Chinese university students' academic vocabulary learning using mobile technology in English medium instruction settings

The advent of mobile technology has ushered in transformative changes across various domains, including the educational landscape. Within this context, the present study embarks on an in-depth exploration of the utilization and effectiveness of mobile technology for vocabulary learning in English Medium Instruction (EMI) settings in Chinese higher education institutions. Employing a robust mixed-methods research design, the study meticulously examines multiple facets of mobile vocabulary learning, including the efficacy of specialized mobile applications, the pedagogical strategies they employ, and the socio-cultural factors that influence their adoption and implementation. One of the pivotal findings of this research is that mobile applications serve as potent tools for enhancing academic vocabulary acquisition. They do so by fostering learner engagement, facilitating personalized learning experiences, and implementing pedagogical strategies grounded in established learning theories. However, the study also uncovers a set of challenges that learners encounter, such as issues related to time management and the lack of structured pedagogical guidance, which can impede the effective utilization of these applications. To provide a holistic understanding of these complex dynamics, the study introduces an innovative conceptual framework. This framework not only synthesizes the empirical data but also situates it within the broader academic discourse, thereby offering a comprehensive lens through which the challenges and advantages of mobile-assisted vocabulary learning can be viewed. The contributions of this research are manifold. It offers groundbreaking insights that have the potential to shape pedagogical practices in the fields of Teaching English to Speakers of Other Languages (TESOL) and mobile learning. Furthermore, it provides actionable recommendations for educational stakeholders, ranging from instructors to policymakers, who are involved in the integration of mobile technology in EMI settings. Lastly, by identifying areas that warrant further investigation, the study lays a robust foundation for subsequent research endeavors, thereby enriching the academic dialogue surrounding mobile-assisted vocabulary learning in EMI contexts