The Impact of Mobile-Assisted Vocabulary Practice on English Vocabulary Development among ESL Learners

https://doi.org/10.5281/zenodo.18056200

Abstract

This study explored the effect of mobile-assisted vocabulary practice on the English vocabulary development of ESL learners. The research adopted a quasi-experimental pre-test and post-test design with two groups: an experimental group that received vocabulary instruction through mobile-assisted learning activities and a control group that followed traditional classroom-based vocabulary instruction. A total of 60 ESL learners participated in the study, with 30 learners assigned to each of the two groups. A vocabulary achievement test was administered as a pre-test and post-test to measure learners’ vocabulary knowledge before and after the intervention. The instructional treatment was implemented over a six-week period, during which the experimental group engaged in regular mobile-based vocabulary practice, while the control group relied on conventional teaching methods. The collected data were analysed using descriptive statistics and inferential statistical tests. Paired samples t-tests were conducted to examine vocabulary improvement within each group, and an independent samples t-test was used to compare post-test performance between the two groups. The results indicated that both groups showed statistically significant improvement in vocabulary knowledge over time. However, the experimental group demonstrated substantially greater gains than the control group. The post-test scores of the experimental group were significantly higher, and effect size calculations revealed a strong practical impact of mobile-assisted vocabulary practice on learners’ vocabulary development. Overall, the findings confirm that mobile-assisted vocabulary practice is more effective than traditional vocabulary instruction in enhancing ESL learners’ vocabulary acquisition and suggest that mobile learning can play a valuable role in modern language education.