Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 7, Número 12 (Ed. Esp. Mayo. 2023) ISSN: 2697-3456

The use of digital tools to improve students’ vocabulary.

DOI: https://doi.org/10.46296/yc.v7i12edespmayo.0312

THE USE OF DIGITAL TOOLS TO IMPROVE STUDENTS’ VOCABULARY

EL USO DE HERRAMIENTAS DIGITALES PARA MEJORAR EL

VOCABULARIO DE LOS ESTUDIANTES

Zamora-Pinargote Fabián ; Flores-Vélez Angela Rosario ²

1

Universidad Técnica de Manabí. Portoviejo, Ecuador. Correo: fzamora7462@gmail.com

2

Universidad Técnica de Manabí. Portoviejo, Ecuador.

Correo: angela.flores@utm.edu.ec. ORCID ID: https://orcid.org/0000-0002-5495-7815

Abstract

Throughout history, education has undergone profound changes at all levels and in all disciplines.

In the case of language teaching, new elements and aspects have been integrated that must be

considered in the teaching-learning process. Therefore, it can empower students to become the

professionals that today's society needs, while maintaining the quality of education. In the current

situation, considering the use of technology and digital tools, teachers assume the role of adviser,

guide, and coordinator, develop a pedagogy based on dialogues with students, promote formative

research, teamwork, discussion, and exchange of knowledge, thus generating interest in learning

and feeling. Conveniently this technological advance and the use of digital tools is a support for

the development of teaching practices, which teachers can support in simultaneous activities

through games, videos, readings, activities suggested by research. In this sense, the main

objective of this study is to analyze the characteristics of digital tools in teaching vocabulary to

improve language learning. A mixed approach methodology allowed to outline the most important

characteristics of digital tools in vocabulary language teaching.

Keywords: Vocabulary, digital tools, ICT.

Resumen

A lo largo de la historia, la educación ha sufrido profundos cambios en todos los niveles y en

todas las disciplinas. En el caso de la enseñanza de idiomas, se han integrado nuevos elementos

y aspectos que deben ser considerados en el proceso de enseñanza-aprendizaje. Por lo tanto,

puede capacitar a los estudiantes para que se conviertan en los profesionales que la sociedad

actual necesita, manteniendo la calidad de la educación. En la coyuntura actual, considerando el

uso de la tecnología y las herramientas digitales, los docentes asumen el rol de asesor, guía y

coordinador, desarrollan una pedagogía basada en el diálogo con los estudiantes, promueven la

investigación formativa, el trabajo en equipo, la discusión y el intercambio de saberes, generando

así Interés por aprender y sentir. Convenientemente este avance tecnológico y el uso de

herramientas digitales es un apoyo para el desarrollo de prácticas docentes, las cuales los

docentes pueden apoyar en actividades simultáneas a través de juegos, videos, lecturas,

actividades sugeridas por la investigación. En este sentido, el objetivo principal de este estudio

es analizar las características de las herramientas digitales en la enseñanza de vocabulario para

mejorar el aprendizaje de idiomas. Una metodología de enfoque mixto permitió esbozar las

características más importantes de las herramientas digitales en la enseñanza de vocabulario de

idiomas.

Palabras clave: Vocabulario, herramientas digitales, TIC.

Información del manuscrito:

Fecha de recepción: 17 de enero de 2023.

Fecha de aceptación: 28 de abril de 2023.

Fecha de publicación: 02 de mayo de 2023.

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Zamora-Pinargote et al. (2023)

Theoretical framework

1

. Introduction

•

Background

of

learning

Digital media provide access to

useful information and create

connections with study groups and

other educational systems, making

the entire learning process more

interesting and engaging. It even

improves the whole learning process

a lot. Using digital media, it is easier

and more convenient to share and

receive information, communicate,

and maintain connections, thus

improving the learning process.

