STUDENTS’ PERCEPTIONS OF USING DIGITAL TOOLS FOR LEARNING ENGLISH VOCABULARY

NADHIYA, ANNISA NURISNI (2026) STUDENTS’ PERCEPTIONS OF USING DIGITAL TOOLS FOR LEARNING ENGLISH VOCABULARY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (5MB)
	PDF Restricted to Repository staff only Download (6MB)

Abstract

ABSTRACT This study investigated students’ perceptions of the use of digital tools to support vocabulary mastery in English language learning. Using a qualitative descriptive research design, this study explored how students use and experience various digital tools in developing their English vocabulary. The participants were first-semester students of the English Language Education Study Program at UIN Raden Intan Lampung, selected through purposive sampling. Data were collected through openended questionnaires and in-depth interviews, and the data were analyzed using thematic analysis to identify key patterns in students’ responses. The findings showed that students had positive perceptions of digital tools as learning media for vocabulary development. From a cognitive perspective, students perceived digital tools such as language learning websites such as BBC Learning English, Duolingo and Quizlet, online dictionaries such as Oxford Dictionary, Cambridge Dictionary, and Merriam-Webster Dictionary, social media platforms such as Instagram, Telegram, and WhatsApp, translation tools such as DeepL and Google Translate, video platforms such as and TikTok and YouTube, digital flashcard apps such as Anki, and digital note taking suce as Google Docs, Notes applications, and Notion are widely used by students to support vocabulary learning, for example through checking word meanings, pronunciation, and usage in context. These tools enabled students to access information quickly and supported their independent learning process. Students also reported that digital tools helped them clarify unfamiliar words encountered in videos, texts, or online content. Furthermore, digital tools contributed to students’ motivation and engagement in learning vocabulary. Students felt more interested, confident, and comfortable when using digital tools because the learning process was flexible, interactive, and aligned with their daily learning habits. They actively searched for new vocabulary, created digital notes or flashcards, and applied newly learned words in academic tasks as well as everyday communication. Based on these findings, the study concludes that digital tools play an important role in supporting students’vocabulary mastery. Therefore, it is recommended that teachers integrate digital tools strategically into vocabulary instruction to enhance student engagement and autonomy. Future studies may further explore specific digital tools or examine their use among different learner levels.

Actions (login required)

View Item