Technology-Enhanced Strategies for Improving Specialised English Vocabulary Among Industrial Design Students

Abstract

Specialised English vocabulary is essential for accessing disciplinary knowledge and communicating effectively in professional contexts. However, many English for Specific Purposes learners struggle to remember, understand, and apply specialised terminology due to limited exposure, insufficient contextual practice, and reliance on traditional memorisation. This study investigates the effectiveness of technology-enhanced strategies for improving specialised English vocabulary learning among fourth-year Industrial Design students at Hanoi Open University. An 11-week ESP course was used to implement a mixed-methods intervention for 54 Industrial Design students. The intervention included five technology-augmented strategies. Data were collected through specialised vocabulary pre- and post-tests, two online questionnaires, semi-structured interviews, and classroom observations. Multiple data sources enabled methodological triangulation, providing a more comprehensive evaluation of the intervention outcomes. The results showed that students struggled with vocabulary retention, contextual understanding, and the practical application of technical terminology. The mean score increased from 16.19 on the pre-test to 21.66 on the post-test, for a mean gain of 5.48 points (p < .001). The statistical significance of the improvement was confirmed by a paired-samples t-test (t = 32.68, p < .001, d = 4.45: large effect size). The questionnaire, interview, and observation data also showed that students’ perceptions of the use of digital learning tools were positive, especially in vocabulary organization, repeated practice, contextual learning, and independent learning. The results also imply that the application of technology-enhanced strategies grounded in evidence-based principles of vocabulary acquisition can effectively promote specialised English vocabulary development in ESP contexts.