Investigating the Pedagogical Affordances of Digital Annotation in EFL Lexical Development: An Application of Laufer's Model
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Amir Reza Mahmoudi
1
,
Mohammad Iman Askari
2
,
Neda Fatehi Rad
3
1 - Ph.D. candidate, Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2 - Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
3 - Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran.
الکلمات المفتاحية: Digital Annotation, EFL learners, Laufer's Model, Vocabulary Development,
ملخص المقالة :
In this qualitative study, the pedagogical affordances of digital annotation tools in lexical development among Iranian EFL learners are investigated based on Laufer's model. The data were collected through semi-structured interviews and learner diaries of fifteen intermediate-level university students who took part in vocabulary learning activities with a digital annotation tool for six weeks. Thematic analysis revealed that electronic annotation tools strongly support vocabulary acquisition by promoting focused attention to word forms, enhanced semantic understanding through the support of individualized notes, and contextualization of word use with meaning. Despite these benefits, students reported limitations such as early technical issues and cognitive overload brought about by excessive annotations. These findings highlight the potential of digital annotation tools as effective tools to enable interactive and meaningful vocabulary acquisition in EFL settings, while demanding adequate learner training and instructional guidance. This study contributes to a deeper understanding of how technology-mediated strategies can be aligned with theoretical models to optimize vocabulary instruction in foreign language classrooms.
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