Exploring the impact of mobile-assisted teaching on English vocabulary learning among high school students

Abstract

The demand for English language proficiency in the globalized economy has fueled the adoption of mobile learning as a popular method of autonomous learning. Enabled by technological advancements and the widespread use of smart devices, this approach offers promising opportunities. However, the teaching of English vocabulary in senior high schools faces numerous challenges. To address these challenges, integrating vocabulary teaching software as an auxiliary tool in high school English classrooms represents a significant innovation in traditional vocabulary instruction.This study aims to investigate the use of vocabulary learning apps as auxiliary tools in high school English vocabulary teaching. Specifically, it seeks to answer the following research questions: 1) What are the observed differences in English vocabulary proficiency after the implementation of mobile-assisted teaching? 2) How does mobile-assisted teaching impact students' vocabulary strategies? Through a comparative study between experimental and control classes, this research explores the integration of vocabulary software in classroom teaching and examines its effects on student learning outcomes. The findings of this study have substantial implications for teaching practices, emphasizing the effective utilization of mobile-assisted tools and their influence on students' vocabulary proficiency. By shedding light on the potential benefits of incorporating vocabulary learning apps in high school English classrooms, this research contributes to the ongoing efforts in optimizing vocabulary instruction and enhancing language learning outcomes.