Integrating Quizlet, Kahoot, and Padlet Into Vocabulary Instruction: An Experimental Study With Undergraduate Philology Students
DOI:
https://doi.org/10.5281/zenodo.18187172Ключевые слова:
digital tools, vocabulary instruction, Quizlet, Kahoot, Padlet, philology students, EFL, higher education, vocabulary retention, blended learning, experimental studyАннотация
This article presents an experimental study examining the effectiveness of integrating digital tools–Quizlet,
Kahoot, and Padlet–into vocabulary instruction for undergraduate philology students in higher education. The research
investigates the impact of these tools on students’ vocabulary acquisition and long-term retention compared with traditional
teaching methods. A quasi-experimental design was employed, involving control and experimental groups, with
data collected through pre-tests, immediate post-tests, and delayed post-tests. The findings reveal that the use of digital
tools significantly enhances learners’ vocabulary retention, learner engagement, and autonomous learning skills. The
study also highlights the pedagogical implications of integrating digital technologies into university-level EFL instruction
and emphasizes the importance of teachers’ digital competence and balanced instructional design
Библиографические ссылки
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