Research on the construction of English vocabulary learning recommendation system based on multi-objective crow search algorithm

This article examines the concept of the global lexical influence of the English language. It establishes that English, as the dominant language of international communication, science, and technology, has significantly influenced the vocabulary of many languages around the world. This phenomenon is examined through the analysis of the mechanisms of lexical borrowing, including direct borrowing, loan translation, semantic extension, and phonetic adaptation. The study analyzes the key linguistic, cultural, and technological factors contributing to the global spread of English vocabulary. It identifies the main types and functions of borrowings, highlighting their role in enriching recipient languages. Attention is paid to the sociolinguistic and globalization processes that determine the integration of English lexical elements into other languages. In the era of globalization, English has become not only the language of international communication, science, and commerce, but also the dominant force in shaping the vocabulary of many world languages. The presented article examines the global lexical influence of English, analyzing how and why English words are borrowed and integrated into other languages. It focuses on the mechanisms of lexical borrowing, the social and technological factors that determine the course of this trend, and the linguistic and cultural consequences that result from it. The main mechanism of lexical influence is direct borrowing, through which English words are adopted with little or no change. Words such as “computer", “limit”, "marketing", "blog", and "chat" associated with technology, business, pop culture, and online communication are now widely used in many languages. This phenomenon reflects not only the global dominance of English-speaking economies and technology industries, but also the prestige associated with the English vocabulary in many societies. Another important factor contributing to the lexical spread of English is the globalization of the media. English-language films, television shows, music, and digital content are often viewed around the world without being fully localized. As a result, viewers are often exposed to English vocabulary in entertainment contexts, leading to the subconscious or conscious adoption of these words into everyday conversation. Social media platforms and video-sharing sites further accelerate this process, especially among younger generations who are more likely to confuse English words with words from their native language. Technological innovation also plays a central role. Most of the world's software interfaces, digital tools, and programming environments are built in English or use English vocabulary. As a result, professionals in fields such as information technology, engineering, and science often use English vocabulary, regardless of their native language. This technological reliance reinforces the global spread of English words in professional and academic discourse. However, the spread of English vocabulary is not without controversy. Critics argue that excessive borrowing can threaten linguistic diversity and cultural identity.

Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges. Objective: This study explores Wordwall.net, an online learning platform, to enhance students' English vocabulary and identify the challenges they encounter. Methods: This study employed a mixed-methods approach, involving twenty-five students from the Grade X Pharmacy Department at SMK YPKK 1 Sleman. The study aimed to gather quantitative data (pre-tests and post-tests) to measure vocabulary mastery, including spelling dictation, word translation, and collocation in sentences. Meanwhile, semi-structured interviews were conducted to gather qualitative data on the challenges of using the platform from six students, using purposive sampling. The data were analyzed using Miles & Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. Findings: The results show a significant improvement in vocabulary mastery, with the average score increasing from 55.76 in the pre-test to 87 in the post-test. Moreover, Wordwall.net has the potential to enhance vocabulary and student engagement. However, students encountered challenges, including competitive pressure and unstable internet connections. Conclusion: These findings have significant implications for language teachers, school administrators, and curriculum developers, underscoring the importance of effectively integrating digital platforms. Additionally, policymakers should consider enhancing digital infrastructure in schools to ensure equitable access to online learning resources. The findings suggest that classroom teachers can effectively integrate Wordwall.net to enhance vocabulary mastery, boost motivation, and make learning more engaging. For institutions, this highlights the importance of providing digital infrastructure and training teachers in using web-based platforms. School administrators and policymakers should also support equitable access to reliable internet to ensure consistent learning outcomes. Keywords: challenge, vocabulary mastery, word wall, web-based learning.

This study aims to determine the effect of the storytelling method using picture stories in the reading corner on the receptive language skills of 5–6-year-old children at TK Naura Nashyefa. The research method used is quantitative, with a quasi-experimental design. The research design applied is the nonequivalent control group design. The population of this study consisted of 30 children, and the sampling technique used was total sampling, resulting in a sample of 30 children divided into two groups: 15 children in the experimental group and 15 in the control group. Data collection techniques included observation, treatment tests, and documentation. The indicators for English language skills consisted of recalling English vocabulary, mentioning words in English, and translating English vocabulary. The data analysis techniques used were descriptive statistical analysis and non-parametric statistical analysis using the Wilcoxon Signed-Rank Test. The results of data analysis showed Asymp. Sig. (2-tailed)= 0.001 < 0.05, which means H1 is accepted and H0 is rejected. Thus, it can be concluded that there is a significant effect of the storytelling method using picture stories in the reading corner on the receptive language skills of 5–6-year-old children at TK Naura Nashyefa.

