The Impact of Mobile Apps on Incidental Vocabulary Acquisition in EFL Contexts
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https://doi.org/10.69760/egjlle.2602007##semicolon##
mobile apps##common.commaListSeparator## incidental vocabulary acquisition##common.commaListSeparator## EFL##common.commaListSeparator## lexical development##common.commaListSeparator## spaced repetition##common.commaListSeparator## mobile-assisted language learningSantrauka
The rapid proliferation of mobile applications has fundamentally reshaped the landscape of English as a Foreign Language (EFL) education, offering learners unprecedented opportunities to encounter and internalize vocabulary outside the formal classroom setting. This paper examines the impact of mobile apps on incidental vocabulary acquisition — the process by which learners absorb new lexical items as a by-product of meaning-focused activities rather than through deliberate study. Drawing on a synthesis of theoretical frameworks including the Input Hypothesis, Dual Coding Theory, the Involvement Load Hypothesis, and sociocultural perspectives, the study investigates how mobile platforms such as Duolingo, Quizlet, and content-based reading and listening applications create conditions conducive to incidental lexical learning. The paper reviews empirical evidence on the effectiveness of mobile-assisted language learning (MALL) in promoting vocabulary retention, contextual word recognition, and communicative competence. Key factors analyzed include frequency of exposure, multimodal input, spaced repetition, learner engagement, and the role of authentic language use. The findings suggest that well-designed mobile applications can significantly enhance incidental vocabulary acquisition by increasing the quantity and quality of meaningful language encounters. However, outcomes depend heavily on app design, learner motivation, and pedagogical integration. The paper concludes with practical recommendations for EFL educators and app developers seeking to optimize mobile learning environments for vocabulary development.
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