Digital tools and advanced vocabulary acquisition: An empirical analysis of learning outcomes in ESL contexts
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Abstract
This empirical study investigates the effectiveness of digital vocabulary learning tools in enhancing advanced ESL learners’ vocabulary acquisition. A quasi-experimental design was employed with 120 advanced ESL learners divided into three groups: digital tool users (n=40), traditional instruction recipients (n=40), and a control group (n=40). Participants were assessed using pre- and post-tests measuring receptive and productive vocabulary knowledge, retention rates, and depth of word knowledge. Digital tools included adaptive vocabulary applications, corpus-based learning platforms, and multimedia annotation systems. Results revealed that digital tool users demonstrated significantly higher gains in vocabulary acquisition (p<0.001), with effect sizes ranging from medium to large (d=0.72-1.14). Retention tests conducted after four weeks showed sustained learning advantages for the digital group. Qualitative data indicated increased learner engagement and autonomous learning behaviors. The findings suggest that well-designed digital tools can effectively address the vocabulary learning challenges faced by advanced ESL learners, particularly in developing nuanced understanding of word meanings and collocational patterns.
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