Vocabulary plays a vital role in effective communication, academic success, and future opportunities, yet many students face difficulties in mastering a large number of words, understanding contextual usage, and pronouncing them correctly. With the rise of digital technology, language learning applications such as Duolingo have emerged as interactive and gamified tools that make vocabulary learning more engaging and accessible. This study aims to systematically review the studies on the effect or effectiveness of Duolingo in improving English vocabulary mastery among junior high school students through a systematic literature review. Using the PRISMA approach, twenty-four relevant experimental studies published between 2020 and 2025 were selected from databases such as Google Scholar and Semantic Scholar. The studies were analyzed descriptively to identify common patterns, methods, and outcomes related to the use of Duolingo in vocabulary instruction. The findings reveal that Duolingo consistently enhances students’ vocabulary achievement, motivation, and participation due to its game-based features and flexible learning environment. However, several studies highlight limitations such as the absence of comparative analyses with other learning tools and the limited exploration of long-term retention. Overall, the results confirm Duolingo’s potential as an effective supplementary tool for vocabulary learning, supporting educators in developing innovative and engaging English learning models. Further research is recommended to explore its integration into classroom settings and its impact on diverse learner groups.

This study aims to analyse the difficulties faced by English as foreign language (EFL) learners when using English as the medium of instruction in the classroom and to indicate the significance of understanding English vocabulary to assist in classrooms where English is the primary medium of instruction. Adopting a descriptive-analytical cross-sectional design, the research aims to identify the linguistic, psychological, pedagogical and contextual difficulties that hinder effective use of English for academic purposes and the medium of instruction in the classroom. To collect the quantitative data, a structured questionnaire instrument was administered to 100 EFL teachers in the Gezira State of Sudan. The questionnaire was validated by experts in the field and tested for reliability. It measured three main variables: linguistic challenges in English-Medium Instruction (EMI) classes, psychological/social aspects that impact engagement, and the potential to establish supportive teaching strategies. The study found the following: the linguistic barriers that EFL learners face in English as a Medium of Instruction settings, including vocabulary comprehension affects directly in the level of student engagement, aa well as the cultural differences affecting student engagement on classroom., as well as there are many effective teaching strategies that enhance EFL learners' engagement and understanding in EMI classrooms. The research concludes that challenges in Sudanese EMI classrooms can be addressed with a complex intervention. It suggests that EMI classrooms in Sudan require a holistic, student-centered approach that integrates language support, culturally responsive pedagogy, and institutional teacher training to foster an inclusive and effective learning environment.

Challenges faced by accounting students in producing accurate financial statements aligned with international standards, notably due to limited English proficiency. Therefore, this study examines the influence of accounting English vocabulary mastery and accounting concept comprehension on students ability in preparing financial statements in English. This study employed a quantitative method with a survey approach and multiple linear regession analysis. The research subjects are 81 accounting department students at Politeknik Negeri Banjarmasin taken with purposive sampling. Data was collected using a questionnaire and a performance task to measure vocabulary mastery, conceptual understanding, and the ability to prepare financial statements. The findings show that accounting English vocabulary mastery has a significant positive effect on students’ ability to prepare financial statements in English, while comprehension of accounting concepts does not show a significant individual effect. The adjusted R-squared value of 0.627 indicates that both variables together explain 62.7% of the variance in students’ ability. These findings emphasize that technical vocabulary mastery is a dominant factor enabling students to apply conceptual knowledge effectively in English-based financial reporting. It also highlights the importance of English for Specific Purposes (ESP) strategies in accounting education and suggests integrating vocabulary-focused learning methods to enhance students’ readiness for global accounting practices.

In the digital era, personalized learning has gained significant attention in the realm of English vocabulary acquisition. While numerous mobile applications claim to enhance vocabulary memory, empirical evidence regarding their actual effectiveness and user experiences remains limited. This study aims to systematically evaluate the Baicizhan app in improving English vocabulary retention, meeting the diverse needs of learners, and supporting long-term memory storage. This study utilizes Cognitive Load Theory, Motivation Theory, and Constructivist Learning Theory to explore how the Baicizhan app enhances vocabulary acquisition and long-term memory by optimizing cognitive processing, fostering learner engagement, and promoting active knowledge construction through personalized learning pathways and multimodal resources. Data were collected through interviews with fifteen diverse users, revealing that Baicizhan significantly enhances learner engagement, motivation, and vocabulary retention through its personalized and interactive features. The results suggest that the app is effective in promoting long-term memory consolidation, aligning with cognitive and metacognitive learning principles. However, to further improve its effectiveness across varied learning environments, the app should be optimized based on user feedback and specific learning profiles. This study provides both theoretical and practical insights for enhancing mobile-assisted language learning tools to improve education quality.

