Leveraging Digital Technologies for Effective Vocabulary Acquisition

Abstract

This study investigated how digital tools, such as mobile applications, online dictionaries, and e-learning platforms, affected vocabulary acquisition in terms of retention, motivation, and practical usage, compared to traditional methods. A quasi-experimental mixed-methods design was adopted. The study involved a purposive sampling of 60 students from two selected senior high schools in Ghana. The paper is grounded in Nation's Lexical Knowledge Framework, Mayer's Cognitive Theory of Multimedia Learning, and Vygotsky's Sociocultural Theory. The data were collected through pre- and post-vocabulary tests, questionnaires, and semi-structured interviews, which measured retention, motivation, and practical application. The outcomes revealed that students using digital tools achieved significantly higher vocabulary retention gains and reported increased motivation due to gamification, spaced repetition, and instant feedback. The study concluded that digitally mediated instruction, when pedagogically designed and fairly implemented, could significantly enhance vocabulary acquisition in the Ghanaian ESL setting. It is recommended that teacher training on tool selection should be provided. Also, educators should balance digital autonomy with guided instruction to ensure comprehensive lexical development. This research contributes to understanding technology-assisted vocabulary learning in Ghanaian senior high schools.