Page 1

Volume 3 Issue 1, Year 2025

ISSN: 2995-9837 (Online)
Journal of Natural DOI: [Link]
Language and Linguistics (JNLL) [Link]

Impact the Use of Online Applications on the Development of Vocabulary Learning for
Education Faculty Students of English Language Department EFL
Naser Abdulkareem Mohammed1*, Rawasy Hafed Altabib1, Hajer Ahfied Mohammed Alshabshopy1

Article Information ABSTRACT

The main target of this research paper is to examine how online applications affect the
Received: April 04, 2025 vocabulary development of EFL (English as a Foreign Language) college students. A
questionnaire was distributed to 70 students’ English departments from the Faculty of
Accepted: May 03, 2025 Education in Zolten and Surman at Sabratha University. The research aimed to answer
Published: May 28, 2025 the central question: What is the effect of using online applications on learning English
vocabulary for students studying it as a foreign language? In order to test the credibility
and consistency of the questionnaire and to ascertain the credibility of the investigators in
Keywords answering questionnaire questions, and for each variable individually, the sincerity of the
results of the questionnaire distributed to the target sample, by conducting the Reliability
EFL, English Language,
analysis test through the binding coefficient (Cronbach’s Alpha) Alpha Crewe Plant (SPSS
Vocabulary Learning v. 27), where the result of the analysis of the questionnaire appeared at (97.6%), indicating
that the results of the questionnaire could be relied upon. The online applications play
a significant role in enhancing vocabulary acquisition, offering students interactive and
engaging learning experiences. The results suggest that integrating such applications into
EFL education can be beneficial for improving students’ language [Link] results show
that online applications play an important role in improving vocabulary acquisition and
providing students with an interactive and engaging learning experience. The results suggest
that integration of such applications in EFL formation may be advantageous in improving
students’ language skills.

INTRODUCTION pronunciation and vocabulary expansion due to frequent

The Impact of Social Media on Vocabulary use of these platforms (Abbasova, 2016).
Acquisition for EFL College Students Similarly, studies by Bicen, Sadikoglu, and Sadikoglu
Over the years, social media platforms (SMPS) such as (2015) showed that social media use has positive effects
Facebook, WhatsApp, Twitter, Instagram and Telegram on foreign language learning. According to Kabilan et al.
have become popular, especially among young people. This (2010) reported that Facebook uses motivated people
is due to the unique benefits of providing user-friendly, to apply more English because many of their writings
communicative and interactive applications (Green et al., and contributions are on the English platform. Most
2019; Kent & Leaver, 2014). As a result, these platforms respondents agreed that social media is an interesting
are transforming into increasingly large media for platform for English and were interested in improving
entertainment and education. Students in particular use their English vocabulary. However, some disagreed
social media as interaction media every day. Furthermore, with the considerable effort they put in to improve
the development of SMPs has created spaces where users their English because of their communication and self-
can find connections, build communities, exchange ideas, expression on social media.
and develop new knowledge (Faizi et al., 2013) . Furthermore, Namazioste and Nasri (2019) emphasized
Researchers found that various studies (Baniyasen, 2020;; that platforms such as Facebook, Twitter, YouTube and
Slim & Hafedh, 2019; Al-Tamimi et al., 2018) have been Instagram are advantageous for language learners as they
conducted to investigate the role of social media in EFL/ are interactive, flexible and entertaining. These platforms
ESL learning. However, these studies had different goals, not only provide learners with the opportunity to express
focuses and outcomes. Some studies focused solely on the themselves with more confidence, but also provide
effects of SMPs on improving English skills, while others motivation and useful environments for language practice.
focused on educational objectives such as cooperation, Many learners agreed that there are more opportunities to
commitment, motivation, and interaction. use English on social media than on classrooms. From
A study conducted by Alharthy and Alfaki (2014) showed Rouis et al. (2011) When students allocate time as an
that learning about social media is more effective than English learning tool on social media such as Facebook,
traditional learning. Social media exposes learners to they learn not only in languages but also in individuals in
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the latest types of word use and applies these words World.
by providing real situations in real life. Furthermore, some studies have shown social media as an effective
social media has positive effects, such as improving tool for learning vocabulary, whereby the frequency
1
Department of English, Faculty of Education, University of Sabratha, Libya
*
Corresponding author’s e-mail: alanelkouly@[Link]
 J. Nat. Lang. Linguist.3(1) 108-120, 2025