The research sought to examine the efficacy of Mobile-Assisted Language Learning (MALL) in improving English vocabulary acquisition among university students in Pakistan. A quantitative quasi-experimental design was employed, grounded in Krashen's Input Hypothesis (1982) and the Technology Acceptance Model (Davis, 1989), with 60 participants equally distributed between the control and experimental groups. In the experimental group, vocabulary teaching was conducted through mobile applications, while the control group utilized conventional methods. A Likert-scale questionnaire and pre- and post-tests were employed to gather data. The control group's results improved by merely 7.3 points, whereas the experimental group's scores rose by an average of 17.5 points. As many as 82% of students surveyed indicated that mobile learning enhanced their motivation and capacity to acquire a new language. The research indicated that MALL markedly enhanced vocabulary acquisition, student engagement, and overall performance within the Pakistani university context relative to conventional instructional methods.

This study aims to determine the effectiveness of flashcard games in improving the vocabulary mastery of seventh-grade students at SMPN 7 Palu. A quasi-experimental method with a pre-test and post-test control group design was employed. The participants consisted of two purposively selected classes: one serving as the experimental group, taught through flashcard games, and the other as the control group, receiving conventional instruction. Vocabulary tests were administered before and after the treatment to assess students’ improvement. The collected data were analysed using descriptive statistics and an independent-samples t-test at the 0.05 significance level. The findings revealed a significant difference between the post-test mean scores of the experimental group (79.42) and the control group (67.31), with a p-value of 0.000 (<0.05). These results indicate that the flashcard game effectively enhanced students’ vocabulary mastery. The use of visual and interactive media, such as flashcards, facilitated better word retention, understanding, and recall through dual coding of verbal and visual information. Moreover, the game-based activities increased students’ engagement and motivation during learning. In conclusion, flashcard games provide an effective and enjoyable medium for improving students’ English vocabulary mastery. It is recommended that English teachers integrate such interactive media into classroom instruction to foster more meaningful and engaging learning experiences.

LexiGo is a prototype mobile application designed for the improvement of English vocabulary grounded in Ebbinghaus’ forgetting curve, which incorporates multimodal and gamified learning experiences. Through the integration of spaced repetition, interactive challenges and multimedia input, form–meaning connections are reinforced and cognitive processing is enhanced. Adopting the Technology Acceptance Model (TAM), this study investigates learners' perception of usefulness, ease of use, attitude toward use and behavioural intention toward LexiGo. Findings indicate high user acceptance (M > 4.0; α = .884–.981), and all constructs significantly predicted behavioural intention (p <. 001). The regression model was significant, F(3, 56) = 48.72, p <. 001, which accounted for 72.8% of the variance in behavioural intention (R² =. 728). The results affirm its value as an adaptable learner-centred tool for vocabulary retention in higher education environments. These findings imply that LexiGo could be adopted as a tool for integrating AI-based adaptive learning in a mobile-assisted language learning (MALL) environment with broad scalability.

The objective of this research was to find out if using the poster may improve the students' English vocabulary at SMA YPPK St. Thomas Wamena. With a one-group pre- and post-test, this study used an experimental design. The research instrument utilized the matching method, in which students were required to match pictures with the corresponding vocabulary items. The study was conducted at SMA YPPK St. Thomas Wamena, selecting the seventh-grade students as the population for the 2025/2026 academic year. The researcher applied a cluster sampling technique and selected 30 students as the research sample. Pre- and post-tests were given in order to gather data. Before and after the treatment, students' initial vocabulary mastery was measured with a pre-test, and their performance was evaluated with a post-test. The independent variable in this study was the use of posters, whereas the dependent variable was students’ vocabulary achievement. The findings of the data analysis of the students' vocabulary knowledge in the pre- and post-tests revealed that the t-test value was 17.40 and the t-table value was 2.045. Students' vocabulary competence improved significantly, as evidenced by the t-test value being greater than the t-table value (17.40 > 2.045). This result implies that the pre- and post-test results varied significantly.

