“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-2, May -2025
235
USING TECHNOLOGY TO TEACH VOCABULARY
IN EFL CLASSROOM
Annotation:
This article examines the use of technology in teaching vocabulary
in English as a Foreign Language (EFL) courses. It looks at how digital tools like
mobile apps, online games, learning management systems (LMS), and interactive
multimedia materials might help students learn new words, remember them, and stay
motivated. This article talks about the good things that technology-enhanced learning
and teaching can do for students, such as giving them more freedom, tailored training,
and feedback in real time. It does this by looking at contemporary research and teaching
methods. We will also talk about problems that teachers might have to deal with,
including students not being able to use technology or being able to read and write well
enough.
Keywords:
vocabulary teaching, EFL classrooms, educational technology, digital
tools, learner independence, motivation, vocabulary learning, and learning
management systems (LMS).
Аннотация.
В данной статье рассматривается интеграция технологий в
преподавание лексики в классах английского языка как иностранного (EFL).
Анализируется влияние цифровых инструментов, таких как мобильные
приложения, онлайн-игры, системы управления обучением (LMS) и
интерактивные мультимедийные ресурсы, на улучшение усвоения, запоминания
лексики и мотивации обучающихся. Основываясь на современных
исследованиях и педагогической практике, в статье обсуждаются
положительные результаты, которые предлагает обучение с использованием
технологий, включая развитие автономии учащихся, персонализированное
обучение и обратную связь в реальном времени. Также рассматриваются
возможные проблемы, с которыми могут столкнуться преподаватели, такие как
недостаточный уровень цифровой грамотности и технологические ограничения
в отдельных образовательных контекстах.
Ключевые слова: Обучение
лексике, EFL классы, образовательные
технологии, цифровые инструменты, автономия обучающихся, мотивация,
усвоение лексики, системы управления обучением (LMS)
Annotatsiya.
Ushbu maqolada chet tili sifatida ingliz tili (EFL) sinflarida lug‘at
o‘qitish jarayoniga texnologiyalarni integratsiya qilish masalasi o‘rganiladi. Mobil
Baxadirova Laylo
Institute of International School of Finance, Technology, and Science (ISFT)
E-mail:laylileyla96@gmail.com
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-2, May -2025
236
ilovalar, onlayn o‘yinlar, o‘quv jarayonini boshqarish tizimlari (LMS) va interaktiv
multimedia vositalari kabi raqamli vositalarning lug‘atni o‘zlashtirish, eslab qolish va
o‘quvchilarni rag‘batlantirishga ta’siri tahlil qilinadi. Zamonaviy tadqiqotlar va
pedagogik tajribalarga tayangan holda, maqolada texnologiyalardan foydalangan holda
ta’limning ijobiy jihatlari — o‘quvchilarning mustaqil ta’lim olish imkoniyati,
shaxsiylashtirilgan yondashuv va real vaqt rejimidagi fikr-mulohazalar muhokama
qilinadi. Shuningdek, ayrim ta’limiy sharoitlarda raqamli savodxonlikning pastligi va
texnologik cheklovlar kabi muammolar ham ko‘rib chiqiladi.
Kalit so‘zlar: Lug‘at
o‘qitish, EFL sinflari, ta’lim texnologiyalari, raqamli
vositalar, o‘quvchi mustaqilligi, rag‘batlantirish, lug‘atni o‘zlashtirish, o‘quv
jarayonini boshqarish tizimlari (LMS)
Technology has become a bigger element of modern education and learning,
especially when it comes to teaching languages. Actually, vocabulary learning has
greatly benefited from the use of digital tools and resources, as it is closely related to
the larger field of language ability. So, EFL teachers are slowly moving away from the
old ways of memorizing things by rote and toward more dynamic, interactive, and
learner-centered techniques that are currently being supported by new technologies.
Godwin-Jones (2011) and Kukulska-Hulme & Shield (2008) both stress that mobile
technologies have become more important in language learning. Their research shows
that mobile phones and tablets can offer on-demand vocabulary support, collaborative
learning experiences, and flexible access to resources. Chapelle (2001) says that
CALL, or computer-assisted language learning, settings could also help students
acquire new words by using multimedia and interacting with them.
Learning management systems like Moodle, Edmodo, and Google Classroom offer
more than just structured material distribution, tracking of student content, and quick
feedback for explicit vocabulary education (Burston, 2015). The above-mentioned
solutions enable teachers to add multimedia content and track learners' progress,
facilitating more productive and guided instruction.
