The Impacts of Technology-Based Student-Centered Learning on Students’ Perception of Foreign Language Vocabulary Learning (French, Spanish, and Chinese)

Author

• Gideon Yeboah, Minnesota State University, Mankato

Abstract

This study investigates the perceptions of 21 university students enrolled in first- and second-year foreign language courses - French 102 & 202, Spanish 102 & 202, and Chinese 102 & 202 - regarding the effectiveness of technology-based learning tools in vocabulary acquisition compared to traditional methods. Data were collected through an online survey questionnaire voluntarily completed by participants across three courses taught by four instructors. Findings indicate a generally positive view of digital tools such as flashcards, language apps, and online platforms, valued for enabling self-paced learning, interactive engagement, immediate feedback, and increased motivation, which enhanced vocabulary retention. Traditional methods were also appreciated, especially for fostering long-term recall through tactile and multi-sensory learning. Nearly half of the participants favored a blended approach combining both technology and traditional techniques to optimize vocabulary acquisition. Benefits of digital tools included flexibility and reduced anxiety, while challenges cited involved limited instructor guidance, information overload, digital distractions, variability in digital literacy, and issues of equitable access due to infrastructure and cost barriers. The findings underscore the need for thoughtful integration of technology within evidence-based, student-centered pedagogical frameworks. Limitations include a small, single-institution sample, aggregated data across languages, reliance on self-reported perceptions, and lack of longitudinal retention measures. Overall, the study supports a balanced blended learning strategy to improve vocabulary acquisition and retention in foreign language education.

Advisor

Evan Bibbee

Committee Member

Nofiya Restrepo

Committee Member

Kofi Danso

Date of Degree

2026

Language

english

Document Type

Thesis

Degree

Master of Science (MS)

Program of Study

French

Department

Philosophy, Languages, and Cultures

College

Humanities and Social Sciences

Recommended Citation

Yeboah, G. (2026). The impacts of technology-based student-centered learning on students' perception of foreign language vocabulary learning (French, Spanish, and Chinese) [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1608/