and selection of platforms play a critical role in the 4 weeks, while the control group was based solely on
effectiveness of vocabulary acquisition. Various studies traditional teaching methods. Results confirmed the
have consistently shown the positive effects of social effectiveness of the platform in improving Instagram
media interactions on improving vocabulary and literacy users’ vocabulary acquisition compared to control
capabilities. Abbasova (2016) emphasizes that interaction groups, improving vocabulary storage and increasing
with social media contributes to improving vocabulary student engagement.
and reading comprehension by providing opportunities Regarding Facebook, a survey of community college
to address language. Similarly, Wang et al. (2022) students examined the effectiveness of the platform in
demonstrate the positive effects of social media activities improving vocabulary acquisition. The study consisted of
on students’ language and social learning experiences in 33 students who participated in educational activities on
the EFL context, improving student commitment and Facebook and then measured their progress before and
learning outcomes. after the test. B. Group discussion, educational videos,
Research shows similar results regarding the correlation use of electronic dictionaries, rewriting text using new
between social media involvement and vocabulary vocabulary. Results showed a marked increase in student
improvements. For example, Nabilla et al. (2022) found average results. This demonstrates the effectiveness
a moderate correlation between social media activities of interactive learning via Facebook. It has also been
and vocabulary championships for students in the observed that Facebook’s informal learning environments
English department. Domingo and Aguillon (2021) also were free to help students freely and freely with low self-
highlighted the role of social media, particularly platforms satisfaction vocabulary without the pressure of traditional
such as Facebook, in lexical development. Fauziah et classroom.
al. (2023) and Havlaskova et al. (2023) highlighted the
importance of platforms such as Instagram and Tikkok The Impact of Online Games on Vocabulary
in English lessons to increase vocabulary acquisition. Acquisition for EFL College Student
Additionally, Stud-Ghany Al-Sabbagh and Laussiry et Studies indicate that online educational games play a
al. (2023) demonstrated the effectiveness of multimedia significant role in learning English vocabulary, although
modalities and Instagram in improving English their impact varies depending on the method used.
vocabulary for non-local speakers and students. Together, (Pintado-Peñaloza & Dack, 2022) conducted a study
these studies suggest that the frequency and type of on eighth-grade students at Mercedes Vázquez Correa
involvement with social media tools have a significant School to compare the effects of online educational
impact on the development of the vocabulary of EFL games with traditional vocabulary instruction methods.
learning. Using a vocabulary recall test and a survey, the study
Social media has become an important part of everyday found that students learning through traditional methods
life, and it goes beyond entertainment and communication, recalled more words, while those using online games
especially in language learning. Due to a variety of digital demonstrated greater accuracy in writing, with 90.9%
platforms, applications such as TikTok, Instagram, correctly spelling words. Additionally, 75% of students
Facebook and more have been developed as unconventional found it easier to learn vocabulary through games rather
educational equipment that contributes to the acquisition than illustrations or flashcards, and most preferred games
of English vocabulary in a variety of ways. as a learning tool.
According to the study, TikTok was conducted on DeHaan (2010) examined the effect of video games on
vocabulary acquisitions among 152 leading UK students vocabulary retention, comparing two groups: one that
at Thu Dau Mot University. The students were divided played the game and another that only watched it. The
into two groups. There are experimental groups results showed that the group that watched the game
that learned TikTok and control groups that did not remembered more in-game vocabulary than those who
receive special instructions. This study was based on played, as players struggled to focus on both gameplay
questionnaires, controlled experiments, pre- and post- and vocabulary simultaneously. The study suggested
test tests, and interviews with students and professors. integrating interactive materials with games to enhance
Results showed that TikTok improved students’ ability language learning. Supporting this, Azman and Farhana
to remember vocabulary and increase commitment. (2018) emphasized that online games provide an
They determined it was a user-friendly tool that supports interactive learning environment that enhances various
collaborative learning, homework checks and improving educational skills, making vocabulary acquisition easier
language knowledge. Participants also said that Tikkok for students.
increased self-confidence and provided a more flexible A study conducted on Iranian EFL learners by Ashraf
and comfortable learning experience. In contrast, another et al. (2014) examined the impact of online games on
Iranian study examined the effect of Instagram on vocabulary acquisition over 15 weeks. Twenty-four low-
vocabulary learning for pre-intermediate students. This intermediate students were divided into an experimental
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study consisted of 50 students between the ages of 8 group, which used online games, and a control group,
and 15, and the experimental group used 10 Instagrams which relied on traditional methods. Initially, no
to learn vocabulary through images and videos for over significant difference was observed between the groups,

