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Investigating Technology-Based Vocabulary Teaching Strategies
among ESL Primary School Teachers in Terengganu
Nurain Syakirah Abdullah, Nur Ainil Sulaiman
Faculty of Education, National University of Malaysia
DOI: https://doi.org/10.47772/IJRISS.2025.91200041
Received: 14 December 2025; Accepted: 20 December 2025; Published: 31 December 2025
ABSTRACT
Vocabulary mastery at an early age is essential in shaping students’ overall language competence and academic
achievement. Hence, the notion of encouraging ESL primary school teachers to strengthen students’ vocabulary
development proposes the idea of not only exposing them to the variety of vocabulary teaching strategies (VTS)
but also making informed decisions on selecting the most effective and appropriate ones based on differing
abilities of the students, particularly in today’s technology-driven educational environment. This study focuses
on the implementation of technological tools in vocabulary teaching while investigating the use of technology-
based VTS among ESL primary school teachers in Terengganu and the relationship of the strategies used based
on their gender. A quantitative research approach has been employed in which survey design is chosen to be
applied. A questionnaire consisting of demographic profile and 33 items adapted from various resources have
been distributed to 315 respondents from ESL primary school teachers in Terengganu. The findings revealed
that Powerpoint and Google Classroom are the most frequent technological tools employed by the teachers for
vocabulary teaching. Besides, ESL primary school teachers in Terengganu are moderate users of technology-
based VTS where cognitive strategy has been pointed out as the most preferable strategy while social strategy is
the least preferable strategy. The independent sample T-test performed in this study also proved that there is no
significant difference of technology-based VTS used between gender. Future research is suggested to use a wider
range of demographic factors and employ alternative research design in order to offer fresh perspectives on the
ideas, attitudes or experiences related to technology-based vocabulary teaching strategies.
Keywords: vocabulary, teaching strategies, ESL primary school teachers, academic achievement, educational
technology
INTRODUCTION
Teachers, researchers, and students have begun to place a high value for effective ways to improve vocabulary
learning due to its paramount importance in the contribution to the language development especially for second
language users. One of the options include employing vocabulary learning strategies (VLS). Schmitt (1997) has
constructed a comprehensive taxonomy in learning vocabulary which is known as Vocabulary Learning
Strategies (VLS) which include various strategies that can cater to the learners’ differentiated needs in learning.
Considering its importance, teachers play a major role in scaffolding and modelling the strategies through
Vocabulary Teaching Strategies (VTS) which is the deliberate method to facilitate vocabulary learning. In other
words, VLS reflects what and how students learn vocabulary, while VTS represents what teachers do to
encourage the growth of those learning strategies.
In the Malaysian context, VTS is strongly aligned with the Common European Framework of Reference for
Languages (CEFR), which guides the national English syllabus. The CEFR places vocabulary at the center of
the language proficiency and encourages teachers to focus on both receptive and productive vocabulary
development. Furthermore, the implementation of technology as an online learning tool has been emphasized by
the Malaysian Education Blueprint 2015-2025 to customize the learning experiences of students and implies the
focus of the government towards outcomes instead of input by applying the process of active learning. It aligns
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with the broader National Digital Policy, which envisions the transformation of teaching and learning through
digital innovation. Hence, language teachers are encouraged to explore the use of VTS digitally not only to
enhance their language competency but also to transfer their knowledge in their own classroom practices.
Nurmala et al. (2023) asserts that technology equipped learners with various options to practice English and
involves themselves in an authentic learning environment. Therefore, the current paper discussed further on
identifying the integration of technology in vocabulary teaching strategies implemented by ESL primary school
teachers in Terengganu.
PROBLEM STATEMENT
According to Bouknify and Meryem (2025), students frequently struggled to determine the correct meaning of
words and were even more perplexed when it came to applying the word in the correct context which eventually
affects their academic performance. This is corroborated by Khamis et. al (2024) which asserted in their study
that most learners, particularly Malay learners, frequently opposed the efforts to construct an English
conversation due to variety of reasons, such as lack of vocabulary knowledge and possession. Besides, their
mother tongue interference also affected their vocabulary development as their interactions with their peers,
parents and community as a whole is predominantly in Malay.