This study examines how interactive digital educational games influence English vocabulary acquisition among primary school learners. With technology becoming central to modern classrooms, it is important to evaluate whether gamified tools genuinely enhance engagement, motivation, and retention, especially in English as a Foreign Language (EFL) settings. To address this, a quasi-experimental design was applied with two Grade 4 classes of similar academic ability at Al Musbah First Cycle School in North Al Batinah Governorate, Oman. The study aimed to assess whether digital games could provide a more effective approach to vocabulary learning than traditional instruction. Over one semester, the experimental group was taught vocabulary using carefully selected digital educational games that integrated animated visuals, real-time auditory feedback, and adaptive challenges. These features were aligned with curriculum standards and intended to promote active learner participation. The control group, by contrast, learned through conventional methods such as textbook exercises and teacher-led repetition. Pre- and post-tests were administered to both groups to evaluate vocabulary development. Results showed significant vocabulary gains in the experimental group, highlighting the effectiveness of digital games in EFL instruction. Beyond improved performance, students displayed greater motivation and willingness to participate, suggesting reduced anxiety and stronger engagement. This research contributes empirical evidence to ongoing discussions on educational technology by demonstrating the pedagogical value of gamified learning. It further offers practical recommendations for educators, curriculum developers, and policymakers on integrating digital games into EFL classrooms to foster inclusive, multimodal learning environments that sustain vocabulary growth.

Vocabulary learning is a core component of English language education, yet many foundation students struggle with retention and application when relying on traditional teaching methods. This extended abstract presents VocabQuest, a gamified digital innovation designed to improve vocabulary acquisition through interactive, syllabus-based activities. Developed using the ADDIE model, which strengthens methodological rigor, the innovation integrates cost-effective and widely accessible platforms such as Kahoot, Quizizz, and Wordwall to create three main game modes: Word Hunter, Match & Win, and Survival Quiz. These activities are supported by a reward system of points, badges, and leaderboards to enhance motivation. A pilot study with 30 students revealed a 20% improvement in vocabulary test scores and strong positive feedback on engagement. The findings suggest that VocabQuest enhances not only vocabulary mastery but also fosters motivation, confidence, and essential 21st-century skills such as collaboration and digital literacy. The innovation’s novelty lies in its integration of gamification with syllabus-aligned content, ensuring pedagogical relevance while maintaining learner interest. Overall, VocabQuest demonstrates strong potential as a transformative, student-centered approach to language education. Scalable and cost-effective, VocabQuest has strong potential for wider adoption across Politeknik campuses and other educational institutions, demonstrating the transformative power of gamified learning in language education.

This study examined the effectiveness of the Quizlet application in teaching vocabulary to eleventh-grade students at SMA Negeri 1 Cikande, Indonesia. The study addressed the persistent challenge of limited vocabulary mastery in English classrooms, where traditional teaching methods often dominate and technology integration remains minimal. Using a quantitative approach with a quasi-experimental design, two classes participated: the experimental group (n = 42) received vocabulary instruction through Quizlet, while the control group (n = 42) was taught using conventional methods. Both groups completed pre-tests and post-tests to measure vocabulary knowledge, including meaning, form, and usage. Statistical analyses, such as normality, homogeneity, and independent sample t-tests, were conducted using SPSS version 30. Results showed that the experimental group’s mean score increased from 54.64 to 83.57, while the control group improved from 66.43 to 75.60. Despite starting from a lower baseline, the experimental group achieved greater gains, indicating a significant difference (p < 0.05) between the two groups. These findings confirm the positive impact of Quizlet on students’ vocabulary learning. The study concludes that Quizlet proved to be an effective and engaging tool for improving students’ vocabulary mastery and recommends integrating Quizlet into English vocabulary instruction to enhance motivation and learning outcomes.

