نیما یزدی زمانی

This study investigated the effect of teaching vocabulary through Ilingo application on English as a Foreign Language (EFL) learners’ vocabulary learning and Vocabulary Learning Strategy (VLS) use. A total of 83 male intermediate EFL learners participated in this study. Quantitative data were collected through Oxford Quick Placement Test (OQPT), pre- and post-tests to measure vocabulary learning, and Vocabulary Learning Strategy Questionnaire (VLSQ). The participants were randomly assigned to an experimental group receiving vocabulary instruction through Ilingo application and a control group receiving conventional vocabulary instruction. The statistical analysis of the data revealed significant differences between the two groups in terms of vocabulary learning, with the application-based instruction group outperforming the conventional instruction group. Additionally, higher levels of vocabulary learning strategy utilization were observed for learners who learned vocabulary with Ilingo application. More specifically, statistically significant differences were observed for the deployment of determination and memory VLSs indicating a higher frequency of use in the experimental group. These findings contribute to a deeper understanding of the advantages of incorporating technology-driven language learning tools into the EFL classroom. The implications of this study are valuable for EFL educators and curriculum designers, providing evidence-based insights into effective pedagogical approaches in EFL contexts.