Furthermore, a recent qualitative study by Andriyati et al (2025) explored teachers' perception of teaching
vocabulary. Several difficulties have been identified by the teachers dealing with the preparation of materials
involving vocabulary, time limitations and pronunciation activity of the vocabulary. The most common difficulty
encountered is that there are still students who are not familiar with the words during their teaching process
resulting in misunderstanding of information delivered regarding the definition. Therefore, it is also of utmost
importance for teachers to understand students’ learning preferences in order for them to acquire the vocabulary
knowledge sufficiently to continue to prosper in other language skills by designing the most appropriate
strategies in the teaching and learning session.
Much research aimed at investigating the relation of vocabulary learning to the online learning tool available
(Patra et al. 2022; Quiroz et al. 2021; Simonnet et al. 2025). Nevertheless, the studies often concentrate on
secondary and tertiary education settings. Some studies also primarily looked into the vocabulary learning
strategies implemented by ESL learners (Abbasnejad & Kamali 2019; Rabadi 2016; Siti Nur Sakina Baharudin
2019). However, there has been limited evidence on the studies that has been conducted related to the
implementation of technology in VTS specifically by ESL primary school teachers in the classroom-based
setting where early vocabulary instruction is crucial to long-term language proficiency. As a result, there is a
clear gap in research on how primary school teachers implement VTS using digital tools. Besides the pivotal
role of teachers in vocabulary instruction, the matter is crucial to be discussed as Hao et al (2021) reported that
vocabulary learning assisted by technology is more advantageous compared to non-technology assisted
vocabulary learning. Hence, this study seeks to address the gap by investigating technology-integrated
vocabulary teaching strategies used by ESL teachers at the primary level.
LITERATURE REVIEW
In order to validate and better understand the model of VLS, a line of studies have been conducted. A study
conducted by Al-Khresheh & Al-Ruwaili (2020) investigated the application of vocabulary learning strategies
around Saudi undergraduates majoring in English Languages. It is a quantitative dissertation whereby 219
students were randomly selected to answer the questionnaire. The finding showed that the strategy preferred by
the students is Memory strategy followed by Determination and Social strategy. This is in accordance with the
result from Abbasnejad and Kamali
(2019) in their study whereby Memory strategy is found to be the most
frequently used strategy among others despite the difference of participants’ demography in both studies. This
suggested the prevalence of integrating Memory strategy for the students in their vocabulary acquisition.
The aptitude of teachers to make well-informed pedagogical decisions on the use of strategies is crucial to the
efficiency of vocabulary instruction, especially in ESL classrooms where vocabulary acquisition is a
fundamental aspect of language fluency. Teng (2021) conducted a narrative inquiry to investigate EFL teachers’
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perceptions on vocabulary training, with an emphasis on their beliefs and real-world teaching strategies. The
study found that teachers frequently construct their vocabulary teaching strategies on their own personal ideas,
which are influenced by their professional development, prior learning experiences, and the contextual classroom
constraints. Teng’s findings demonstrated that teachers generally favoured detailed teaching instruction,
contextualized vocabulary presentation, and frequent recycling of vocabulary items which underscores the
significance of aligning instructional methods with pedagogical goals and learners’ competence levels. Schmitt’s
(1997) vocabulary strategies framework, which emphasizes form, meaning and usage as core elements of
vocabulary knowledge, aligns with the current study’s focus. Teng's research supports the idea that teacher
cognition is crucial in the selection and application of vocabulary teaching strategies by illustrating that teachers’
pedagogical decisions in vocabulary teaching are not just technical but also heavily impacted by contextual
knowledge and reflective practices of the teachers.
Besides, studies have proven the significant improvement of utilizing technology in vocabulary learning as
demonstrated by My Duong et al (2021) in their study targeted at 240 non-English major students studying in
Ho Chi Minh University of Technology (HUTECH) which revealed high achievement levels and increased use
of the tools over time. Comparably, a qualitative study by Govindasamy et al (2019) which explored on the use
of mobile phones for vocabulary acquisition that was conducted in Malaysia setting has presented valuable
insights whereby the capabilities of mobile phones surpassed that of traditional methods like printed dictionaries
in expediting language learning outcomes particularly in vocabulary acquisition. Moreover, innovative
approaches like employing Minecraft in elementary classrooms have shown promising results in improving
English vocabulary mastery, as evidence by improved scores and positive student feedback on its efficacy and
engagement benefit (Sudarmaji & Yusuf, 2021). Collectively, these studies highlight the pivotal role of
technology in enhancing language learning outcomes and shaping modern pedagogical practices.
