Developing Academic Vocabulary through Computer-Assisted Language Learning: A Cognitive-Linguistic Approach

Abstract

Developing academic vocabulary remains a significant challenge for learners of English as a foreign language, particularly in academic writing. This study addressed the following research question: How much can a cognitively grounded, technology-enhanced instructional approach improve academic vocabulary development among postgraduate learners? It examined the effectiveness of Computer-Assisted Language Learning, supported by cognitive-linguistic principles, in developing academic vocabulary. Its significance lies in integrating cognitive linguistics, academic vocabulary research, and technology-enhanced language learning into a cohesive instructional framework. An explanatory sequential mixed-methods design was used. The study involved 60 postgraduate English as a foreign language learners, selected through purposive sampling and divided into experimental (n = 30) and control (n = 30) groups. Data were collected through academic vocabulary tests, collocational and phraseological competence assessments, academic writing tasks, questionnaires, interviews, and corpus analysis. Results showed that the experimental group significantly outperformed the control group in academic vocabulary knowledge, collocational and phraseological competence, and lexical richness in academic writing. Participants also expressed positive views of technology-supported learning environments, noting increased engagement, independence, and confidence in academic writing. The study concludes that combining cognitive-linguistic principles with Computer-Assisted Language Learning offers an effective strategy for developing academic vocabulary. Future research should explore the long-term impacts of these interventions across various educational settings and learner groups.