Vocabulary acquisition is a critical component of English language instruction at the primary school level, as it serves as the foundation for mastering English as a foreign language. Young learners, typically in the early stages of cognitive and linguistic development, are particularly receptive to acquiring new languages, including English. Despite this potential, English teaching in primary schools often falls short of expectations, with teachers predominantly relying on traditional lecture-based methods. Such approaches fail to align with principles of effective pedagogy and do not fully develop students' potential. To address this issue, this study focuses on the design and development of the "English Vocabulary Dominoes Card" as an instructional tool for teaching English vocabulary to primary school students. Employing a Research and Development (R&D) methodology, the study follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) as its framework. The findings indicate that the English Vocabulary Dominoes Card, as a form of flashcard-based media, is highly effective, valid, and engaging, significantly enhancing vocabulary retention among primary school learners. The media garnered highly positive feedback in terms of ease of use, visual appeal, engagement, and its contribution to memory retention, with an overall average score of 91.60%. Moreover, the ADDIE framework proves to be highly effective in designing vocabulary dominoes card specifically tailored for primary learners, promoting both engagement and retention. This study adds to the growing body of evidence supporting the English Vocabulary Dominoes Card as an innovative and dependable tool for enhancing vocabulary acquisition in primary language learning.

Although digital technology has been widely adopted in English language instruction, existing research often emphasizes general applications or large-scale platforms without closely examining how specific digital tools function within the context of vocational education. Most prior studies have focused on university students or general high school populations, with limited attention to how audio and visual elements in applications like Memrise influence motivation and vocabulary acquisition among vocational students. Furthermore, while Memrise has been recognized for its gamification and multimedia features, few empirical studies explore how these features interact with the unique learning needs, habits, and infrastructural challenges faced by students in vocational schools, particularly in rural or under-resourced settings. The lack of in-depth, context-specific studies examining the practical integration of Memrise into structured classroom routines—especially using qualitative insights—creates a significant gap in the literature. This study addresses that gap by exploring the perceptions and experiences of Class X students at SMKN 3 Metro, focusing on how Memrise’s visual, audio, and gamified elements affect motivation and vocabulary learning within a vocational education framework.

This research examines English vocabulary acquisition among kindergarten students through nursery rhymes within the Indonesian educational context, integrating psycholinguistic theories including Chomsky's Universal Grammar, Krashen's Input Hypothesis, and Piaget's Cognitive Development Theory. The study addresses two primary questions: (1) What types of vocabulary are acquired by Al-Azhar Kindergarten children through nursery rhymes? (2) How are certain vocabulary types more frequently acquired through nursery rhymes? The research objectives are to identify and categorize vocabulary types acquired and indicate vocabulary acquisition patterns related to children's cognitive development stages. Employing a qualitative approach, this study observed 25 kindergarten students aged 5-7 years from Al-Azhar Syifa Budi Parahyangan Kindergarten, Padalarang, West Bandung, using purposive sampling. Data collection utilized observational protocols, video recordings, and post-test assessments conducted over four weeks, with each week introducing a different nursery rhyme: "Vegetable Song," "I'm Thirsty!" "Fruit Song," and "Open Shut Them." Songs were presented during daily circle time, with supplementary learning activities on Tuesdays and post-test evaluations on Fridays using flashcard-based verbal identification. Results demonstrate distinct acquisition patterns aligned with Piaget's Preoperational stage framework. Concrete nouns representing tangible objects (vegetables, fruits, beverages) and action verbs achieved significantly higher acquisition rates, compared to abstract adjectives which require more complex cognitive processing. Kinesthetic approaches, particularly in "Open Shut Them," proved exceptionally effective, achieving high mastery by pairing linguistic input with physical actions, thereby transforming abstract vocabulary into embodied learning experiences. The study concludes that nursery rhymes' melodic structure, rhythmic patterns, and repetitive nature provide comprehensible input at students' "i+1" level, facilitating subconscious language acquisition through multisensory engagement. Vocabulary development is significantly influenced by environmental exposure, experiential learning, instructional tempo, and developmental appropriateness. These findings validate music-based pedagogical strategies that leverage repetition, physical engagement, and contextual relevance for optimizing vocabulary retention among young English learners in Indonesian kindergarten contexts. Keywords: Vocabulary acquisition, Nursery Rhymes, Second language acquisition, Psycholinguistic

Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application

Against the backdrop of flourishing digital education, fragmented learning has emerged as a significant approach for university students to build English vocabulary. This paper analyzes the characteristics, theoretical foundations, and effectiveness of fragmented learning in university English vocabulary acquisition. Drawing on empirical cases and cognitive science principles, it reveals both the advantages in enhancing vocabulary memorization efficiency and the challenges posed by systemic shortcomings. Further optimization pathways are proposed, including goal-oriented planning, integration of multimodal resources, and gamified incentive mechanisms. These aim to provide college students with scientific and efficient fragmented vocabulary learning solutions, promoting systematic knowledge construction and the formation of long-term memory.