[Link]
 J. Nat. Lang. Linguist.3(1) 108-120, 2025

but by the end of the study, the experimental group and competition. Suh, Kim, and Kim (2010) found
outperformed the control group in vocabulary acquisition. similar results when comparing a language-learning
The study suggested that games created a motivating MMORPG at Nori School to traditional methods among
environment that encouraged students to acquire new 220 Korean EFL students, highlighting improvements in
words unconsciously, highlighting the teacher’s role as a reading, writing, listening, and motivation ([Link],
facilitator in guiding the use of games in the classroom. [Link], & [Link], 2023) examined online multiplayer
Gee (2005) argues that games function as conceptual games’ effects on high school students in Yemen,
models that bridge formal and informal learning, reporting enhanced motivation, engagement, and
enhancing motivation and authentic communication vocabulary retention. Other studies, such as those by
in language learning (Warschauer & Healey, 1998; Taghizadeh et al. (2017) and Hadi et al. (2022), confirmed
Sørensen & Meyer, 2007). Interactive games encourage that students learning vocabulary through online games
communicative activities, allowing learners to naturally outperformed those using traditional methods, achieving
acquire language through play (Sørensen & Meyer, 2007). significantly higher vocabulary test scores. Hasram et
Supporting this, Yip and Kwan (2006) found that learners al. (2021) investigated the effect of Word Wall online
who played online vocabulary games retained and vocabulary games among 60 Malaysian fifth graders,
retrieved new words more effectively than those who did reporting significant vocabulary improvements despite
not, suggesting that games enhance long-term vocabulary challenges like limited device access. Mai and Tarabar
retention. (2021) studied 71 middle and high school students in
Nilsson and Hussain (2024) conducted a literature Bosnia and Herzegovina, concluding that video games
review analyzing the impact of digital games on positively influenced vocabulary and communication
vocabulary acquisition among adolescents (8-15 years skills. Finally, Shahriarpour and Kafi (2014) explored
old), incorporating studies on university and high the impact of the digital game L.A. Noire on vocabulary
school students. Their findings indicated that digital learning motivation among Iranian EFL learners,
games significantly improved vocabulary learning, with demonstrating superior vocabulary test results in the
multiplayer games being the most effective. However, gaming group.
challenges such as gender disparities in gaming
engagement and risks of addiction were noted. Chien-Yu The Impact of Educational Applications and Digital
Lin and Yi-Huey Guo (2021) explored the effectiveness Educational Content on Vocabulary Acquisition
of a single-player role-playing game (RPG) called OzHigh With technological advancements, the use of digital tools
in improving vocabulary among Taiwanese eighth in education has become an effective means of enhancing
graders. Over eight weeks, one group played the game students’ vocabulary acquisition. Among these tools are
for 20 minutes at the beginning of each English class, educational applications and digital educational content.
while the other followed conventional teaching methods. Although they share the same goal, there are fundamental
The game-playing group showed a substantial increase differences between them.
in vocabulary scores, rising from 50.15 to 61.62 in later Educational applications are interactive programs
evaluations, confirming the effectiveness of RPG-based specifically designed to provide a structured learning
learning. experience. They rely on artificial intelligence, educational
In Turkey, Utku & Dolgunsöz examined 46 fifth-grade games, and continuous assessments to enhance vocabulary
students, dividing them into experimental and control learning in a gradual and personalized manner. Examples
groups. The experimental group used matching games include Duolingo and Memrise, which utilize techniques
and crossword puzzles, while the control group followed such as spaced repetition and voice interaction to improve
traditional methods. The experimental group significantly vocabulary retention.
outperformed the control group in vocabulary Numerous other studies have also demonstrated the
recognition (M=76.01 vs. M=66.2) and production effectiveness of language learning applications in
(M=90.50 vs. M=82.59), with statistically significant enhancing vocabulary acquisition. For instance, Stockwell
differences (p < 5%). Qualitative data also revealed (2018) found that students who used vocabulary learning
students’ positive attitudes toward online vocabulary applications scored 30% higher in vocabulary retention
games. Meanwhile, in Iraq, Al-Obaydi, Pikhart, and tests compared to those who did not. Qualitative feedback
Shakki (2023) studied the effects of multiplayer games from participants indicated that interactive features, such
such as Free Fire, Minecraft, and Among Us on students as quizzes and spaced repetition, significantly aided their
aged 8-14 during the COVID-19 pandemic. Over 90 learning process. Based on these findings, the study
days, researchers observed notable improvements in recommended integrating app usage with traditional
vocabulary acquisition (90 newly learned words), along methods to maximize vocabulary acquisition and
with enhanced communication and pronunciation skills. encouraged educators to promote regular use of these
Additional studies have supported these findings. applications to strengthen students’ language skills.
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Sulistianingsih et al. (2019) emphasized the role of In another study, Kukulska-Hulme and Shield (2020)
interactive board games (IBG) in enhancing vocabulary examined how adult learners used them in the
acquisition and motivation through social interaction development of language learning applications and

