Email this article Integrating technology in the instruction and retention of ESP vocabulary: a systematic review
Abstract
Integrating various forms of technology in teaching vocabulary in English for Specific Purposes (ESP) contexts might contribute to enhancing second language acquisition and creating new opportunities for learning vocabulary. The aim of this paper is to conduct a systematic review of the efficacy of integrating technology in the instruction and retention of ESP vocabulary as well as the attitude of ESP learners towards technology-supported teaching/learning processes. To this end, the PRISMA model was adopted by the researchers to include the most relevant and appropriate articles for the review. Procedures of the study included the identification and screening of the most relevant research articles via Google Scholar, Scopus and Eric platforms. This resulted in a total number of 13 research studies to be included for analysis. The key findings of the review are that different types of technology were used in the studies under analysis: mobile phones, social media platforms, multimedia software, Moodle, Corpora and chatbots, and that ESP learners have a positive attitude towards technology-supported ESP vocabulary learning. Findings of the review are likely to be beneficial for ESP course designers, instructors and decision-makers. They might also inspire researchers to develop the path of research on the efficacy of certain forms of technology on the development and retention of ESP vocabulary.
Received on: 14 February 2025
Accepted on: 03 April 2025
Published on: 15 April 2025
Keywords
References
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DOI: https://dx.doi.org/10.21622/ILCC.2025.05.1.1230
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