Reclaiming Forgotten Words: Retrieval-Based Vocabulary Retention in Technology-Enhanced ESL Classrooms

Abstract

Vocabulary knowledge is usually regarded as an indicator of improvement in ESL studies, yet knowing a word does not necessarily imply that it would be utilized. Students have the ability to recognize meanings in reading or listening activities and be hesitant or even unable to say and write those words. New words also usually disappear in weeks and only remain bits in the memory. In this study, vocabulary is a skill that is to be preserved and re-proposed rather than introduced. It explores the conflict between recognition, retention and production and the impact of digital settings on vocabulary durability in Technology-Enhanced Learning perspective. The research puts the focus on the active use and does not simply accumulate the vocabulary but focuses on that which is under-utilized or forgotten at a very fast rate. It provides a theoretical framework on how technology mediated interaction and memory processes dictate the functionality of vocabulary becoming functional. To improve long term lexical retention among ESL learners, the study is of the opinion that consistent retrieval, meaningful usage, and systematic review is essential in transforming the known words into words in active uses.