DEVELOPMENT OF LEXICAL COMPETENCE IN STUDENTS WITH DIGITAL TECHNOLOGIES: A CASE STUDY IN ENGLISH LANGUAGE EDUCATION

Authors

  • Tashkuvatov Temur Kamolovich 1st-Year Graduate Student of Gulistan State University

Keywords:

Lexical competence, Digital technologies, English language education, Vocabulary acquisition, Language learning apps, Online dictionaries, Vocabulary-building games, Personalized learning, Interactive learning experiences, Second language acquisition

Abstract

This study examines the impact of digital technologies on the development of lexical competence in students learning English as a second language. The research investigates the effectiveness of various digital tools, such as language learning apps, online dictionaries, and vocabulary-building games, in enhancing students' vocabulary acquisition and retention. The study also explores the role of digital technologies in providing personalized and interactive learning experiences that cater to individual student's needs and learning styles. Through a case study approach, the research aims to provide insights into the potential benefits and challenges of integrating digital technologies in English language education to support the development of lexical competence in students.

References

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.

Schmitt, N., & Schmitt, D. (2014). Focus on vocabulary: Mastering the academic word list. Pearson Education.

Godwin-Jones, R. (2018). Mobile apps for language learning. Language Learning & Technology, 22(3), 3-17.

Atkins, B. T., & Varantola, K. (1997). Monitoring and assessing dictionary use: A study of dictionary use by university language students during reading. The Modern Language Journal, 81(2), 192-204.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.

Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.

Downloads

Published

2024-01-24

Issue

Vol. 12 No. 1 (2024): GIIRJ

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.