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Description
This study investigates the perceptions and use of tablets, laptops, and smartphones in English vocabulary self-learning among third-year English-major students at the University of Foreign Languages and International Studies, Hue University. It focuses on how students use these devices, the benefits and challenges they experience, and their suggestions for improving technology-supported vocabulary learning. A mixed-methods approach was employed. Data were collected through a questionnaire completed by over 200 third-year English-major students, followed by semi-structured interviews with eight students to gain deeper insights into the survey findings. Quantitative and qualitative data were analyzed and compared with previous research on technology-assisted vocabulary learning. The findings indicate that students have highly positive perceptions of using digital devices for vocabulary self-learning, with perceived usefulness mean scores ranging from 3.92 to 4.00. Students particularly valued their convenience, accessibility, and support for meaning lookup, pronunciation practice, and vocabulary retention. However, challenges included application subscription costs, social media distractions, and unstable Internet connections. Notably, 67.8% of students reported effectively using their spare time for learning, while 76.1% preferred group learning and expected lecturers to facilitate technology-supported learning. The findings highlight the potential of digital devices to support personalized vocabulary learning and suggest implications for integrating technology more effectively into TESOL contexts.
Keywords: mobile-assisted language learning, vocabulary self-learning, digital devices, English-major students.