A REVIEW ON THE USE OF MOBILE APPS IN ENHANCING VOCABULARY ACQUISITION FOR LANGUAGE STUDENTS

Tóm tắt

This research seeks to determine the efficiency of mobile applications as tools for acquiring vocabulary, especially within language learning environments. It also examines the impact of these tools on teaching processes, learner interaction, and the overall learning outcomes facilitated by their use. This review is grounded in existing empirical studies and meta-analyses conducted over the last decade. The inclusion criteria for selecting the research focused on the definition of vocabulary, methodological quality, and the diversity of mobile applications examined. Particular emphasis was placed on studies employing qualitative research, with data sourced from academic databases and peer-reviewed journals.

While existing studies highlight the important role of mobile applications in language learning, many focus narrowly on specific apps or short-term learning outcomes, often lacking a comprehensive synthesis of how various app features contribute to vocabulary acquisition. Moreover, inconsistencies in methodology and outcome measures across studies have left educators without clear, evidence-based guidance for app integration in curriculum design. This study aims to address these gaps by systematizing findings from high-quality research and identifying common pedagogical benefits and limitations across different app-based approaches.

The findings confirm that mobile apps significantly support vocabulary learning by enhancing interactivity, usability, and contextualized engagement. Features such as gamification, spaced repetition, and multimedia content were particularly effective in improving user retention and motivation. Unlike conventional teaching methods, mobile applications facilitate continuous, self-directed learning and provide immediate feedback in authentic contexts. By synthesizing these outcomes, this study offers a clearer understanding of the practical value of mobile apps in vocabulary development and strengthens the case for their broader integration into language learning programs.

DOIs: https://www.doi.org/10.46242/jstiuh.v75i3.5248