Advantages of using technology in vocabulary lessons
In the world of different learning styles, technology lets you add interactive and
multimodal input. Quizlet, Memrise, and Anki are some of the applications that can
help students expand their vocabulary through games, spaced repetition, or flashcards
they make themselves. These kinds of sites help learners be independent by letting
them set their own goals, keep track of their progress, and plan time for review.
On the other hand, multimedia tools like films, animations, and podcasts put words in
their settings, which makes them easier to remember and use. For example, a film with
subtitles shows students how to use, pronounce, and combine words in real-life
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-2, May -2025
237
situations. Digital storytelling and vocabulary games are fun and engaging ways to
keep learners interested.
Ways to make classroom integration work
When using technology to teach vocabulary, it's important to find a balance
between students' tech skills and the learning goals. Teachers need to see technology
as something that helps students learn, not something that gets in the way. Here are
some practical and detailed solutions that EFL teachers can use in different situations
in the classroom:
1.
Different Ways to Learn Together
Use both in-person and digital tools to help students learn new words within and
outside of class.
Once a week, upload vocabulary lists, quizzes, and video explanations to Google
Classroom or another LMS like Moodle or Edmodo.
You may give students digital homework like matching games or composing
sentences with vocabulary apps.
Share vocabulary films, interactive readings, and other materials with your
students before class to help them get ready.
2.
Apps for mobile devices and the web
Encourage students to use vocabulary apps that are appropriate for their level
and interests.
Quizlet, Memrise, and WordUp let students make and share sets of flashcards.
SRS will help students remember new words for longer. Gamification can help keep
learners motivated to keep using and practicing their new language in the app.
3.
Digital storytelling and creative activities
Students make digital material that uses the target vocabulary to improve both
their
language
and
technology
skills
at
the
same
time.
You may make posters, cartoons, or short tales using the new words using Canva,
Adobe Express, or Storybird. Students make movies, podcasts, or slideshows utilizing
words related to a theme, such as travel, food, or the environment. These kinds of
projects let kids be creative, work together, and utilize words in context.
Things to think about and problems
There are still some big problems and things to think about when it comes to using
technology in vocabulary lessons. One big problem is that not all schools have easy
access to digital devices with a good internet connection. This is especially true for
rural or poorly funded schools. It is still unclear whether internet technologies can be
used effectively without a robust infrastructure. Furthermore, some pupils are good
with technology, and some aren't. The ones who aren't are still at the bottom of the
digital divide in the classroom. Some teachers might not feel ready or trained to employ
instructional technology, especially if they have always used traditional approaches.
Because they don't have the right training, teachers typically use digital tools in a
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-2, May -2025
238
shallow or useless way,not all technology tools are good for teaching. Some of them
encourage rote memorization instead of understanding, which would make them less
useful for the curriculum's goals. So, the teachers need to carefully look at the quality
and usefulness of all the tech information they want to use. The next problem is
managing time. Preparing and using technology-based training takes a lot of time,
which can often hurt actual teaching. Giving useful feedback is another problem,
especially in big classrooms, where an automated system might not take into account
essential details about the situation. In particular, a school should pay for its
infrastructure and professional development programs. Teachers should also be careful
and thoughtful when using technology to help with vocabulary learning instead of
getting in the way of it.
In conclusion, technology is no longer considered a luxury for teaching; instead,
it is considered a way to build 21st-century teaching and learning. Digital tools, LMSs,
and interactive resources make learning more interesting for students and provide them
more ways to study in a way that works for them. As the digital world develops,
teachers will need to adapt by using new technology that could improve teaching and
learning. Teachers and their schools will also need to be learning new things to support
these changes. Schools and institutions that can make technology a significant part of
their students' lives would better prepare them for the challenges of the 21st century
and provide them the skills they need to succeed in a society that is mostly digital.
There are some problems, including the uneven distribution of digital resources and
the overreliance on technology, that need to be kept in mind so that educational
innovation can get the best of both worlds.
The list of used references:
1.
Kukulska-Hulme, A., Shield, L. An overview of mobile assisted language
learning: From content delivery to supported collaboration and interaction //
ReCALL
. 2008. Vol. 20, No. 3. P. 271–289.
2.
Chapelle, C. A.
Computer applications in second language acquisition:
Foundations for teaching, testing and research
. Cambridge: Cambridge
University Press, 2001. 225 p.
3.
Burston, J. Twenty years of MALL project implementation: A meta-analysis of
learning outcomes //
ReCALL
. 2015. Vol. 27, No. 1. P. 4–20.
4.
Nation,
I.
S.
P.
(2001).
Learning Vocabulary in Another Language
5.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik,
S.
(2014).
Technologies for foreign language learning: A review of technology types and
their effectiveness.