[Link]
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vocabulary. The qualitative study included interviews with control groups based on traditional methods. Vocabulary
50 adult learners who frequently used mobile learning learning was assessed in advance and follow-up, and
applications. The results showed that consistent use of results showed that the test group showed significant
APP significantly increases vocabulary storage and real improvements with statistically significant differences
applications, increasing the practical benefits of these compared to the control group. The results confirmed
tools. Participants reported that the convenience of the effectiveness of educational videos in improving
mobile learning allows them to practice vocabulary in vocabulary learning and increased student motivation
their daily lives and contribute to overall skills. This study compared to traditional methods. Based on these findings,
recommended that tailor-made applications be developed this study advised the inclusion of educational videos in
to meet specific requirements for adult learners and to the EFL curriculum to improve the learning experience
integrate mobile learning into adult education programs. (Jeliseh & Gilakjani, 2022).
Yang (2021) conducted a longitudinal study with 200 Alkhafeel, and Elkholy, 2022. Reported that, English
participants using vocabulary learning applications over teachers find it so hard to depend on English language only
six months. The findings revealed a 35% increase in in teaching to Arab students. This is due to most students
vocabulary test scores among students who regularly do not really comprehend English language. Moreover,
engaged with the apps, highlighting the positive influence Teachers of English as a foreign language find difficulties
of technology on language acquisition. Qualitative data teaching English without referring to the mother tongue
further indicated that students appreciated the flexibility in some aspects. They also state that their students
and accessibility of learning through mobile applications, encounter many problems comprehending English as a
which allowed them to practice at their own pace. foreign language with the use of mother tongue by their
In Saudi Arabia, Omar and Alshaikh (2022) examined the teachers in a classroom setting. This finding indicates that
impact of context-aware language learning applications on both learners and teacher learning of English as a foreign
vocabulary acquisition. The experimental study involved language is difficult to learn without using the mother
120 students divided into two groups: one using context- tongue in the classroom setting. On the other hand, a
aware applications and the other relying on traditional great essential differences between Arabic and English
learning methods. The researchers found that students languages due to the differences of origin and grammar.
who used context-aware applications had vocabulary Consequently, this study aims at investigating the effect
retention rates 50% higher than those in the control of using Arabic language for teaching English as a foreign
group. Participants reported that the contextual features language.
of the applications helped them understand vocabulary
usage in different scenarios, reinforcing their learning. MATERIALS AND METHODS
Based on these findings, the authors recommended The Descriptive Research Methodology
integrating context-aware features into language learning Research Objectives
applications to further enhance vocabulary acquisition. 1. To determine the impact of using internet
They also suggested that educators provide guidance on applications on vocabulary acquisition among university
how to use these applications effectively to maximize students learning English as a foreign language.
learning outcomes. 2. To explore the relationship between the use of
Another study examined the effectiveness of YouTube as internet applications and the ability to use vocabulary in
an educational tool to improve the vocabulary of Libyan real-life context.
EFL students aged 16 to 17 in their second year of high 3. To analyze the challenges students may face while
school. The students were divided into two groups. One using internet applications for vocabulary learning and
received traditional instructions, including textbooks and how to overcome them.
boards, and the other supported YouTube lessons. Before 4. To explain ways to improve the effectiveness of
and after the test, it was performed to measure vocabulary internet applications in assisting students in vocabulary
improvements. The results showed that students using learning.
YouTube have made significant advances compared
to traditional groups, with some students gaining 12 Research Questions
points. Furthermore, students who performed poorly 1. What is the impact of using internet applications on
initially showed the highest improvement rates. This study vocabulary acquisition among university students?
concluded that YouTube offers a variety of content and 2. How can internet applications influence
flexible teaching methods that improve language acquisition students’ ability to use vocabulary in a daily life
to improve vocabulary learning and improve integration into context?
YouTube’s educational curriculum (Fathi & Zarei, 2019). 3. What challenges do university students face when
Related studies examined the effects of teaching videos using internet applications for vocabulary learning?
on vocabulary learning among Iranian EFL students
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using a semi-experimental design. This study was divided Significance of the Research
into experimental groups consisting of 100 students at The significance of this research stems from the increasing
mid-term levels who received YouTube video lessons and need to understand the role of technology in supporting

