Investigating the Impact of ICT-Based Applications on Vocabulary Development among First-Year EFL Students in the English Department at Bouira University

Abstract

This study investigates the impact of Information and Communication Technology (ICT)-based applications on vocabulary development among first-year EFL students at the University of Akli Mouhand Oulhadj, Bouira, Algeria. Vocabulary is widely recognized as a core component of language proficiency, yet first-year students at Algerian universities consistently arrive with significant lexical gaps that hinder academic performance. At the same time, the rapid proliferation of smartphones and digital applications offers new, largely supported opportunities for vocabulary learning beyond the classroom. This study adopts a convergent parallel mixed methods approach within a case study design; the data were collected using a cross-sectional time frame. Data were collected from 30 first-year EFL students through a self-designed questionnaire and from six out of eight first-year EFL teachers through a semi-structured interview instrument delivered via Google Forms. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed through manual thematic analysis. The findings reveal that 80% of students are using ICT applications for vocabulary learning independently. All 30 students agree that ICT applications help them learn more vocabulary, and 90% report increased confidence after digital practice. YouTube, social media platforms, and Google Translate are the most widely used tools, reflecting a predominantly incidental and receptive pattern of use. Teachers' data confirm both the significance of the vocabulary gap and the potential of ICT tools while revealing that formal classroom integration remains limited despite positive teacher attitudes. The study identifies a critical gap between students' independent digital vocabulary practices and the structured pedagogical support that would maximize their effectiveness