Exploring The Effect Of Online Applications In Supporting Vocabulary Acquisition And Word-Reading Development Among Adolescent EFL Learners In Public Saudi Schools
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Abstract
This research looks into the impression of incorporating online applications, particularly Duolingo, into English as a Foreign Language (EFL) instruction for adolescent learners in public schools in Saudi Arabia. A quasi-experimental design is used in the study to examine how online applications affect vocabulary acquisition and word-reading development. By exploring the potential of technology in enhancing language learning, the research aims to provide evidence-based insights that may improve existing EFL teaching practices and guide policy decisions. The outcomes of this research are predicted to benefit educational administrators, curriculum makers, and educators by offering practical insights on harnessing online tools to create engaging learning environments for digital-native adolescents. Furthermore, the study contributes to the wider field of language instruction and technological integration, with implications for improving language learning experiences and enhancing language competency in a dynamically shifting world.
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References
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