Although there are a number of studies conducted surrounding the use of vocabulary learning strategies in
various context, there is a limited of evidence that explored on the utilization of technology-based in the context
of vocabulary teaching strategies among ESL primary school teachers as most of the studies are too broad and
primarily focused on the ESL learners. Additionally, the study on the relationship of the strategies used based
on the most and least favoured strategies may shed light on a new perspective surrounding the instruction of the
vocabulary in the classroom setting. Thus, this paper centred around the use of technology-based vocabulary
teaching strategies among teachers in the classroom as it can help them to continuously enhance their
professional development through the strategy implemented.
RESEARCH OBJECTIVES
1. To identify the technological tools used by ESL primary school teachers in Terengganu for vocabulary
instruction.
2. To identify the technology-based Vocabulary Teaching Strategies (VTS) implemented by ESL primary
school teachers in Terengganu.
3. To identify any differences of strategies used between gender among ESL primary school teachers in
Terengganu.
RESEARCH QUESTIONS
1. What are the technological tools used by ESL primary school teachers in Terengganu for vocabulary
instruction?
2. What is the technology-based Vocabulary Teaching Strategies (VTS) implemented by ESL primary
school teachers in Terengganu?
3. Are there any differences of strategies used between gender among ESL primary school teachers in
Terengganu?
RESEARCH HYPOTHESIS
Null Hypothesis: There is no difference in strategies used between gender among ESL primary school teachers
in Terengganu.
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METHODOLOGY
This study is a quantitative research which employed survey as the research design. The population of this study
include ESL primary school teachers in Terengganu consisting of 315 respondents. Cluster random sampling
technique has been employed to ensure fair representation and logistical feasibility. In this approach, each
government primary school in Terengganu is treated as a cluster. A random selection of schools is made using
a computer-generated list, based on the full list of 352 government primary schools provided by the Terengganu
State Department of Education (JPNT). Once the schools are selected, all ESL teachers within those selected
schools are invited to participate in the study. Hence, 30 respondents are involved in the pilot study while the
remaining respondents participated in the real study.
The instrument is adapted and adopted from various published researches (Alakrash & Norizan Abdul Razak
2021; My. Duong et al 2024; Nurmala et al 2023; Tahir et. al 2023). Section A deals with the demography of
the respondents while section B includes technological tools employed by the respondents in vocabulary
teaching and all 33 items related to technology-based VTS. Each item in the questionnaire employed the Likert
Scale, given with five values. The instrument is validated by the subject matter expert (SME) and a master’s
degree holder in order to ensure each of the item is pertinent, understandable and suitable for the study’s target
respondents and goals. Cronbach’s Alpha is most widely known statistical method to evaluate internal
consistency in a quantitative research whereby George & Mallery (2019) stated in their study that a Cronbach’s
Alpha value of 0.7 or higher is typically regarded as acceptable, suggesting that the instrument has accurately
assessed the desired construct. In this study, the reliability of the adapted questionnaire is evaluated by analysing
responses gathered from the pilot study, using Cronbach’s Alpha to determine the consistency of items across
each section of the instrument which has shown a value of 0.96. Therefore, this further proves that the
questionnaire is reliable to be used to collect the real data.
Data Collection Procedures
The questionnaire is converted into an online questionnaire using Google Form. Representatives from each ESL
primary school teachers in Terengganu have been contacted through Whatsapp after getting the permission letter
to administer the questionnaires by providing the URL to the Google Form in their respective schools. The data
has been successfully collected in about two months.
Data Analysis Procedures
The data from the questionnaire is transmitted to SPSS software to be analysed. The first and second research
questions are analysed using descriptive analysis in which the mean and standard deviation is examined by
referring to the mean score interpretation introduced by Oxford (1990). The third research question is analysed
using inferential analysis by employing t-test to compare the mean between variables which are the male and
female ESL primary school teachers in Terengganu.
Ethical Consideration
This research project is conducted by strictly maintaining the ethical guidelines throughout the studies. Informed
consent is essential to be included. Hence, participants of this study are provided with a thorough information in
the questionnaire related to the objectives, methods and any possible risks or benefits prior to their involvement.
The opportunity for them to voluntarily consent or engaged in the study is presented while ensuring their
awareness of their rights and that they are able to withdraw without any penalties given. This whole process is
conducted by respecting their own autonomy in decision-making.