Therefore, digital media helps

teachers and students of English to

find solutions to problems and

improve their language skills

English in the world

English is learned as a second

language in many countries, and it is

ccquired and learned by people all

over the world, It is a compulsory

subject in both primary and

secondary schools in Ecuador, even

in some universities (Harpia et al.,

2

020). However, most students

nationwide have low English

proficiency despite learning the

language since primary school

(Samsi,

2016;

Vlasákova

&

Manuhutu 2018; Dewi et al., 2022).

Despite the evolution of technology,

some teachers rely on conventional

methods to teach vocabulary skills to

their students, consequently the

latter lose interest and fail to master

the challenging skill.

(Nagendra, 2022).

Despite this, at the regional level

there are many prejudices regarding

the implementation of digital tools in

language teaching. The cause of this

problem is usually associated with

the pedagogical approaches used by

the teacher. This, according to

authors such as Tan and Wan

This is corroborated by authors such

as Fitriani (2020), who argues that

teaching students to speak English

as

a

foreign

language

is

(2019), is largely due to the approach

tremendously challenging. Having

learned English for years at school

and acquired enough vocabulary and

grammatical features, students still

find it difficult to speak English

effortlessly. In fact, the use of digital

used by teachers to teach vocabulary

is inefficient. Some teachers are very

exam oriented and use traditional

methods like practice and rote

learning.

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The use of digital tools to improve students’ vocabulary.

tools in speech teaching can be

considered a prospective solution

since some of them are specially

designed for learning the English

and strategies to aid learners in

acquiring and retaining new words.

One of the most prominent

investigations related to the learning

of English vocabulary is the work of

Paul Nation, a leading figure in the

field of language teaching and

learning. In his book, "Teaching and

language.

These tools equip

teachers with unlimited and up-to-

date resources, as well as make it

easier for students to become much

more involved in learning activities

and are expected to better perform

their speaking ability (Wahyuni &

Rahman, 2019).

Learning

Vocabulary,"

Nation

emphasizes the importance of

extensive reading in vocabulary

acquisition. He states, "Reading is

one of the most important ways of

learning vocabulary because it

exposes learners to words in context"

•

Background

on

learning

English vocabulary

Vocabulary is one of the essential

aspects of language learning, and it

plays a crucial role in both oral and

written communication. In the

(

Nation, 2008, p. 36). Nation's work

highlights the effectiveness of

exposure to language in natural

contexts as a means of improving

vocabulary acquisition.

English

language,

learning

vocabulary is particularly important

due to the widespread use of English

globally, and the constantly evolving

nature of the language.

Another investigation that sheds light

on the learning of English vocabulary

is the work of Michael Lewis, who

introduced the concept of lexical

chunks. According to Lewis, a lexical

chunk is a group of words that are

commonly used together and have a

single meaning. He argues that

learning these chunks is essential in

achieving fluency in a language.

Lewis states, "We do not speak in

single words or phrases but in longer,

pre-fabricated units, which we store

The history of vocabulary learning in

English dates back several centuries,

with a focus on teaching words and

their meanings. In the early years,

vocabulary was taught through rote

learning and memorization, but this

approach has since evolved to

encompass a range of techniques

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and retrieve as single units" (Lewis,

strategies. These investigations

have emphasized the importance of

exposure to language in natural

contexts, the learning of lexical

chunks, and the teaching of high-

1

993, p. 89). Lewis's work highlights

the importance of learning

vocabulary in context, rather than in

isolation.

frequency

vocabulary.

By

A third investigation that contributes

to our understanding of the learning

of English vocabulary is the work of

Norbert Schmitt, who focuses on the

role of frequency in vocabulary

acquisition. Schmitt argues that

words that occur more frequently in

the language are more likely to be

learned and retained by learners. He

states, "The more frequently a word

occurs in a language, the more likely

it is to be learned and retained by

learners" (Schmitt, 2000, p. 199).

incorporating these strategies into

language teaching and learning, we

can improve the effectiveness of

vocabulary acquisition and ultimately

improve

learners'

ability

to

communicate in English.

• Background of digital tools in

learning spaces

The

advent

of

technological

possibilities may have impacted the

way students view vocabulary

learning and, more importantly, the

way language learning in general fits

into the more global digital context.