[Link]
 J. Nat. Lang. Linguist.3(1) 108-120, 2025

vocabulary learning among university students who study the Statistical Package (SPSS) with a view to reaching
English as a foreign language. With the widespread use of indicators supporting the research topic (n= 70).
educational internet applications, it has become essential
to analyze their effectiveness in enhancing vocabulary Research Community
acquisition and their overall impact on students’ language The research community consists of students from the
proficiency. Additionally, this research offers valuable English Department/Faculty of Education/Sabratha
insights for students, helping them understand how to University in Zultan and Surman. The study period
make the most of internet applications for vocabulary extended from the beginning of Autumn semester of the
learning and achieve more effective language acquisition academic year 2024/2025.
outcomes.
The Study Sample
Methodological Procedures The research sample consisted of students from the
We will discuss in this subject the definition of the English Department of the Faculty of Education /
approach taken in this project, including the identification Zolten and Surman, numbering 70 students. The general
of the research community and the sample selected characteristics of the research sample can be summarized
from it, the scientific methods followed during the data as follows:
collection process, and the statistical methods used in the
analysis of the data collected. Limitation
This research was applied to students of the Faculty of
Methodology of Study Education Department of English University of Sabratha,
As the aim of the project is to assess the impact of the use Faculties of Education, Zolten and Surman, University
of online applications on the development of vocabulary of [Link] following scientific departments were
for students of the Faculty of Education Department included in the test sample.
of Foreign Lap Learners, the two researchers relied on 1. Faculty of Education, Zolten. Departments: (Fifth
the analytical descriptive curriculum to fit the nature and Semester and Fourth Year).
objectives of the research. Two basic types of data were 2. Faculty of Education, Surman. Departments:
relied upon: (Seventh semester and Eighth semester)
preliminary data analysis researchers compiled the initial
data from the research community, and the researchers RESULTS AND DISCUSSION
relied on the questionnaire as an essential tool for data General Statistics
collection, and then emptied and analyzed it using College Location

Table 1: Showing frequency and percentages of the study sample by College location
College Frequency Percentages
Zolten 36 51.40 %
Surman 34 48.60 %
Total 70 100.0 %

Table (1) shows that, the percentage of students of the Faculty of Education / Surman which was (48.60%).
Faculty of Education / Zolten in the study sample was
(51.40%), higher than the proportion of students of the Sex
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Figure 1: Shows frequency and percentages by College location

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 J. Nat. Lang. Linguist.3(1) 108-120, 2025

Table 2: Shows frequency and percentages of the study sample by gender

Sex Frequency Percentages
Male 3 4.30 %
Female 67 95.70 %
Total 70 100.0 %

Table (2) above shows that the proportion of males has Semester
reached 4.30%, which is less than the percentage of Table (3) above shows that the proportion of students in
females (95.70%). the seventh semester (35.7%) is the highest in the study

Figure 2: Shows frequency and percentages of the study sample by gender

sample, followed by the proportion of students in the fifth of students in the eighth semester (12.90%). Figure (3)
semester (30.0%), followed by the proportion of students shows the frequency and percentages by semester.
in the fourth year (21.40%), and finally the percentage

