Leveraging apps for EFL learners’ vocabulary development: Thread social constructivism and dual coding theory

Abstract

Developing word comprehension is essential to facilitate English as a foreign language (EFL) learners English skill development. App-enabled lexical learning could be a beneficial learning approach for lexical retention. This learning approach was empirically found to be engaging and motivating. It also improves EFL learners’ word knowledge. EFL learners and teachers could harness a variety of apps, such as WhatsApp, and self-manufactured apps, for vocabulary development. Those vocabulary learning apps propel students’ engagement and better performance in their lexical acquisition. Social constructivist theory is commonly integrated into word comprehension. This student-centered theory, emphasizing collaboration and interaction among learners, bolsters student word attainment and memorization and students perceive it positively. Vocabulary learning is also closely influenced by dual coding theory (DCT). The use of DCT fosters EFL learners’ lexical knowledge due to word visualization and contextualization natures of it. Clearly, lexical development could be propelled and optimized through app-enabled word acquisition, the social constructivist theory, and DCT. To know how those three variables would synergistically work together to enhance EFL learners’ vocabulary knowledge, it is critical to review related literature to synthesize how effective the apps (DCT manifestation) and the social constructivist approach help EFL learners’ word development. The EFL lexical instructional implications and recommendations for teachers are discussed as well.