Under this premise, it is well known

that digital devices play an important

role in students' personal lives, but

little is known about how students

interact with their digital tools in their

study space (Arones et al., 2022).

Schmitt's

work highlights the

importance of teaching high-

frequency vocabulary to learners, as

these words are more likely to be

encountered in everyday language

use.

In conclusion, the study of English

vocabulary learning has a long

history and continues to evolve with

the changing nature of the language.

According to authors such as

Cojocnean

(2016),

vocabulary

Investigations such

conducted by Nation, Lewis, and

Schmitt have contributed

significantly to the understanding of

effective vocabulary learning

as those

learning in a computer-assisted and

mobile language learning context

refers to the possibilities offered by

technology to learn or consolidate

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The use of digital tools to improve students’ vocabulary.

vocabulary in English. Technological

opportunities can be incidental or

explicit in nature, but most of the time

technology encompasses these two

approaches. In the current study,

digital learning strategies used with

digital tools are grouped into four

types, based on the characteristics

Digital

tools

have

become

increasingly important in learning the

English language in recent years.

Research has shown that digital tools

can play a critical role in learning the

English language.

In this way, Haidari, Baysal & Kanadli

(2020) in their study titled: The

that

characterize

technology-

impact

of

digital

technology-

language

enhanced tools. Therefore, the four

types of digital learning strategies

mediated

foreign

instruction on vocabulary learning: A

meta-analytic review, stablished as a

general objective to investigate the

overall impact of digital technology-

mediated instruction on learning

foreign language vocabulary in the

Turkish context by calculating the

mean effects followed by some

moderator analyses. The main

results that were obtained in this

study was that “The common effect

size was identified as 1.173

depending on random effects model,

meaning that the integration of digital

technologies in foreign language

teaching may have a profound

positive impact (g = 1.173) on

are:

metacognitive-cognitive and memory

Junaid et al., 2022).

social,

determination,

(

Digital tools include computer-

assisted language learning tools and

mobile devices, such as: computer-

assisted

vocabulary

computer-based

exercises, online

learning

programs,

vocabulary

dictionaries, lexical concordances,

electronic lexical glosses, the use of

websites of social networks, as well

as the use of other websites. which

would give students incidental

opportunities to find new words

(Ramamuthie & Abdul Aziz, 2022).

Mobile-assisted language learning

tools include language learning apps,

but also apps that are not specifically

designed for vocabulary learning

students’

vocabulary

learning

achievement” (Haidari, Baysal &

Kanadli 2020, p. 245).

(Parmawati, 2019).

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Zamora-Pinargote et al. (2023)

Under similar conditions, a study by

Zainuddin and Attaran (2016) found

that the use of digital tools such as e-

books and multimedia improved

English language learning outcomes.

The study was conducted on

Malaysian ESL students who used

digital tools to learn the English

language. The study found that

students who used these digital tools

had significantly better language

skills compared to those who did not.

and found that students who used

mobile learning tools had

significantly higher scores on

grammar and vocabulary tests

compared to those who did not use

these tools.

Data from these studies provide

strong evidence that digital tools are

essential for effective English

language learning. Digital tools can

provide learners with access to

authentic and engaging materials,

Similarly, a study by Barzegar and

Alavinia (2019) investigated the

impact of using digital storytelling on

English language learning outcomes.

The study was carried out with

Iranian EFL students and found that

students who used digital storytelling

as a tool for language learning had

significantly higher scores on

immediate

feedback, and

for collaborative

opportunities

learning. For example, digital tools

such as eBooks, multimedia, digital

storytelling, and mobile learning apps

have become increasingly popular in

English language learning. These

tools provide students with access to

engaging content and opportunities

to practice their language skills in a

collaborative and interactive way.

vocabulary

and

reading

comprehension tests compared to

those who did not use digital

storytelling. digital storytelling.

