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Journals / ELT Research Journal / 2026 / Volume: 15 Issue: 1

Innovative Vocabulary Learning: Insights from Learners

Melissa Özlem Grab(Giresun Üniversitesi)0000-0003-0356-6571
Pages
—
Publication Date
2026-07-08
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

By centering learner perspectives, this study contributes to the expanding literature on innovative language pedagogy and offers insights for designing more effective vocabulary instruction.

📌 3 Key Takeaways

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Objective & Hypothesis:Traditional vocabulary instruction, typically reliant on rote memorization and dictionary use, has often been criticized for its limited effectiveness in supporting long-term retention and meaningful application.
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Key Findings & Data:Employing a qualitative case study design, data were collected from 15 learners through semi-structured interviews and focus group discussions after eight weeks of exposure to selected techniques.
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Conclusion & Impact:By centering learner perspectives, this study contributes to the expanding literature on innovative language pedagogy and offers insights for designing more effective vocabulary instruction.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:vocabulary acquisition · learner perceptions · innovative techniques

Abstract

Traditional vocabulary instruction, typically reliant on rote memorization and dictionary use, has often been criticized for its limited effectiveness in supporting long-term retention and meaningful application. In response, educators have increasingly turned to innovative approaches such as mobile-assisted learning, gamification, context-rich activities, and multimodal techniques. However, learners’ perceptions of these practices remain insufficiently examined. This study explores how intermediate-level English learners experience such innovative vocabulary-building methods, with particular attention to engagement, perceived effectiveness, and retention. Employing a qualitative case study design, data were collected from 15 learners through semi-structured interviews and focus group discussions after eight weeks of exposure to selected techniques. Thematic analysis revealed that participants valued interactive and multimodal strategies for their ability to boost motivation and aid recall, while also pointing to challenges related to digital literacy and equitable access. These findings highlight the need to align pedagogy with learner preferences, integrate digital tools strategically, and account for contextual limitations. By centering learner perspectives, this study contributes to the expanding literature on innovative language pedagogy and offers insights for designing more effective vocabulary instruction.

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Cite This Article

Grab, M. Ö. (2026). Innovative Vocabulary Learning: Insights from Learners. ELT Research Journal, Volume: 15 Issue: 1. https://doi.org/10.71362/eltrj.1792745

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