Table 3: Showing frequency and percentages of the study sample by semester

Semester Frequency percentages
The fifth 21 30.00 %
The seventh 25 35.70 %
The eighth 09 12.90 %
The fourth year 15 21.40 %
Total 70 100.0 %
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Figure 3: Shows frequency and percentages by semester

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Study Instrument vocabulary for college students educated in foreign

The two researchers designed a questionnaire intended to language, covered by phrases (8 to 12).
collect data for the purpose of obtaining the assessments
or opinions of the sample individuals and to indicate their The Third Part
views on the subject under consideration, using the Likert Impact of digital learning, content and learning
scale (always - sometimes - never) in front of each of applications on vocabulary acquisition, covered by
the questionnaire phrases, and were given weights (1,2,3) phrases (13 to 21).
in order to conform to the nature of the study and the
society targeted for the research. Likert Scale
The two researchers developed a questionnaire to
Statistical Processing Methods Used determine the answer through the following: Likert Triple
Statistical methods consistent with the nature of the Scale (always - sometimes - never) in line with the nature
research have been used: of the study and the society targeted for the research.
1- Frequency and percentages to describe the variables Noting that the Likert Triple Scale, is an order scale given
of the personal data of the individuals of the search the following weights as shown in Table (1) below:
sample.
2-Average arithmetic, standard deviation, relative Table 4: Likert Triple Scale grades
weight, result and order for each questionnaire phrase Response Always Sometimes Never
and the axes as a whole. grade 3 2 1
3-Cronbach’s alpha coefficient, to determine the
coefficient of stability and sincerity of the questionnaire, The expected of arithmetic average for the purpose of
and for each of the axes of the questionnaire. determining the degree of assessment was calculated
4-Test (T) T-test from among the assessments of the research students’
sample , as shown in table (5) below:
RESULTS AND DISCUSSION
In the present study all results obtained will be presented, Table 5: The expected of arithmetic average
discussed and analyzed by means of the research topic Arithmetic average Scale
questionnaire, and by verifying the research hypotheses. From 1 To 1.67 Never
From 1.68 To 2.33 Sometimes
Questionnaire Components
The questionnaire is designed to meet the requirements From 2.34 To 003 Always
of the study in terms of the diversity and clarity of the
questions submitted to the sample of the study. The Cronbach’s Alpha Test for Honesty and Consistency
questionnaire consists of two sections as shown as of Question Paragraphs for Research Questions
follows: In order to test the credibility and consistency of the
questionnaire and to ascertain the credibility of the
Section 1 investigators in answering questionnaire questions, and
A number (4) include questions for the purpose of for each variable individually, the table shows the sincerity
clarifying some academic information on the research of the results of the questionnaire distributed to the target
sample such as: college site, sex, semester or year. sample, by conducting the Reliability analysis test through
the binding coefficient (Cronbach’s Alpha) Alpha Crewe
Section 2 Plant (SPSS v. 27), where the result of the analysis of
It includes phrases measuring research variables aimed the questionnaire appeared at (97.6%), indicating that the
at identifying opinions and assessments on the subject results of the questionnaire could be relied upon.
matter of the research. The questionnaire included (21)
questions divided into (3) research axes, which are as Table 6: Data validity and stability scale
follows: Items Cronbach's Alpha Test
21 0.976
The First Part
The impact of social media on the acquisition of First: Answer the First Question for Research
vocabulary for college students educated in foreign The Impact of Using Online Applications on Students’
language, covered by phrases (1 to 7). Vocabulary Learning
The First Part: The Impact of Social Media on Vocabulary
The Second Part Acquisition for EFL College Students
The impact of online games on the acquisition of
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Table 7: Shows frequent distributions, percentages, Average arithmetic and standard deviations
Statements Always Sometimes Never