Collaborative learning has been

found to be an effective strategy for

learning the English language, and

digital tools have made this strategy

even more effective. A study by

Yanguas, Smith, and Markey (2017)

investigated the effectiveness of

collaborative writing tasks in the L2

classroom. The study found that

group work was more effective than

Mobile learning is another digital tool

that has proven to be effective in

learning the English language. A

study by Elhami and Ahangar (2020)

investigated the impact of using

mobile learning on English language

learning outcomes. The study was

carried out with Iranian EFL students

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The use of digital tools to improve students’ vocabulary.

pair or individual work in improving

writing skills in English as a second

language. Digital tools like Google

Docs and other online peer-to-peer

feedback tools have made it easy for

students to collaborate on writing

assignments, which can help them

improve their writing skills.

have made this strategy even more

effective. Educators must

incorporate digital tools into their

teaching practices to ensure that

English learners have access to the

best possible resources for their

learning.

The general objective for this

research was to analyze the

characteristics of digital tools in

teaching vocabulary to improve

language learning and the specific

ones were: To analyze other

research on the use of digital tools to

improve students’ vocabulary, to

describe the teachers’ perception

about the use of digital tool for

improving students’ vocabulary and

to identify the most appropriate

digital tools to improve students’

Social networks are another digital

tool that can be used to improve

English language learning. A study

by Sönmez (2021) investigated the

role of social networks in learning the

English language. The study found

that students who used social media

to learn languages had significantly

higher motivation levels and better

speaking and writing skills compared

to those who did not use social

media.

vocabulary.

The main result

In conclusion, digital tools are

essential for effective learning of the

English language. Digital tools such

as eBooks, multimedia, digital

storytelling, mobile learning apps,

and social media provide students

with access to authentic and

obtained was that teachers are

supportive of using tools such as

duolingo, lingo kids, babel and open

talk, to improve students' vocabulary.

2. Methodology

engaging

materials,

immediate

The objective of this mixed-focus

research was to analyze the

characteristics of digital tools in

teaching vocabulary to improve

language learning,

feedback, and opportunities for

collaborative learning. Collaborative

learning has been found to be an

effective strategy for learning the

English language, and digital tools

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4

Zamora-Pinargote et al. (2023)

For this, information from primary

and secondary sources has been

compiled in the first moment through

a review of the literature. On the

other hand, statistics on the use of

digital tools in vocabulary learning by

language learners were collected

and compared with each other to

reveal the importance of digital tools

in vocabulary learning.

given the conditions and size of the

population. Simple non-probability

sampling is a sampling method in

which items are not selected at

random and not all items have the

same probability of being selected.

Instead, they are selected based on

availability, convenience, or personal

judgment (Salvadó, 2016). In this

case, the objective of the survey was

to collect information about the

importance of digital tools for

learning vocabulary in English. This

The research approach corresponds

to a mixed, qualitative-quantitative

approach. The type of research is

explanatory for quantitative data and

information

was

important

to

understand students' perception of

digital tools and how they use them

in their learning process. With this

information, the digital resources and

tools available for students, their

learning process can be improved

and provided with a more effective

learning experience.

phenomenological for

information obtained

bibliographical analysis.

inductive

from

The type of sampling was the

Convenience, because people who

participated in this was available and

predisposed to help in the

investigation, for that

The survey was applied using digital

online survey platforms, such as

Google Forms. The survey consisted

of five questions that explored the

use of digital tools for learning

vocabulary in English, the frequency

of use of these tools, the advantages,

and disadvantages that the users

perceive in the use of them.

A survey was applied to a population

of 100 teachers and training

teachers’ users of digital platforms,

the sample size was obtained

through a general formula with a

confidence level of 95% and a

margin of error of 5%, it corresponds

to a total participant of 80 users. the

type of sampling was based on a

simple non-probabilistic sampling,

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The use of digital tools to improve students’ vocabulary.

Table 1: Directed Survey Questions.

Nª

Questions

Do digital tools and platforms add value to your vocabulary teaching

methodology?

1

2

3

What principles is your vocabulary teaching strategy based on?