Additionally, the importance of privacy and confidentiality has been taken into consideration of this study. In
order to ensure their anonymity, all of their personal data and information are kept safe and removed before
discussing the data analysis and dissemination. Thus, this approach helps to guarantee the contributions of the
participants are valued and kept confidential from the external parties in addition to protecting their privacy.
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FINDINGS AND DISCUSSION
What are the technological tools used by ESL primary school teachers in Terengganu for vocabulary
instruction?
Figure 1: Technological Tools Employed by ESL Primary School Teachers in Terengganu in Vocabulary
Instruction
As indicated in Figure 1, Powerpoint or interactive slides (70.2%) and Google Classroom (68.9%) were the
technological tools that are frequently utilized by ESL primary school teachers in Terengganu to assist their
vocabulary instruction. This is in accordance with the previous findings by Ahmad et al (2022) where teachers
are reported to held favourable view of using Powerpoint to support the teaching and learning of second
language, supported by Akbar and Kartika’s (2023) studies where it proved the effectiveness of utilizing
Powerpoint to teach vocabulary as it can give positive effect on their mastery of new words. Additionally, the
widespread implementation of Google Classroom also aligns with Malaysian studies that shows positive views
of its usefulness in primary ESL settings (Yie & Mohamad, 2023) though Husain et al (2022) emphasise that
teacher readiness and infrastructure is still in moderate actual usage. These studies help provide insightful
explanation on teachers in Terengganu who showed their preference in presentation-based and classroom
management tools as both of the tools are perceived as useful and accessible.
The tool that has been reported to be the lowest tool employed by the teachers based on the data is revealed to
be Quizizz/Kahoot with a percentage of 50.5% which consisted of 159 respondents altogether, with the finding
shows that roughly half of the respondents integrate game-based learning tools for vocabulary teaching and
learning. Local empirical work proposed the idea that while educators recognize the advantages of game-based
platforms, they are exposed to practical impediment such as limited teacher training on effective classroom
implementation of the gamified platforms, concerns on their classroom management during live games, internet
stability and time constraints limit their routine use in primary classrooms (Munuyandi et al., 2021). Hence, this
could influence them to resort to the simple presentation and classroom management tools as the main digital
platforms to be implemented in the teaching of vocabulary.
What is the technology-based Vocabulary Teaching Strategies (VTS) implemented by ESL primary school
teachers in Terengganu?
Table 1: Mean Value of Technology-based Vocabulary Teaching Strategies used by ESL Primary School
Teachers in Terengganu
Strategy
N
Mean
Std. Deviation
Interpretation
Social
315
2.9782
0.42145
Moderate
Memory
315
3.0020
0.45895
Moderate
Cognitive
315
3.0088
0.43897
Moderate
Metacognitive
315
3.0020
0.43673
Moderate
Overall
315
2.9977
0.24826
Moderate
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Table 1 revealed the overall statistics for the technology-based vocabulary teaching strategies used among ESL
primary school teachers in Terengganu. Based on the findings, the mean score for the overall use of VTS by 315
respondents is 2.99 while the standard deviation is 0.25. This result indicates a moderate use of the strategies
among the respondents which suggested that the extent of its use is somewhat limited despite the fact that the
teachers primarily employed the technology tools in their classroom. This could be affected by varying factors
such as teachers’ digital literacy, technological resources and familiarity with the online tools related to
vocabulary.
Besides, the descriptive analysis of technology-based vocabulary teaching strategies namely Social, Memory,
Cognitive and Metacognitive with their respective mean and standard deviation value implemented by ESL
primary school teachers in Terengganu were also presented in the table. The mean score range is from 2.97 to
3.01, indicating moderate level of use across all strategy types.
According to the table, the results showcases that ESL primary school teachers in Terengganu moderately use
all four of the categories of the technology-based vocabulary teaching strategies in the classroom practices based
on the Oxford’s (1990) mean score interpretation. Nevertheless, cognitive strategy emerged as the strategy that
received a high score of mean value which is at 3.01. Memory and metacognitive strategies followed closely
through a mean value of 3.00, while social strategy obtained the lowest score which is at 2.98.
This pattern shows that the teachers are more inclined to use cognitive-oriented digital tools such as online
quizzes, spelling games and digital reading tasks that can directly engage learners in their vocabulary practices
and application. These findings align with the reports from the My Duong et. al (2021) and Tahir et al. (2023)
which claims that teachers prefer interactive and readily accessible technological activities to facilitate
vocabulary acquisition.
