Exploring the Combined Impact of Electronic Dictionary Use and Mobile-Assisted Vocabulary Apps on Depth of Vocabulary Knowledge among EFL Learners

Abstract

This research examines how Iraqi EFL learners' depth of vocabulary knowledge is affected by using electronic dictionaries, mobile-assisted vocabulary applications, and their combination use. Based on their placement exam results, 116 intermediate-level Babylon University students in all were chosen and divided into four groups: electronic dictionary, mobile-assisted vocabulary applications, integrated tools, and a control group. Participants in an intervention spanning four weeks interacted with either Merriam-Webster's Dictionary app, Memrise, both tools, or conventional education. Using the Word Associates Test, pre- and post-tests were given to gauge vocabulary depth changes. All three experimental groups demonstrated statistically significant increases in depth of vocabulary knowledge when compared to the control group, the findings indicated. Furthermore, the group using both instruments exceeded all others, suggesting a synergistic impact. These results imply that including many digital tools will help lexical development in EFL environments more successfully. The research emphasizes the pedagogical worth of vocabulary training improved by technology and suggests mixed digital methods to develop stronger lexical competency.