Jul 2026· Revista Científica de Innovación Educativa y Sociedad Actual "ALCON"· Vol 6, pp. 57-64· 0 citations· 9 references
TL;DR
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Abstract
English vocabulary development represented a relevant challenge in university education, particularly given the need to integrate digital resources that promote more interactive, flexible, and autonomous learning processes. The study aimed to analyze university students’ perceptions of Moodle integration as a support tool for English vocabulary learning. A quantitative, non-experimental, cross-sectional, and descriptive study was conducted. Participants were 31 second-semester students enrolled in the National and Foreign Language Pedagogy program at Universidad Estatal del Sur de Manabí, selected through non-probability convenience sampling. Data were collected through a structured 10-item questionnaire using a five-point Likert-type scale. The results showed a predominantly favorable evaluation of Moodle, particularly for multimedia support (84%), peer collaboration (83%), access to materials (77%), and interactivity (77%). It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
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.
Asmaa Alkhazraji· The JALT CALL Journal· 0 citations
This study aims to investigate secondary school students’ vocabulary learning needs in web-based English as a Foreign Language (EFL) contexts by examining their learning goals, perceived vocabulary proficiency, learning preferences, learning challenges, and the use of web-based learning platforms. This study employed a descriptive needs analysis involving 63 Grade X students at a public senior high school in Indonesia. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to support and enrich the quantitative findings. The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features. Students also reported, difficulties related to limited vocabulary mastery, low vocabulary retention, and insufficient exposure to English outside the classroom. Furthermore, although students viewed web-based learning platform as beneficial for enhancing engagement, they emphasized the need for clear instructional guidance to maximize their learning effectiveness. Unlike previous studies that separately examined vocabulary learning or web-based technology, this study integrates students’ vocabulary needs, perceived proficiency, learning preference, learning challenges, and web-based learning expectations into a single comprehensive needs analysis. This integrated profile provides an empirical basis for designing learner-centered web-based vocabulary materials specifically for Indonesian secondary school EFL learners.
Nurismi Nurismi, A. N. I. A’ini, Nur Hidayanto Pancoro Setyo Putro et al.· IJORER : International Journ...· 0 citations
Vocabulary learning has been acknowledged as a persistent challenge for many English as a Foreign Language (EFL) learners, especially in contexts where vocabulary teaching is largely dependent on memorization and provides little opportunity for authentic language use. Mobile-assisted language learning (MALL) tools are becoming more and more available and applications such as Quizlet have been widely used to facilitate vocabulary development. This study investigated Vietnamese EFL students’ perceptions of using Quizlet for English vocabulary learning at Melbourne Polytechnic Vietnam. The study used a sequential explanatory mixed-methods design, comprising a questionnaire answered by 35 students and follow-up interviews with seven of the participants. Quantitative data were analyzed using descriptive statistics. Meanwhile, qualitative data were analyzed using thematic analysis. In addition, the results indicated positive perceptions of the usefulness, ease of use, engagement and satisfaction with Quizlet. Students identified Quizlet as a tool that improved vocabulary retention due to frequent exposure and retrieval practice, increased motivation through engaging and game-based activities, and provided easy access on mobile devices. However, participants identified several limitations, including repetitive learning activities, Internet-related issues and a lack of opportunities for contextualized vocabulary use. The study also suggests that Quizlet can be an effective supplement to vocabulary learning when incorporated with teacher guidance and communicative classroom practices. The findings add to the growing body of research on technology-enhanced vocabulary learning and have pedagogical implications for EFL instruction in Vietnamese higher education. Furthermore, the study extends existing research by providing insights into learners’ experiences with Quizlet in an underexplored Vietnamese tertiary EFL context.
Thao Nhi Le, T. Duong· EIKI Journal of Effective Te...· 0 citations
This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking proficiency, including low confidence, limited vocabulary, and teacher-centered instructional practices. Using a qualitative case study design featuring an ex post facto perspective, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis at SD Bali Kiddy. The results show that STAD fosters a supportive, interactive learning environment that significantly enhances students’ speaking confidence, fluency, vocabulary use, and pronunciation. Heterogeneous grouping enables peer scaffolding, allowing lower-ability learners to benefit from modeling and corrective feedback from their peers. The study also identifies students’ positive emotional responses, including reduced anxiety and increased willingness to participate in oral activities
Ni wayan eka oktaviani, L. Artini, Ni Luh et al.· International Journal of Edu...· 0 citations
This study targets to contribute to the rapidly growing literature on self-regulated learning in technology-mediated educational environments. It aims to investigate Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency. This study adopted an embedded mixed-methods case study design. The study used a mix methods data analysis approach, combining quantitative data derived from Moodle learning analytics and students’ performance results, and qualitative data obtained from focus group discussions and classroom observations. The sampling technique was purposive, focusing on participants comprising 120 students with 60 students in each class, enrolled in five-month compulsory English language courses at an Omani university. The findings revealed uneven engagement patterns with the Moodle platform, with students largely focusing on completing graded tasks and assignments to pass compulsory English courses while paying inadequate attention to enhancing their overall English language proficiency. Self-regulatory behavioral patterns were characterized by instability and irregularity, revealing notable struggles in managing learning behaviors and sustaining engagement with Moodle-supported learning activities. The findings also demonstrated that students repeatedly used AI tools and the statistical data showed almost half of the students either failed or received D grade due to poor self-regulation. This study indorses the pedagogically guided integration of AI within Moodle platform, yet the development of an AI-enhanced Moodle platform remains a significant challenge for the concerned stakeholders, requiring a combination of pedagogical and technical expertise.
Saleh Al Himali, Mohd Haniff Mohd Tahir, Ahmed Al Rahbi et al.· International journal of res...· 0 citations
This study was conducted in response to the growing integration of information and communication technology in English language learning, which has created opportunities to enhance students’ vocabulary acquisition through more interactive and engaging instructional media. Vocabulary mastery is a fundamental component of English proficiency, yet many elementary school students continue to experience difficulties in learning new vocabulary through conventional teacher-centered approaches. Therefore, this study aimed to examine the relationship between the use of gamification-based Quizizz and English vocabulary mastery among sixth-grade students at MIN 1 Kota Palu. A quantitative correlational research design was employed, involving 30 students selected through purposive sampling from a population of 63 students. Data were collected using a 15-item Likert-scale questionnaire measuring students’ use of Quizizz and a 20-item multiple-choice vocabulary test. The data were analyzed using IBM SPSS Statistics version 30 through normality, linearity, and Pearson Product Moment correlation tests. The findings indicated that the data satisfied the assumptions of normality and linearity. Pearson correlation analysis revealed a very strong positive and statistically significant relationship between Quizizz use and students’ English vocabulary mastery (r = .892, p < .001), indicating that greater engagement with Quizizz was associated with higher vocabulary achievement. The study concludes that Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms. However, because the study employed a correlational design, the findings demonstrate an association rather than a causal effect between Quizizz use and vocabulary mastery.
Zahratul Munawarah, Hijrah Syam, Abdul Gafur Marzuki· Indonesian Technology and Ed...· 0 citations