What are the main digital platforms you use to teach and learn English?

Do you consider the adoption of a new language teaching system based on

digital tools viable?

What is the perception of language teachers about digital tools to learn the

English language?

4

5

recorded their frequency of digital

3

. Results and Discussion

device use for different learning

tasks, and students' vocabulary skills

Previous large-scale studies have

analyzed the potential effects of the

reading medium within classrooms

focusing on the relationship between

time spent using digital devices at

school, as measured by self-report

(

Salmerón et al., 2022). Overall, the

relationship tended to be small, with

both positive and negative

associations between primary and

secondary.

questionnaires

where

students

Question 1: Do digital tools and platforms add value to your vocabulary teaching methodology?

The value of digital tools and platforms in

vocabulary teaching methodology.

20%

80%

Yes No

especially vocabulary. On the other

hand, the remaining 20% consider

that the use of digital tools does not

provide any kind of added value to

their teaching methodology.

8

0% of those surveyed affirm that

digital tools and platforms add value

to their vocabulary teaching

methodology, given that in most

cases it significantly facilitates the

language learning process, and

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Question 2: What principles is your vocabulary teaching strategy based on?

Principles in vocabulary teaching

20%

60%

Use of native language Use of the target language Authonomy development

principles

of

their

teaching

6

0% of the surveyed teachers affirm

methodology are totally involved in

the use of the native language.

Finally, 20% of those surveyed

that the principles of their vocabulary

teaching strategy are highly related

to

autonomous

which

learning

includes

maintain

that

their

teaching

development,

methodology is marked by the using

of target language.

aspects such as the use of language

learning platforms and websites. On

the other hand, 20% affirm that the

Question 3: What are the main digital platforms you use to teach and learn English?

Main platforms to teach and learn English vocabulary

15%

50%

20%

Duolingo

Lingokids

Babel

Opentalk

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platform with similar characteristics,

First of all, Duolingo dominates in the

context of vocabulary learning apps,

with 50% of daily active users,

followed by ligokids, with 20% of

users. On the other hand, babel, a

has 15% of daily active users, as

does Opentalk, a platform that also

has 15% of active users.

Question 4: Do you consider the adoption of a new language teaching system based on digital

tools viable?

Adoption of a new language teaching

system based on digital tools

10%

90%

Yes No

digital platform for learning English

9

0% of the teachers surveyed

for children from 2 to 8 years old,

carried out a study aimed at children

up to 5 years old to find out their

preferences, this language is taught

between digital tools and traditional

methods. According to the study,

children who used digital tools during

learning showed more independent

behavior than children who used

traditional methods.

consider the adoption of a new

language teaching system based on

digital tools viable, this is largely

thanks to the benefits that technology

represents in the acquisition of

knowledge in language matters.

Finally, the remaining 10% consider

the adoption of a new language

teaching system based on digital

tools unsustainable.

According to Nieves (2023) on the El

Economista website, Lingokids, a

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Question 5: What is the perception of language teachers about digital tools to learn the English

language?

Language teachers' perception about digital tools

20%

80%

Good Bad

of these tools, others are more

skeptical and have concerns about

their effectiveness and the resources

required to integrate them into their

teaching. However, it is clear that

digital tools have the potential to offer

learners of English new and

innovative ways to engage with the

language, and it is important for

teachers to continue exploring these

tools and their potential impact on

language learning.

Digital tools for language learning

include a wide range of resources,

such

as

websites,

and

mobile

applications,

multimedia

materials. These tools can offer

learners of English a variety of

benefits,

motivation and engagement, as well

as opportunities for more

such

as

increased

individualized and flexible learning

experiences. However, language

teachers may be skeptical of these

tools, viewing them as a threat to

their traditional role as educators or

A study conducted by Reinders and

White (2011) explored language

teachers' attitudes towards the use of

digital tools in the classroom. The

study found that while teachers

recognized the potential benefits of

these tools, such as increased

student motivation and engagement,

questioning

their

effectiveness.

