Online English Vocabulary Apps: Categorization into Form-Focused and Meaning-Focused Instruction for Users at Different Stages of Second Language Acquisition

Abstract

With English being an international language, people from various nationalities aim to learn the language through formal and non-formal means within and outside the language classroom. One of the growing trends in English language learning is to make use of various online technologies and applications or “ apps,” particularly when learning English vocabulary. While there is a large growing number of online English vocabulary apps online, many of these apps are uncategorized systematically, leaving language learners in the dark as they choose which app would be most appropriate for their current generic stage of second language acquisition. This study provides a categorization system for online English vocabulary apps based on their form of instruction while cross-referencing them to the five stages of second language acquisition by adopting deductive content analysis to investigate the features of twenty (20) online English vocabulary apps from the top two digital platform providers, Google Play and App Store. Based on the findings of this study, these online English vocabulary apps may be classified as form-focused instruction and meaning-focused instruction, with the former having either a single or multiple number of isolated non-communicative tasks that may either have computer-generated assessments or none and may have computer-generated feedback or none. Apps found to be form focused may be further subdivided into five subcategories. Of the twenty online English vocabulary apps analyzed, only one falls under meaning-focused instruction and is most suitable for ESL learners at the intermediate and advanced fluency stages. The app category descriptions presented may serve as the study’s contribution to make the challenge of choosing suitable online English vocabulary apps for a level of second language acquisition less onerous. Despite the worthwhile findings, the study asserts that analysis and categorization of the growing number of online English vocabulary apps remainnecessary to meet the equally increasing demand for individualized and accessible non-formal language learning, especially in the digital age.