Academic digital applications supporting vocabulary instruction for university students: How do English instructors perceive their use?

Abstract

Despite growing interest in integrating educational technology into vocabulary instruction, several areas remain underexplored. This study aims to investigate English as a Second Language (ESL) instructors’ perceptions of integrating Academic Digital Applications (ADAs) into vocabulary teaching and learning. Focusing on these perceptions has the potential to influence pedagogical practices and the implementation of vocabulary instruction in higher education contexts. Using an explanatory sequential mixed-methods design, data were collected from 106 ESL instructors across ten private universities. Guided by the Technology Acceptance Model (TAM), the study examined instructors’ perceptions in relation to perceived usefulness, perceived ease of use, and attitude. Overall, instructors reported positive perceptions of ADAs integration, noting that these tools supported vocabulary teaching and learning, pronunciation awareness, formative assessment, and oral fluency, while promoting context-rich vocabulary practice and spontaneous target language use, thereby contributing to communicative competence. These perceptions were shaped by demographic factors, including teaching experience, academic qualifications, and age, as well as contextual factors, including institutional support, prior technological experience, and instructional preparedness. The findings are synthesised in a conceptual model adapted from TAM, incorporating both demographic and contextual factors. The study further provides practical implications for curriculum design and professional development by outlining how instructor training and institutional support can enhance the effective integration of ADAs into daily teaching practices in ESL vocabulary instruction.