This thesis examines how the vocabulary of B1-level students can be expanded in a digital learning environment through structured exposure, retrieval practice, and guided production. It argues that digital flashcards, captioned video, electronic glosses, mobile tasks, and collaborative platforms are most effective when integrated into a CEFR-aligned sequence of noticing, practice, recycling, and use. The paper proposes a practical instructional model that develops lexical range, learner autonomy, retention, and communicative confidence in blended and online language education settings for students.

B1 learners, vocabulary development, digital environment

Council of Europe. Common European Framework of Reference for Languages: Global Scale and Descriptor System; see also the CEFR Companion Volume descriptors for B1 inferencing and vocabulary-related strategy use.

Boroughani, T., Eslami, Z. R., & Xodabande, I. Mobile-assisted academic vocabulary learning with digital flashcards: Exploring the impacts on university students’ self-regulatory capacity. 2023; Xodabande, I., Atai, M. R., & Afshar, H. S. Teaching Academic Words With Digital Flashcards. 2022.

Council of Europe. B1 descriptors emphasize familiar topics, connected language use, and inferencing from context and word parts; this is methodologically relevant for selecting target vocabulary and task difficulty.

Nation, P. Best Practice in Vocabulary Teaching and Learning; Nation, I. S. P. Learning Vocabulary in Another Language. These works frame vocabulary growth through meaning-focused input, meaning-focused output, language-focused learning, and fluency development.

Nakata, T. English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning. ReCALL, 2008; Xodabande, I., Atai, M. R., & Afshar, H. S. Teaching Academic Words With Digital Flashcards. 2022; Boroughani, T., Eslami, Z. R., & Xodabande, I. 2023.

Lee, H., Warschauer, M., & Lee, J. H. The effects of concordance-based electronic glosses on L2 vocabulary learning. Language Learning & Technology, 2017. The study reports stronger gains when glossing included confirmation after contextual inference.

Wei, R., & colleagues. On-Screen Texts in Audiovisual Input for L2 Vocabulary Learning: A Review. 2022. The review concludes that on-screen texts generally support L2 vocabulary learning and that captions often provide strong benefits when matched to learner level and task design.

Nation’s vocabulary methodology and recent digital vocabulary studies support a staged model that combines lexical selection, noticing, clarification, retrieval, and communicative transfer.

Webb, S., Uchihara, T., & Yanagisawa, A. How effective is second language incidental vocabulary learning? A meta-analysis. Language Teaching, 2023; Nakata, T. 2008. These sources support the value of repeated encounters and spaced rather than massed practice for stronger retention.

Xodabande, I., Atai, M. R., & Afshar, H. S. 2022 note that vocabulary knowledge includes receptive and productive aspects; Webb et al. 2023 distinguish recognition and recall measures in vocabulary research.

Nakata, T. 2008 highlights learner differences in the effectiveness and evaluation of computer-based vocabulary learning; Boroughani et al. 2023 emphasize self-regulation and guided use.

Guo, F. et al. Mobile-assisted vocabulary learning through the Shanbay App outside the classroom: Effects of self-regulation and peer scaffolding. 2022; Nami, F. et al. Exploring the effect of EFL students’ self-made digital stories on vocabulary learning. 2024.

Nation’s work on vocabulary strategies and recent mobile-assisted vocabulary studies support explicit training in autonomous review, selection, and self-monitoring.