In addition, the moderate use of the strategy types may be attributed to several factors including technological
facilities, accessibility, familiarity and varying level of digital literacy among the teachers. The practices of
vocabulary teaching through digital tools may not yet fully recognizable and integrated into their classroom
although they are aware of the implementation of the tools in vocabulary teaching.
In conclusion, the results demonstrated a balanced albeit moderate degree of digital integration of vocabulary
teaching strategies underscoring the necessity for targeted training and professional development in order to
foster a more consistent and innovative technology utilization in ESL vocabulary teaching.
Table 2: Descriptive Statistics of Each Item in Cognitive Strategy
Cognitive Strategy
Item
N
Mean
Std. Deviation
C1
I integrate vocabulary quizzes using Quizizz/Kahoot! for repeated
practice
315
3.16
1.267
C2
I guide students to practice pronunciation using online tools
(Google Translate, e-dictionaries)
315
2.90
1.258
C3
I support vocabulary writing through Microsoft Word or Google
Docs
315
2.95
1.196
C4
I assign online reading materials (e-books, web pages) for
vocabulary learning.
315
3.00
1.268
C5
I encourage students to practice spelling through online games.
315
3.14
1.219
C6
I integrate vocabulary apps that allow students to store and revisit
words.
315
2.94
1.232
C7
I ask students to use online dictionaries to check vocabulary while
reading.
315
2.98
1.272
C8
I assign sentence-building tasks using online platforms.
315
3.00
1.263
C9
I ask students to complete vocabulary worksheets or exercises
uploaded on digital platforms.
315
3.01
1.173
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Table 2 showed specified item in cognitive strategy where the frequent implementation of digital quizzes like
Quizizz and Kahoot! which are online games and sentence-building tasks to enhance their students’ vocabulary
retention received the highest mean score which is at 3.16. This finding is in line with Zainudin and Zulkiply
(2023), who found that gamified learning through Quizizz significantly enhance students’ motivation and
engagement in vocabulary learning. Similarly, Nordin (2023) also reported that the implementation of Quizizz
in Malaysian schools improved vocabulary retention in rural learners. These studies support the idea that game-
based cognitive strategies are preferred as they are interactive, motivating and easy to implement particularly
when teaching vocabulary to young learners.
On the other hand, the lowest mean score in this category falls under item C2 “guide students to practice
pronunciation using online tools (Google Translate, e-dictionaries)” in which the mean value is at 2.90. This
result allows for the interpretation that pronunciation practice of vocabulary is less frequently being emphasized
in digital environments, possibly due to the teachers focus in other areas of receptive skills like reading and
writing or limited awareness of pronunciation-based digital tools.
Table 3: Descriptive Analysis of Each Item in Social Strategy
Social Strategy
Item
N
Mean
Std. Deviation
A1
I use e-websites to engage students in listening, writing, reading,
and speaking.
315
3.03
1.207
A2
I collaborate with other teachers via online platforms for
vocabulary activities.
315
2.93
1.295
A3
I encourage students to share vocabulary with peers using
WhatsApp, Telegram, or Padlet
315
3.06
1.205
A4
I conduct online discussions/forums with students about
vocabulary
315
2.95
1.249
A5
I ask students to create group vocabulary projects using Google
Docs or similar tools.
315
2.95
1.199
A6
I encourage students to ask questions about vocabulary through
online platforms
315
2.91
1.193
A7
I ask students to give peer feedback on vocabulary tasks using
digital tools.
315
2.99
1.170
A8
I use online polls/surveys to check students’ understanding of new
vocabulary.
315
3.01
1.239
In contrast, social strategy recorded the lowest mean score which indicates a lower relative usage of the strategy.
Table 3 showcased the mean score of each item for social strategy. While teachers use WhatsApp, Telegram,
and Padlet to facilitate peer sharing of vocabulary (3.06), they are less frequently to encouraged students to ask
questions or discuss vocabulary learning online with themselves (2.91). This mirrors the findings of Rahman
and Yunus (2022), who observed that Malaysian ESL teachers often rely on social media platforms for content
sharing but are less likely to employ them for sustained interaction and collaborative reflection. The lower use
of social strategies may stem from teachers’ limited confidence in moderating online discussions or monitoring
student participation outside class hours. Besides, the findings also suggested that teachers are comfortable in
encouraging students to use social media platforms for interactive vocabulary sharing. It also requires minimal
monitoring and allows for the independent learning among the students as it is more informal, and fits naturally
into their digital habits. Contrastingly, teachers also prefer direct one-to-one physical interactions with their
students which allows for in depth clarification and sustained engagement particularly in vocabulary teaching in
the classroom.
