Mitigating Lexical Attrition in Saudi EFL Learners: The Role of Digital Practices and Bilingual Contexts

Abstract

This study examines lexical attrition among Saudi secondary school English as a Foreign Language learners. Lexical attrition refers to the gradual loss of previously acquired vocabulary due to factors such as code-switching, infrequent usage, and reliance on L1-dominant communication. Using preliminary survey data and contemporary literature, the research explores cognitive and behavioral factors contributing to vocabulary erosion among digitally active adolescents. Findings indicate that excessive reliance on translation tools, frequent alternation between languages on social media, and passive engagement with visually dominated content such as video games and infographics significantly hinder vocabulary retention. Conversely, learners who actively produce English digital content, use spaced repetition techniques, and participate in structured peer interactions show substantially better long-term vocabulary retention. The study provides evidence-based recommendations for educators, including the integration of gamified learning technologies, promoting bilingual journaling, and fostering English-speaking environments both inside and outside the classroom. This research contributes to the existing literature on second language (L2) vocabulary attrition by highlighting practical strategies to sustain lexical competence among high school learners in bilingual, digitally enriched contexts.