Enhancing Vocabulary Acquisition in EFL Education: A Mixed-Methods Analysis of Digital Minimalism and Technology Use

Abstract

This study evaluates the effects of digital minimalism versus digital tool-assisted learning on the vocabulary retention of EFL students in the higher education context. It explores vocabulary acquisition using technology avoidance learning strategies as well as technology-assisted ones to inform the effectiveness of both means and identify the helpful learning strategies in boosting vocabulary acquisition. A quasi-experimental mixed methods design was adopted, and 87 participants were placed in either the digital tools or digital minimalism group. Pre-and post-tests with the given vocabulary items were conducted to assess the results, and qualitative data collection subsequently assisted researchers in recording learner experiences. The digital tools group performed better in post-test evaluation as their interactive digital tools provided comprehensive feedback and better learning outcomes. The digital minimalism approach produced students who demonstrated better focus, fewer distractions and enhanced task engagement. The study reveals that while digital tools enhance learning participation, digital minimalism practices improve mental processing and sustainable education methods. The research results validate hybrid instruction frameworks and emphasize the need to control cognitive load when using technology-based systems. Further research is required to explore long-term retention and the role of student self-regulation to optimize digital learning methods.