Investigating the Pedagogical Affordances of Digital Annotation in EFL Lexical Development: An Application of Laufer's Model
Subject Areas : Journal of Teaching English Language Studies
Amir Reza Mahmoudi
1
,
Mohammad Iman Askari
2
,
Neda Fatehi Rad
3
1 -
2 -
3 -
Keywords: Digital Annotation, EFL learners, Laufer's Model, Vocabulary Development,
Abstract :
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.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Broussard, M., & Fernández, L. (2021). Teaching with digital annotations: Practical strategies for student engagement. Journal of Educational Technology, 42(3), 65–78.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). The impact of authentic video on vocabulary learning. Language Learning & Technology, 16(1), 68–86.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Díaz, A., & Fernández, L. (2021). Digital annotation as a tool for vocabulary learning: A systematic review. Language Learning & Technology, 25(2), 45–64.
Kaplan-Rakowski, R., Grigoryan, A., & Lin, C.-H. (2024). Dual coding and vocabulary learning in multimedia contexts. Computer Assisted Language Learning, 37(1), 34–56.
Laufer, B. (2005). Focus on form in second language vocabulary learning. EUROSLA Yearbook, 5, 223–250.
Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and textual enhancement. Language Teaching Research, 12(4), 413–431.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Özkan, Y., Arslan, R. Ş., & Aydin, H. (2021). Multimedia annotations and vocabulary learning: An empirical study in EFL classrooms. ReCALL, 33(2), 189–205.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
Webb, S. (2020). Vocabulary in language teaching. Cambridge University Press.
Zhang, S., & Hegelheimer, V. (2018). Mobile-assisted language learning in the wild: Increasing vocabulary knowledge through digital annotation. Language Learning & Technology, 22(3),
Zou, B., & Xie, H. (2021). Digital annotation and personalized vocabulary acquisition in EFL settings. Language Learning & Technology, 25(1), 85–101.
