Implications of Technological Instructional Practices for English as a Second Language Vocabulary Learning

Abstract

English language vocabulary development is critical in achieving reasonable proficiency in English language learn-ing. A qualitative approach which involved conducting class observations and semi-structured interviews of three English as a Second Language (ESL) teachers at the university level was undertaken to investigate the instructional strategies they used to facilitate vocabulary development and their rationales for incorporating technology into their instructional practices. The data gathered suggest that they emphasized the impor-tance of the connections and interactions between technol-ogy, pedagogy and content in teaching vocabulary. The teachers perceived the interactions between these constructs as promoting effective technology-enhanced teaching practices. The authors discussed the implications of using technology in ESL classrooms and its impact on teaching practices.