Technology-mediated vocabulary learning in EFL classrooms in Japan: a qualitative synthesis of research
TL;DR
This study aimed to gain an understanding of technology-mediated vocabulary learning in English as Foreign Language (EFL) classrooms in Japan via a qualitative synthesis of existing research via a qualitative synthesis of existing research.
Abstract
This study aimed to gain an understanding of technology-mediated vocabulary learning in English as Foreign Language (EFL) classrooms in Japan via a qualitative synthesis of existing research. Following a methodological framework for the qualitative synthesis of research (Chong & Plonsky, 2021), using keywords, and screening the results based on inclusion criteria, this research identified 17 relevant articles for analysis. Extracted data were synthesised using thematic analysis. The findings highlighted the use of Data-driven learning (DDL) and simulation games as being salient within the selected articles. While helping to promote vocabulary learning and to motivate students, the articles also indicated that technology-mediated vocabulary learning often required teachers' assistance before and during technology use. More generally, this research noted a dearth of qualitative research focused on technology-mediated vocabulary learning in a Japanese EFL context, particularly in settings outside of higher education. Limitations of the research and implications for future teaching and researching are discussed.