Technology-Based Vocabulary Teaching at the Tertiary Level: A Comparative Study between Pakistan and Türkiye

Abstract This study investigates the perceptions of English instructors on the use of technology-based educational platforms, such as Kahoot, Quizlet, and Quizalize, for teaching English vocabulary at the tertiary level in Pakistan and Türkiye. The research context is framed by the 2017 Memorandum of Understanding between the two countries, aiming to establish common educational policies in higher education. The study employs a qualitative research design, utilizing convenient and snowball sampling methods to collect primary data. The results reveal that English instructors in both countries view these platforms positively for vocabulary instruction. However, there is a lack of an integrated curriculum for their effective implementation. The research also identifies both commonalities and differences in the teaching practices and educational approaches of instructors in these two nations. The paper concludes by offering several recommendations for future research, emphasizing the need for a more structured approach to integrating technology in language education. The study's original value lies in its comparative analysis of two distinct educational contexts, providing insights into the challenges and opportunities of using technology in language teaching.