ENHANCING LEXICAL COMPETENCE IN EFL LEARNERS THROUGH EDUCATIONAL APPLICATIONS

ПОВЫШЕНИЕ ЛЕКСИЧЕСКОЙ КОМПЕТЕНЦИИ УЧАЩИХСЯ ПО АНГЛИЙСКОМУ ЯЗЫКУ ЧЕРЕЗ ОБРАЗОВАТЕЛЬНЫЕ ПРИЛОЖЕНИЯ

Куралды Аяжан Әсетқызы

студент, Педагогический факультет иностранных языков, Казахский университет международных отношений и мировых языков имени Абылай хана,

Казахстан, г. Алматы

Туктибаева Акнур Руслановна

студент, Педагогический факультет иностранных языков, Казахский университет международных отношений и мировых языков имени Абылай хана,

Казахстан, г. Алматы

Абдрахманова Аида Алдиярбекқызы

научный руководитель, мастер педагогических наук, кафедра практики речи и коммуникации, Казахский университет международных отношений и мировых языков имени Абылай хана,

Казахстан, г. Алматы

ABSTRACT

This study еxаminеs the usе of еducаtiоnаl appliсatiоns to improve lexical competence in studеnts in the context of leаrning English. Speciаl аttеntion is givеn to the integrаtion of tеchnologiеs such as Informаtion and Cоmmunication Technologies (ICT) and gamification intо the leаrning process, which cоntributes to more effective vocabulary аcquisitiоn. The results of the study demonstrate the positive impact of interactive online games on vocabulary retention and reinforcement, as well as on student motivation.

АННОТАЦИЯ

Данноe исследoвaниe рассмaтривает использовaние образовательных приложений для улучшения лексической компетенции учащихся в кoнтексте изучения aнглийского языкa. Осoбoе внимание уделяется интеграции технологий, таких как информационно-коммуникационные технологии (ИКТ) и гeймификация, в процесс обучения, чтo спосoбствуeт более эффективному усвоению словaрного запаса. Результаты исслeдoвания демонстрируют положительное влияние интeрактивных онлайн-игр на запоминаниe и закрeплениe лексики, а также на мотивацию студентов.

Keywords: Listening, reading, writing, speaking skills, lexical skills, educational applications, ICT, DER, gamification.

Ключевые слова: навыки аудирования, чтения, письма, говорения, лексические навыки, образовательные приложения, ИКТ, ЦОР, геймификация.

In today’s globаlizеd and interdependent world, learning English is crucial fоr evеryоne. As one of the international and global language, English cоnnects different fields by functioning as a bridge between various countries. By advancing the English language, Kazakhstan seeks to equip its citizens with the competencies-language related needed to succeed in an integrated world. The rate of learning English has increased in recent years, especially in one of the four sections—vocabulary, which is gaining importance. A strong vocabulary is essential for learners to achieve proficiency in English, as all key language skills—reading, listening, writing, and speaking—depend on a solid understanding of words. The increasing integration of technology in education, particularly through mobile applications, has significantly enhanced the process of acquiring for students. The rise of educational technology has contributed to the growing popularity and effectiveness of mobile applications in language learning. Several applications provide engaging and interactive methods for learners to expand their English vocabulary. A key advantage of DER is their accessibility. Smartphones and tablets equipped with vocabulary-building applications offer learners the convenience of studying from various locations. This not only allows for greater flexibility in their learning schedules but also creates opportunities for continuous vocabulary expansion.

The language learning process is built on four key components—listening, reading, writing, and speaking—which form the foundation of proficiency. However, an equally crucial aspect of mastering English is vocabulary acquisition. Developing a broad and well-structured vocabulary is vital for achieving success in English language learning. And this article examines scientists' views on the importance of vocabulary. Vocabulary plays a vital role in language learning, with Harmer J. likening it to the essential organs and flesh of a language [1]. This comparison shows that vocabulary is not just an addition to language but a necessary part of it, as important as the body’s vital parts for survival and functioning.

As Steven Stahl highlights, it also involves understanding how words connect to real-world concepts and contexts [2]. This suggests that vocabulary learning must include developing a deeper, more functional knowledge of words, not just memorization. Supporting this view, the National Reading Panel of the National Institute of Child Health and Human Development stresses that vocabulary instruction is critical for improving reading performance [3]. Joshi, Kame’enui, and Baumann further reinforce the importance of vocabulary, stating that vocabulary instruction significantly enhances students' abilities in reading comprehension, writing quality, and oral communication skills [4]. This indicates that vocabulary development is essential across all areas of language use, not only in passive skills like reading but also in productive skills like speaking and writing. Finally, researchers such as Farstrup, Samuels, and O’Connor highlight the importance of explicit vocabulary instruction, repeated exposure to new words, and the active use of vocabulary through discussions and writing activities [5]. Their findings show that students need intentional teaching methods, regular practice, and meaningful communication opportunities to fully integrate new vocabulary into their language system.