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Table 4: Descriptive Analysis of Each Item in Memory Strategy
Memory Strategy
Item
N
Mean
Std. Deviation
B1
I use internet-based visuals (pictures, videos) to reinforce
vocabulary meaning
315
2.96
1.234
B2
I ask students to group/categorize vocabulary using digital tools.
315
2.97
1.241
B3
I use digital flashcards (Quizlet, Wordwall) for revision in the
classroom.
315
3.03
1.228
B4
I use digital mind maps to help students organize vocabulary.
315
3.12
1.278
B5
I connect new vocabulary with similar English words using online
sources
315
3.02
1.241
B6
I use multimedia (pictures, audio, video) to support vocabulary
recall.
315
2.91
1.235
B7
I ask students to match words with pictures using online platforms
315
2.98
1.230
B8
I ask students to create vocabulary posters or infographics using
digital tools.
315
3.02
1.214
The highest mean score for Table 4 is obtained at 3.12 for item B4 “I use digital mind maps to help students
organize vocabulary” suggesting that the teachers rely heavily on visualization through mind maps to improve
students’ vocabulary possession which help them to organize and store the words meaningfully. This is consistent
with the result from Nam and Trinh (2012), who demonstrated that digital mind maps enhance vocabulary recall
and learner interest. Contrastingly, item B6 “use multimedia (pictures, audio, video) to support vocabulary
recall” recorded the lowest mean score of 2.91 which reflects the teachers’ lack of tendency to use the
visualization means to review and recall activities. This may be influenced by classroom time limitations or the
teachers’ focus on other forms of reinforcement. Overall, the result suggest that teachers adopt visually oriented,
technology-supported strategies to help students remember and organize vocabulary, although the frequency of
use remains moderate.
Table 5: Descriptive Analysis of Each Item in Metacognitive Strategy
Metacognitive Strategy
Item
N
Mean
Std. Deviation
D1
I use songs from websites or apps to teach vocabulary.
315
2.89
1.170
D2
I use movies or videos with subtitles for vocabulary learning.
315
3.04
1.212
D3
I encourage students to monitor their vocabulary progress using
apps.
315
2.94
1.214
D4
I assign reflective tasks (e.g., online journals, video reflections) on
words learned.
315
3.11
1.187
D5
I encourage students to set vocabulary goals using digital tools.
315
3.04
1.174
D6
I monitor students’ vocabulary achievement through Google
Classroom or online analytics.
315
2.86
1.195
D7
I ask students to plan their vocabulary learning using digital
planners or apps.
315
3.06
1.252
D8
I encourage students to self-assess their vocabulary knowledge
through online quizzes.
315
3.09
1.266
Based on Table 5, the highest mean value recorded is for item D4 “assign reflective tasks (e.g., online journals,
video reflections) on words learned”. This suggests that teachers are gradually incorporating reflective and self-
evaluative digital tasks that promote learner awareness of vocabulary progress. However, fewer teachers reported
using reflective tasks or digital analytics to track progress, indicating that self-regulated and data-informed
vocabulary teaching remains limited. This finding aligns with Tahir et al. (2023), who highlighted that while
Malaysian ESL teachers recognise the value of reflection and assessment in digital teaching, such practices are
often underdeveloped due to lack of training in pedagogical technology design.
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Overall, these results illustrated that Terengganu ESL primary school teachers are in the process of integrating
technology for vocabulary teaching, with a stronger focus on practice-based cognitive strategies rather than
social or reflective approaches. This pattern supports the national trend documented in Malaysia’s Digital
Education Policy and the English Language Education Reform (CEFR-aligned), where technology integration
is improving but remains uneven across pedagogical areas. Teachers’ selective use of digital tools highlights
both progress and remaining gaps where they are confident using familiar, engaging tools for vocabulary drills
but require further support to design higher-order, collaborative, and reflective vocabulary learning experiences.
1. Are there any differences of strategies used between gender among ESL primary school teachers in
Terengganu?
