFL learners’ English vocabulary
acquisition?
Significance of the Study
A study examining the effectiveness of language learning platforms and apps on EFL
learners' English vocabulary learning holds significant importance for several reasons. Firstly,
given the increasing accessibility and popularity of digital language learning tools, understanding
their actual impact on vocabulary acquisition is crucial for educators and learners alike in EFL
contexts. Secondly, identifying the specific strengths and weaknesses of these platforms can
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inform pedagogical practices, allowing for a more strategic integration of technology into language
curricula. Finally, insights into learner perceptions and outcomes can guide the selection and
development of more effective digital resources tailored to the unique needs and challenges faced
by EFL learners in acquiring English vocabulary.
Research Methodology
This study explores the effectiveness of language learning platforms and apps on EFL
learners' English vocabulary acquisition, employing an exploratory design using a structured
questionnaire. Participants were 62 first-year English students at ENS of Ouargla, selected via
convenience sampling. Data was collected through a Google Forms questionnaire, distributed via
a classroom representative, with participants completing it within two days. The questionnaire
comprised five sections, gathering data on participant background, awareness of vocabulary
importance, vocabulary learning frequencies, techniques and tools used, and the perceived
effectiveness of language learning platforms and apps.
Structure of the Study
This research divided into two main parts. Preceded by a general conclusion, theoretical
part and the field work. The First chapter is devoted to giving a general overview about vocabulary
and language learning platforms and apps. It starts with number of definitions of vocabulary, its
importance in the process of Foreign language, instructing it in language classroom, difficulties
when teaching or learning it, the integration of technology in teaching and learning vocabulary.
The second chapter is allocated with research methodology and the analysis the interpretation of
data gathered through questionnaires to prove the effectiveness of the effectiveness of language
learning platforms and apps to EFL learners’ vocabulary acquisition.
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Definition of key words
Vocabulary: vocabulary is a set of a lexeme, including single words, compound words, and
idioms ( Richards & Platt and Platt, 1992).
Acquisition: subconscious and natural process by which individuals develop the ability to
comprehend and produce language, similar to how children learn their first language. This often
occurs through meaningful interaction and exposure to the language rather than explicit instruction
(Krashen, 1985)
Language learning platforms: are digital tools and online environments designed to facilitate
language acquisition and proficiency through a range of interactive services, resources, and tools,
such as structured courses, multimedia lessons, vocabulary exercises, grammar explanations, and
opportunities for interaction with other learners or native speakers (Quora, 2015).
Language learning apps: are digital applications designed for mobile devices (smartphones,
tablets) to assist users in learning a new language. These apps commonly employ interactive
exercises, gamified lessons, quizzes, multimedia content (audio, visual), and features like spaced
repetition to enhance engagement and make language learning more accessible and flexible
(Fiveable, 2024).