International Journal on Science and Technology

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Volume 17 Issue 4
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Learning Words Online: Vocabulary Acquisition through Digital Platforms

Author(s) Dr. Jyoti Dutt
Country India
Abstract Vocabulary knowledge is widely regarded as one of the strongest foundations of second and foreign language proficiency, yet the number of words a learner must master, and the amount of repeated, meaningful exposure this requires, exceeds what classroom instruction alone can realistically provide. Digital platforms, including mobile applications, flashcard and spaced-repetition systems, gamified learning environments, online video and social media, and more recently conversational artificial intelligence, have therefore become central sites of informal and semi-formal vocabulary learning. This paper examines how vocabulary is acquired through such platforms by synthesizing published research in second language vocabulary studies and computer-assisted and mobile-assisted language learning (CALL and MALL), and by reading this research against the theoretical frameworks of Krashen's input hypothesis, Paivio's dual coding theory, Mayer's cognitive theory of multimedia learning, and Hulstijn and Laufer's involvement load hypothesis. Employing a qualitative, interpretive methodology of thematic synthesis, the paper identifies four recurring mechanisms through which digital platforms support vocabulary acquisition: the delivery of repeated and spaced encounters with target words; the multimodal presentation of meaning through text, image, audio, and video; the use of gamification and feedback to sustain motivation and practice; and the provision of authentic, learner-controlled input outside the classroom. The paper also identifies persistent limitations, including a tendency toward shallow, recognition-based knowledge, uneven transfer to productive use, and dependence on learner autonomy. It argues that digital platforms are best understood not as replacements for instruction but as engines of repetition and exposure whose effectiveness depends on task design and on the depth of learner engagement they elicit.
Published In Volume 17, Issue 4, October-December 2026
Published On 2026-10-29
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Crossref DOI prefix of IJSAT is 10.71097/IJSAT

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