Language teachers' perception of

digital tools for learning the English

language

is

complex

and

multifaceted. While some teachers

are enthusiastic about the potential

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The use of digital tools to improve students’ vocabulary.

they were also concerned about the

quality of the materials and the

potential for students to become

distracted by the technology.

Furthermore, teachers expressed

concerns about the amount of time

and resources required to integrate

digital tools into their teaching, as

well as the need for adequate

training and support.

into their teaching. Furthermore,

teachers' attitudes towards digital

tools are influenced by their teaching

experience and their level of

familiarity with technology.

However, it is important to note that

not all teachers share these

concerns. Some teachers are

enthusiastic about the potential of

digital tools for language learning

and actively incorporate them into

their teaching. For example, a study

by Belz and Reinhardt (2011) found

that some language teachers viewed

digital tools as a way to enhance their

teaching and to create more

engaging and interactive learning

experiences for their students.

Similarly, a more recent study by Jia

and Fu (2019) investigated Chinese

English teachers' attitudes towards

using digital tools in their classrooms.

The study found that while teachers

recognized the potential benefits of

digital tools for language learning,

they also had concerns about their

effectiveness and the need for

sufficient training and support. In

addition, the study found that

teachers' attitudes towards digital

tools were influenced by their

teaching experience and their level of

familiarity with technology.

4

. Conclusions

The use of digital tools in teaching

vocabulary to language students is

essential in today's technologically

advanced world. Digital tools offer

numerous

interactive

benefits

and

such

as

These two studies highlight the

mixed perceptions of language

teachers towards digital tools for

language learning. While teachers

recognize the potential benefits of

these tools, they also have concerns

about their effectiveness and the

resources required to integrate them

engaging

experiences that cater to the diverse

learning styles of students.

Additionally, these tools provide

teachers with the opportunity to

personalize

learning,

provide

immediate feedback, and track

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progress. The use of digital tools can

help students to enhance their

vocabulary acquisition and retention,

which ultimately leads to improved

allocation may need to be addressed

to ensure that all students have equal

access to digital tools and that

teachers have the necessary support

to effectively integrate them into their

teaching.

communication

success.

and

academic

Numerous studies have explored the

use of digital tools to improve

students' vocabulary acquisition.

These studies have demonstrated

that digital tools offer several

advantages, including increased

There are numerous digital tools

available to improve students'

vocabulary, including online games,

apps, and multimedia resources. The

most appropriate digital tools will

depend on the learning goals, needs,

and preferences of the students. For

example, gamified vocabulary apps

may be more suitable for younger

learners, while multimedia resources

may be more appropriate for older

learners who prefer more in-depth

exploration of vocabulary. Teachers

should carefully select digital tools

that align with their teaching

objectives and provide meaningful

learning experiences for their

students.

motivation,

engagement,

and

autonomy in learning. Moreover, the

use of digital tools in vocabulary

instruction has been shown to

enhance retention and recall of new

words, providing learners with more

opportunities

to

practice

and

reinforce their knowledge.

While some teachers may be

hesitant to adopt digital tools in their

classrooms, research indicates that

the majority of teachers are

supportive of using tools such as

duolingo, lingo kids, babel and open

talk, to improve students' vocabulary.

Teachers who have experience

using digital tools report increased

student engagement and motivation,

as well as improved learning

outcomes. However, concerns about

accessibility, training, and resource

in general, the use of digital tools in

teaching vocabulary to language

students is crucial for enhancing their

learning experiences and improving

their language skills. Teachers who

adopt digital tools can provide

students with more interactive,

engaging, and personalized learning

experiences that cater to their

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The use of digital tools to improve students’ vocabulary.

diverse needs and learning styles.

While there may be some concerns

about the implementation and

accessibility of digital tools, research

has shown that the benefits outweigh

the challenges. It is essential for

teachers to continue exploring and

incorporating digital tools into their

teaching to improve students'

vocabulary acquisition and retention.

English Vocabulary Learning.

Special

educational

Issue

models

New

for

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