Percentage
deviations
Expected

Standard
Number Number Number

Average

General
Order
% % %

trend
1 I use the social media 46 24 0 2.66 0.478 88.57 1 Always
65.7 34.3 0.0
2 I learn new vocabulary by 11 48 11 2.00 0.565 66.67 5 Sometimes
following English content 15.7 68.6 15.7
creators and influencers
on social media
3 I use educational games 15.7 19 45 1.44 0.651 48.10 6 Never
to acquire vocabulary 8.6 27.1 64.3
4 I acquire new vocabulary 24 38 8 2.23 0.641 74.29 3 Sometimes
by reading English posts 34.3 54.3 11.4
or tweets on social media
5 I learn new vocabulary 17 37 16 2.01 0.691 67.14 4 Sometimes
when chatting in English 24.3 52.9 22.9
with friends on social
media
6 I use social media 8 14 48 1.43 0.693 47.62 7 Never
as a medium of 11.4 20.0 68.6
communication in
English with native
speaker
7 I am more confident 43 25 2 2.59 0.551 86.19 2 Always
when using social 46 24 0
media to interact and
communicate in English
Expected Average 2.05 68.33

Table 8: Showing T-test results for the first part

Expected Average T value Statistical Inference (sig.)
The first part 2.05 0.813 0.419

Table (7) Shows the Following expected of arithmetic average (1.44) and a standard
The Strengths of this Part are deviation (0.615), which represents in the estimation of
Statement (1) the Likert Triple Scale: Never
“I use social media?” The first ranking among the seven
statements was the highest expected of arithmetic average Statement (6)
(2.66) and a standard deviation (0.478), representing in “ I use social media as a medium of communication
the estimate balance of the Likert scale 3: always in English with native speaker?” The seventh ranking
was between the seven statements with an expected
Statement (7) of arithmetic average (1.43) and a standard deviation
“I am more confident when using social media to interact (0.693), which represents in the estimation of the Likert
and communicate in English?” The second ranking Triple Scale: Never
was between the seven statements with an expected of ➢ The Expected Average of the first part was (2.05),
arithmetic average (2.59) and a standard deviation (0.551), which represents in the estimation of the Likert Triple
which represents in the estimate balance of the Likert Scale: Sometimes
Triple Scale: always ➢ The statistical significance of this part using the
T-test was (sig = 0.419), which is greater than (0.05)
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The Weaknesses of this Part are which means that there is no moral effect of the first part
Statement (3) on students learning vocabulary using online applications
“I use educational games to acquire vocabulary?” It came from a student’s point of view, which means that there
in the sixth order between the seven statements with an may be an impact but is immoral at 5%.

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Figure 4: Shows the Expected Average for the questions of the first part

The Second Part : The Impact of Online Games on Vocabulary Acquisition for EFL College Students

Table 9: Shows frequent distributions, percentages, Average arithmetic and standard deviations
Statements Always Sometimes Never

Percentage
deviations
Expected

Standard
Number Number Number

Average

General
Order
% % %

trend
1 How often do you 3 30 37 1.51 0.583 50.48 4 Never
regularly play online 4.3 42.9 52.9
games that involve using
the English language
2 I play online games that 6 15 49 1.39 0.644 46.19 5 Never
involve interacting with
8.6 21.4 70.0
English speaking players
3 Online games are one 9 36 25 1.77 0.663 59.05 2 Sometimes
of my sources for 12.9 51.4 35.7
developing vocabulary
4 Online games increase 14 29 27 1.81 0.748 60.48 1 sometimes
my enthusiasm to learn 20.0 41.4 38.6
and use more vocabulary
later
5 Online games have 6 34 30 1.66 0.634 55.24 3 Never
improved my words 8.6 48.6 42.9
Expected Average 1.63 54.29% Never

Table 10: Showing T-test results for the second part

Expected Average T value Statistical Inference (sig.)
The second part 1.63 5.173 0.001**

Table (9) Shows the Following Statement (3)

The Strengths of this Part are “ Online games are one of my sources for developing
Statement (4) vocabulary “, it came in the second order among the fifth
“ Online games increase my enthusiasm to learn and statements with an expected of arithmetic average (1.77)
use more vocabulary later “ , it came in the first order and a standard deviation (0.663), which represents in the
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among the five statements with the highest expected estimation of the Likert Triple Scale: Sometimes.
of arithmetic average (1.81) and a standard deviation The weaknesses of this part are:
(0.748), representing in the estimate of the Likert Triple
Scale: Sometimes.

