Integrating Quizlet, Kahoot, and Padlet Into Vocabulary Instruction: An Experimental Study With Undergraduate Philology Students

This article presents an experimental study examining the effectiveness of integrating digital tools–Quizlet,Kahoot, and Padlet–into vocabulary instruction for undergraduate philology students in higher education. The researchinvestigates the impact of these tools on students’ vocabulary acquisition and long-term retention compared with traditionalteaching methods. A quasi-experimental design was employed, involving control and experimental groups, withdata collected through pre-tests, immediate post-tests, and delayed post-tests. The findings reveal that the use of digitaltools significantly enhances learners’ vocabulary retention, learner engagement, and autonomous learning skills. Thestudy also highlights the pedagogical implications of integrating digital technologies into university-level EFL instructionand emphasizes the importance of teachers’ digital competence and balanced instructional design