Exploring Vocabulary Development Through Digital Dialogue: English Majors’ Experiences in Learning Management Systems

Abstract

Vocabulary development requires sustained exposure, contextualized practice, interaction, and opportunities for productive language use. However, these conditions may be difficult to sustain when second-language learning is mediated through learning management systems (LMSs). This study explored the experiences of English majors in Region XI as they developed vocabulary through digital dialogue within LMS environments. A qualitative phenomenological design was employed with 14 purposively selected English majors who had at least one academic year of experience using their institutional LMS. Data were collected through semi-structured in-depth interviews and a focus group discussion and analyzed using reflexive thematic analysis. Findings identified five challenges: complex vocabulary and limited lexical repertoire, affective barriers to confident vocabulary use, delayed feedback and resulting learning gaps, technological constraints on engagement, and limited interactive opportunities. Participants responded through six coping mechanisms: using digital tools, cultivating independent vocabulary-learning practices, reinforcing vocabulary through habitual strategies, seeking peer and instructor support, managing emotional stress, and extending vocabulary learning beyond the LMS. Participants further described vocabulary development as an active process and distinguished vocabulary recognition from productive use. They also emphasized contextual appropriateness, independent learning, alternative digital resources, and the need for more interactive LMS environments. The findings suggest that LMS-based vocabulary instruction should integrate contextualized lexical practice, timely feedback, meaningful interaction, self-regulated learning, and appropriately guided digital resources.