English Vocabulary Building via Language Learning Apps: Voices from Hong Kong University Students and Teachers

Abstract

AbstractMyriads of digital learning resources have been developed to help students who are learning English as a foreign language (EFL). Nevertheless, English vocabulary learning, as an ongoing process (Schmitt et al., Language Testing 18:55–88, 2001), means much more than just the convenient access of audiovisual materials. Vocabulary learning strategies cover seven main categories of vocabulary learning strategies, which range from learners’ beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies (encoding), and activation strategies (Gu and Johnson, Language Learning 46:643-679, 1996). To what extent vocabulary learning apps are helping students’ vocabulary skills is of paramount concern to EFL teachers and apps designers. In light of this, this paper collected data from questionnaires, vocabulary tests, and interviews with EFL students and teachers at a university in Hong Kong. It reveals and discusses the effectiveness of current English language learning apps for Hong Kong university students.KeywordsDigital learningEnglish vocabularyLanguage appsLearning English as a foreign language