Enhancing English Vocabulary Using Educational Application in Secondary and Tertiary School Learners: A New Paradigm in Educational Technology

This study aimed to investigate how vocabulary-specific mobile applications affect English vocabulary acquisition among secondary and tertiary learners. Employing a systematic literature review (SLR) guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), the research synthesized results from multiple empirical studies to examine improvements in vocabulary knowledge, learner engagement, and academic outcomes associated with mobile learning tools (Okumuş Dağdeler, 2023). The methodology involved collecting and filtering peer-reviewed studies that compared mobileassisted vocabulary learning (including digital flashcards, apps, and blended models) with more traditional vocabulary instruction. Relevant metrics included pre- and post-tests of vocabulary knowledge, retention over time, and learner attitudes/engagement measures. Findings consistently showed that learners using vocabulary-specific mobile applications achieved statistically significant gains in vocabulary acquisition and retention compared to those relying solely on traditional methods (Chen, Liu, & Huang, 2019). The evidence underscores that educational technology—especially mobile vocabulary applications—can significantly enhance vocabulary learning outcomes among secondary and tertiary learners. These tools not only improve knowledge and retention but also boost engagement and learner satisfaction (Yang, Bakar Razali, & Zulkifli, 2024). For practice, this suggests incorporating learner-centered app features, using blended models, and ensuring that app design aligns with curricular goals. For future research, there is a need to explore long-term retention, scalability, and which app design features yield the most significant impact across diverse educational contexts (Poláková & Klímová, 2022).