Abstract:
The present study aims to explore the impact of IDE platforms on EFL learners’ vocabulary learning. Two hypotheses were proposed by the researcher. The first one is that using interactive digital entertainment platforms significantly improves EFL students' vocabulary acquisition, retention, and usage compared to traditional vocabulary learning methods. While the second one is that EFL students who have positive attitudes towards using interactive digital entertainment for language learning are more likely to demonstrate improvements in their vocabulary skills compared to those who hold negative attitudes towards these platforms. As a result, in order to confirm or refuse these hypotheses the researcher used the quantitative approach to describe and analyse the study. The data were gathered through one questionnaire for the students. The questionnaire was distributed to 42 second year master students at the University of Ghardaia. The findings of this investigation confirmed the hypotheses and proved that the use of IDE platforms as a tool for learning vocabulary is useful means to simplify and motivate students to learn new vocabulary.
