Digital-assisted english vocabulary acquisition: cognitive and metacognitive strategy use among university students in uzbekistan

The growing integration of digital technologies into language education has transformed the way university students learn English vocabulary. This study examines the use of cognitive and metacognitive strategies in digital-assisted vocabulary acquisition among university students in Uzbekistan. Data were collected through a questionnaire administered to 80 undergraduate students from three higher education institutions. The findings reveal that online dictionaries, AI-based tools, and vocabulary-learning applications are widely used for vocabulary development. The results also indicate that repetition, contextual guessing, and note-taking are the most common cognitive strategies, while planning, monitoring, and self-evaluation are frequently employed metacognitive strategies. The study concludes that digital tools can significantly enhance vocabulary learning when combined with effective strategic behavior.