There are various methods for enriching vocabulary during language learning, including extensive reading, conversations, flashcards, writing practice, and mnemonic strategies. Among these, Digital Educational Resources (DERs) have proven to be particularly effective in supporting vocabulary acquisition. DERs are deeply tied to the integration of Information and Communication Technology (ICT) in modern education. ICT—defined by UNESCO as a scientific and technical field involved in managing information for social, economic, and cultural purposes—includes tools such as the internet, mobile devices, and digital platforms [6]. The widespread adoption of ICT has led to improved teaching methods and has become a core part of teacher education, providing students and educators with access to personalized, innovative learning tools. DERs include educational materials that require digital access, such as symbols, text, visuals, audio, video, and even virtual or interactive simulations. These resources offer a richer and more engaging alternative to traditional vocabulary learning, which often depends on repetition and memorization. By incorporating DERs into the learning process, educators can meet diverse student needs and promote active learning [7]. A particularly successful innovation within DER-based instruction is gamification—the use of game design elements in non-game educational settings. Gamification has been shown to increase student engagement, motivation, and overall learning outcomes. It transforms vocabulary learning into an interactive experience that encourages participation and retention. Research by Sailer and Homner confirms that gamified environments are more effective in motivating students and improving vocabulary acquisition than traditional approaches [8]. This study focuses on the impact of gamified DERs, such as Kahoot, Ahaslides, and other interactive platforms, in enhancing vocabulary learning and student motivation in higher education. These tools support communicative competence by encouraging students to engage with language in meaningful, enjoyable ways. As digital learning becomes more central in education, understanding the role of gamified DERs is crucial for designing effective language programs. By integrating these tools, educators can foster a more dynamic, student-centered learning environment that better supports vocabulary development and long-term language success.

The study involved two groups of first-year students, group 101 and group 102, with group 101 consisting of 14 students and group 102 comprising 16 students. The research was conducted during the 2024-2025 academic year, and the topic under investigation was "education." The primary objective was to assess the effectiveness of Digital Educational Resources (DERs) in vocabulary acquisition.

Group 101 was taught using various Digital Educational Resources (DERs), including Kahoot, AhA Slides, and other interactive platforms. These tools were selected to provide an engaging and dynamic learning experience. Kahoot, a widely used online platform, features quizzes, games, and interactive activities, which make it an ideal resource for vocabulary retention and promoting active participation. AhA Slides, another innovative educational platform, was incorporated into the learning process. This platform allows for the creation of interactive presentations that encourage student participation through real-time responses, polls, and discussions.

Figure 1. Kahoot quiz.

In contrast, Group 102 was taught using traditional methods, which involved lectures, textbook readings, and basic vocabulary drills. These conventional methods did not integrate any digital resources and relied on more traditional forms of instruction. After the teaching sessions, a pre-test was administered to both groups to assess their baseline vocabulary knowledge. The results showed that both Group 101 and Group 102 scored the same percentage—78%—indicating that the students in both groups had a similar level of vocabulary knowledge before the intervention. Following the teaching session, a post-test was administered to both groups to evaluate the effectiveness of the respective teaching methods. The results revealed a significant difference between the two groups. Group 101, which had been taught using DERs, showed an improvement in vocabulary knowledge, with an average score of 80%. In contrast, Group 102, which had been taught using traditional methods, had a post-test score of 70%.

The results of this study highlight the positive impact of Digital Educational Resources (DERs) on vocabulary acquisition. Platforms like Kahoot, AhA Slides, Quizlet, and Edmodo facilitated an interactive and engaging learning environment, leading to improved vocabulary retention and increased student participation. The post-test results, showing an increase in vocabulary scores, suggest that DERs provide a more effective and enjoyable way for students to internalize new vocabulary. DERs also offer personalized learning opportunities, allowing students to learn at their own pace and receive immediate feedback. This adaptability enhances the learning experience, making it especially valuable in diverse higher education settings. Moreover, by encouraging active learning, collaboration, and self-directed study, DERs support the development of broader academic skills. In conclusion, DERs are a powerful tool for enhancing vocabulary learning. Their ability to engage students, provide immediate feedback, and cater to different learning styles makes them a valuable addition to modern educational practices. Future research could explore their long-term impact on vocabulary retention and their potential benefits in other areas of language acquisition.

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