Table 6: Respondents’ Gender
Gender
Frequency
Percent
Valid Percent
Cumulative Percent
Female
Male
Total
168
147
315
53.3
46.7
100.0
53.3
46.7
100.0
53.3
46.7
100.0
Table 7: Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence Interval
of the Difference
Lower
Upper
VTS
Equal
variances
assumed
3.549
0.061
1.620
313
0.106
0.04529
0.02797
-0.00973
0.10032
Equal
variances
not assumed
1.589
267.587
0.113
0.04529
0.02850
-0.01082
0.10141
Based on Table 6, female ESL primary school teachers in Terengganu who are 168 in total contributed to the
percentage of 53.3% while male ESL primary school teachers which consists of the remaining respondents (147)
received a percentage of 46.7%. This shows that the majority of the respondents are from female teachers
compared to male teachers. According to the Ministry of Education (2021), primary school teachers in Malaysia
is typically female-dominated based on the national teacher demographic trend. However, the difference of
percentage in both genders is only about 7% which suggested a fairly balanced distribution between both
genders. Hence, this distribution offers a fair approach in analyzing the related data to represent the population
of ESL primary teachers in Terengganu.
Pripp (2015) asserts that a result is deemed significant if the p-value is 0.05 or below and non-significant if it is
higher than 0.05. The t-test analysis based on the Table 7 disclosed that p>0.05 which is p=0.11. Hence, it can
be concluded that there is no significant difference on the use of technology-based vocabulary teaching strategies
between male and female ESL primary school teachers in Terengganu and thus, the null hypothesis failed to be
rejected. This finding aligned with the several studies that also reported to have no significant difference of
strategies used between male and female teachers particularly in the application of educational technology. For
instance, a study conducted by Munawwarah (2015) found that both male and female teachers exhibited similar
attitudes and levels of technology integration in their lesson delivery. Likewise, Wong and Hamzah (2020) also
revealed that both genders demonstrated similar engagement with digital tools for vocabulary instruction, which
is equivalence with the Digital Education Transformation Plan (2019 – 2025) and CEFR-aligned curriculum that
prioritize equal technology use across all teacher demographics. This served as more evidence that both genders
used the same technology-based VTS and that differences in their gender are not the contributing factors in the
variations of technology-based VTS usage.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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CONCLUSION, SUGGESTIONS AND IMPLICATIONS
The implementation of technology-based VTS in second language learning should be taken into consideration
for the betterment of the students’ language proficiency as well as for the teacher’s professional development.
Therefore, it is imperative for more studies to be carried out pertaining to the enforcement of technology-based
VTS execution in language learning. Future studies are recommended to concentrate on applying the same
methodology to new sorts of data collection, such as gathering information from other states and countries. This
can also be accomplished by conducting a comprehensive and large-scale survey with schools in various states.
The results of the research can be analysed and compared to the outcomes of this research.
Additionally, future study can also be expanded by using a wider range of demographic factors through elements
such as respondents’ educational levels and socio-cultural backgrounds which may provide a profound insight
in conjunction with their use of technology-based VTS. Besides, further studies can investigate on the ways
educators from different subject areas employed the strategies to support their vocabulary teaching as their
experiences may offer a distinct perspective and valuable viewpoint. Apart from that, comparing the utilization
of technology-based VTS among respondents from urban, suburban, and rural regions would help educators
better understand how contextual variations affect strategy implementation. Such comparisons may be able to
yield important ramifications for adapting the strategies to different learning environments. Ultimately, the
findings of this study serve as the starting point for subsequent investigations.
Furthermore, it is also recommendable to employed alternative research design or methodological research
approaches as this may provide fresh perspectives on the ideas, attitudes or experiences related to technology-
based VTS. A qualitative approach, for instance, could be used to explore various dimensions of studies as it
involves non-numerical data and emphasis on obtaining the data through open-ended and conversational
communication. A case study design involving prominent figure in the field of education, such as an expert of
second language ESL teacher can obtain deeper insights into the psychological, environmental, and sociocultural
factors influencing the use of the strategies.
Overall, the study confirms that technology is present and functional in ESL vocabulary teaching but remains
supplementary rather than transformative. Hence, it is of utmost importance to strengthen teacher’s pedagogical
knowledge of digital vocabulary strategies, together with sustained professional development and infrastructural
support to further improve the quality and impact of technology-enhanced vocabulary learning in Malaysian
primary schools.
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