TECH-ENHANCED ACADEMIC VOCABULARY LEARNING: AN 8-WEEK STUDY WITH UZBEK ENGLISH TEACHERS

This study explores the impact of a technology-based vocabulary learning program on academic vocabulary acquisition among English teachers in Uzbekistan. Over eight weeks, twenty master's degree students from Fergana Valley, who are also practicing English teachers, engaged in structured digital activities focused on words from the Academic Word List (AWL). The study employed a mixed-methods approach, incorporating pre- and post-tests, weekly assessments, observational notes, and surveys to assess vocabulary growth and capture participants' experiences. Pre-test scores indicated a moderate initial vocabulary level, while post-test scores showed an average improvement of 30-35%, highlighting the program's effectiveness in enhancing vocabulary retention and recall. Weekly assessments revealed consistent improvement, with the most significant gains occurring between Weeks 4 and 6, suggesting an increasing familiarity with technological tools and learning strategies. Feedback indicated that students valued the flexibility, multimedia elements, and interactive features of digital tools, though some noted challenges with self-discipline in a flexible learning environment. The study concludes that technology-enhanced vocabulary learning, particularly with gamified and spaced repetition applications, can significantly aid vocabulary acquisition while fostering engagement and motivation. These findings support the potential of blended approaches that combine digital flexibility with structured guidance for optimal language learning outcomes.