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Experimental trial demonstrates improved vocabulary retention in secondary school students through mobile-assisted instruction, indicating its potential benefits.
This article examines the pedagogical effectiveness of mobile-application-assisted vocabulary instruction in general secondary schools. The study reports a pedagogical experiment involving an experimental and a control group. It is argued that lessons integrating a mobile application produce higher vocabulary-retention gains and greater learner engagement than instruction relying solely on the printed textbook. The article presents the stages of the experiment, the methodology applied, and an analysis of the results obtained.
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Feruza Mamadalieva (2026) studied this question.
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