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Statement (1) fifth statements with an expected of arithmetic average

“ How often do you regularly play online games that (1.39) and a standard deviation (0.644), which represents
involve using the English language “, it was in The fourth in the estimation of the Likert Triple Scale: Never
order among the fifth statements with an expected of ➢ The Expected Average of the second part was
arithmetic average (1.51) and a standard deviation (0.583), (1.63), which represents in the estimation of the Likert
which represents in the estimate of the Likert Triple Triple Scale: Never.
Scale: Never. ● The statistical significance of this part using the
T-test was (sig = 0.001), which is less than (0.05) which
Statement (2) mean that there is a moral effect of the second part on
“ I play online games that involve interacting with English students’ learning of vocabulary using online applications
speaking players “, it was in the fifth order among the from a student’s point of view

Figure 5: Shows the Expected Average for the questions of the second part

The Third Part: The Impact of Learning Vocabulary Acquisition

Applications and Digital Educational Content on

Table 11: Shows frequent distributions, percentages, Average arithmetic and standard deviations
Statements Always Sometimes Never
Percentage
deviations
Expected

Standard

Number Number Number

Average

General
Order
% % %

1 I use Learning Apps 38 28 4 2.49 0.608 82.86 3 trend

Always
and digital educational 54.3 40.0 5.7
content : to learn new
vocabulary
2 I rely on learning apps 30 32 8 2.31 0.657 77.14 5 Sometimes
and digital educational 42.9 45.7 11.4
content more than books
in learning vocabulary
3 I use educational games 7 42 21 1.80 0.604 60.00 9 Sometimes
to acquire vocabulary 10.0 60.0 30.0
4 I learning new vocabulary 39 27 4 2.50 0.608 83.33 2 Always
from videos on learning 55.7 38.6 5.7
applications and digital
educational content
5 I use applications to 26 38 6 2.29 0.617 76.19 7 Sometimes
learn vocabulary through 37.1 54.3 8.6
reading and listening
6 I acquire vocabulary 17 32 21 1.94 0.740 64.76 8 Sometimes
from apps that contain 24.3 45.7 30.0
vocabulary focused
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 J. Nat. Lang. Linguist.3(1) 108-120, 2025

7 Apps helps me to learn 32 27 11 2.30 0.729 76.67 6 Sometimes

vocabulary through 45.7 38.6 15.7
pictures and definitions
8 I notice on improvement 26 42 2 2.34 0.535 78.10 4 Always
in my language skills 37.1 60.0 2.9
due to the vocabulary
acquired from the apps
9 I use translation apps to 55 12 3 2.74 0.530 91.43 1 Always
learn new vocabulary and 78.6 17.1 4.3
add to my list words.
Expected Average 2.30 76.72% Sometimes
The total Expected Average 2.06 68.67 Sometimes

Table 12: Showing T-test results for the third part

Expected Average T value Statistical Inference (sig.)
The third part 2.30 4.524 0.001**

Table (12) Shows the Following average (1.94) and a standard deviation (0.740), which
The Strengths of This Part are represents in the estimate of the Likert Triple Scale:
Statement (9) Sometimes.
“I use translation apps to learn new vocabulary and add to
my list words “ , it came in the first order among the ninth Statement (3)
statements with the highest expected of arithmetic average “I use educational games to acquire vocabulary”, it was
(2.74) and a standard deviation (0.530), representing in the in The ninth order among the ninth statements with an
estimate of the Likert Triple Scale: Always. expected of arithmetic average (1.80) and a standard
deviation (0.604), which represents in the estimate of the
Statement (4) Likert Triple Scale: Sometimes.
“ I learning new vocabulary from videos on learning The Expected Average of the third part was (2.30), which
applications and digital educational content “, it came in represents in the estimation of the Likert Triple Scale:
the second order among the ninth statements with an Sometimes.
expected of arithmetic average (2.50) and a standard The total weighted average (for all statements of
deviation (0.608), which represents in the estimation of questionnaire) was (2.06), which represents in the estimate
the Likert Triple Scale: Always. of the Likert Triple Scale: Sometimes
The weaknesses of this part are: ● The statistical significance of this part using the T-test
was (sig = 0.001), which is less than (0.05) which mean
Statement (6) that there is a moral effect of the third part on students’
“I acquire vocabulary from apps that contain vocabulary learning of vocabulary using online applications from a
focused on exercises “, it was in The eighth order among student’s point of view.
the ninth statements with an expected of arithmetic
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Figure 6: Shows the Expected Average for the questions of the third part

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 J. Nat. Lang. Linguist.3(1) 108-120, 2025

CONCLUSION of the first language (Arabic) on learning English

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