Digital pedagogies for Vocabulary Acquisition: Insights from Monolingual African Secondary Classrooms

Authors

  • Ndivhudzannyi Michael Nndwamato

    Department of Professional and Curriculum Studies, Faculty of Humanities, Social Sciences and Education, University of  Venda, Private Bag X5050, Thohoyandou 0950, South Africa
  • Israel Creleanor Mulaudzi

    Department of Professional and Curriculum Studies, Faculty of Humanities, Social Sciences and Education, University of  Venda, Private Bag X5050, Thohoyandou 0950, South Africa
  • Rendani Mercy Makhwathanav

    Department of Early Childhood Education, Faculty of Humanities, Social Sciences and Education, University of Venda, Private Bag X5050, Thohoyandou 0950, South Africa

DOI:

https://doi.org/10.30564/fls.v7i12.12416
Received: 10 October 2025 | Revised: 30 October 2025 | Accepted: 31 October 2025 | Published Online: 8 December 2025

Abstract

In an era where digital innovation reshapes the very fabric of education, the teaching of vocabulary in monolingual African classrooms remains one of the least transformed dimensions of language learning. This study investigates the pedagogical potential of digital technologies in enhancing vocabulary acquisition within English First Additional Language (EFAL) classrooms in the Dzindi circuit, a context characterised by minimal exposure to English beyond formal schooling. Grounded in Vygotsky' s Sociocultural Theory, which conceptualises learning as a socially mediated process facilitated by cultural tools and interaction, the study employed a mixed-methods design involving 180 Grade 10 learners and six English teachers across three schools representing diverse resource levels. Data were generated through pre- and post-vocabulary assessments, digital usage logs, questionnaires, interviews, and classroom observations. Quantitative data were analysed using t-tests, regression, and correlational analysis, while qualitative data were thematically interpreted within a dual-axis framework linking vocabulary acquisition to digital pedagogy. The findings reveal that offline-capable digital tools—such as flashcards, gamified quizzes, and multimedia integration—significantly enhanced vocabulary retention, engagement, and learner autonomy. However, outcomes were mediated by teachers' digital competence, infrastructural constraints, and institutional support. The study concludes that sustainable transformation requires contextually responsive tool design, capacity building, and institutional commitment to equity-oriented digital pedagogy that redefines vocabulary learning as an interactive, multimodal, and socially situated process.

Keywords:

Digital Pedagogy; Vocabulary Acquisition; EFAL; Sociocultural Theory; African Secondary Education

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How to Cite

Nndwamato, N. M., Mulaudzi, I. C., & Makhwathanav, R. M. (2025). Digital pedagogies for Vocabulary Acquisition: Insights from Monolingual African Secondary Classrooms. Forum for Linguistic Studies, 7(12), 1760–1776. https://doi.org/10.30564/fls.v7i12.12416

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

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Article

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Copyright © 2025 Ndivhudzannyi Michael Nndwamato, Israel Creleanor Mulaudzi, Rendani Mercy Makhwathanav

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.