FACTORS INFLUENCING STUDENTS’ CHOICE OF ONLINE ENGLISH VOCABULARY LEARNING TOOLS: A STUDY AMONG ENGLISH STUDIES -HIGH‑QUALITY PROGRAM- STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

Nguyen Thi Kim Ngan, Nguyen Thi Ngoc Huong, Le Kim Ngan, Le Thi Hong Phuong, Thi Thanh Thao, Thai Cong Dan

Abstract


Vocabulary is regarded as a fundamental aspect of language learning, especially for Vietnamese EFL students. With the rise of technology, various digital tools have been introduced to support vocabulary acquisition, offering learners more diverse and flexible ways to study. However, the abundance of these tools raises questions about which factors influence learners’ choices when selecting vocabulary learning applications. The study was conducted to investigate the factors that were considered by EFL students at Can Tho University, Vietnam, in their selection of vocabulary learning tools. A mixed-methods approach was used, combining a questionnaire distributed to 80 students in the English High-Quality Program with semi-structured interviews involving 8 participants from the same group. It was found that personal preferences, application-related features, user reviews, and cost significantly influenced students’ choices. Grammarly, Duolingo, Quizlet, and Kahoot were identified as the most frequently used tools. These findings provide useful insights for both learners and educators in choosing suitable vocabulary learning resources.

 

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Keywords


translation tools, self-correction, EFL students, learner autonomy, translation tasks

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References


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DOI: http://dx.doi.org/10.46827/ejae.v10i3.6332

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