Technology-Based Vocabulary Teaching at the Tertiary Level: A Comparative Study between Pakistan and Türkiye

Technology-Based Vocabulary Teaching at the Tertiary Level: A Comparative Study between Pakistan and Türkiye | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Technology-Based Vocabulary Teaching at the Tertiary Level: A Comparative Study between Pakistan and Türkiye Zekiye SEİS This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7157370/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates the perceptions of English instructors on the use of technology-based educational platforms, such as Kahoot, Quizlet, and Quizalize, for teaching English vocabulary at the tertiary level in Pakistan and Türkiye. The research context is framed by the 2017 Memorandum of Understanding between the two countries, aiming to establish common educational policies in higher education. The study employs a qualitative research design, utilizing convenient and snowball sampling methods to collect primary data. The results reveal that English instructors in both countries view these platforms positively for vocabulary instruction. However, there is a lack of an integrated curriculum for their effective implementation. The research also identifies both commonalities and differences in the teaching practices and educational approaches of instructors in these two nations. The paper concludes by offering several recommendations for future research, emphasizing the need for a more structured approach to integrating technology in language education. The study's original value lies in its comparative analysis of two distinct educational contexts, providing insights into the challenges and opportunities of using technology in language teaching. Educational Philosophy and Theory Technology use educational platforms vocabulary teaching higher education ELT Figures Figure 1 Figure 2 Figure 3 Introduction The basis of this research topic lies in the pervasive influence of technology in modern education, particularly in language teaching. This study explores the integration of technology through Computer-Assisted Language Learning (CALL) and its impact on teaching English vocabulary at the tertiary level. The sections of the study will address the utilization of various technological platforms, the perceptions of English instructors in Türkiye and Pakistan, and a comparison of educational practices in these two countries. The counterpart in the scientific literature emphasizes the transformative role of technology in enhancing teaching methodologies, accommodating diverse learning styles, and offering a wide range of educational resources. The Importance of the Research In today's digital era, technology has permeated all aspects of life, including education. Defined as the practical implementation of knowledge, particularly in specialized fields, technology encompasses a broad range of applications (Griffor, 2016). The advent of information and communication technology (ICT) has significantly impacted various sectors, notably education (Dabas, 2018). The integration of technology in language teaching, especially through CALL, has provided learners with access to real-world complexities and multimedia resources. This exposure supports diverse learning styles and abilities (Reddy & Bubonia, 2020). Bax (2003) emphasizes the importance of integrative approaches, utilizing various technological tools to enhance the continuous learning process. Research supports the notion that technological tools can accommodate different learning styles, offer a wealth of teaching resources, and promote self-directed learning (Chapelle, 2016; Chapelle & Voss, 2016). This research is significant as it addresses a critical gap in the literature: the lack of comprehensive data on the use of technology in university-level English vocabulary instruction, specifically in the contexts of Türkiye and Pakistan. While the global push towards integrating technology in education has led to policy changes, such as Türkiye's Higher Education Council introducing relevant courses (YÖK, 1998) and Pakistan's Ministry of Education encouraging the use of educational technology (Ministry of Education, 2009, as cited in Asad et al., 2020), there remains limited empirical evidence on how these policies translate into classroom practices. Additionally, while existing studies highlight the potential benefits of technology in enhancing language skills, they often overlook the specific perceptions and experiences of instructors who implement these technologies in their teaching practices. This study aims to fill this gap by providing insights into the perceptions of English language instructors regarding technology-based educational platforms for teaching vocabulary, thereby offering practical recommendations for policymakers, educators, and other stakeholders to enhance the quality of English Language Teaching (ELT). Research Problem Despite the acknowledged importance of technology in education, there is a lack of comprehensive data on its use in university-level English vocabulary instruction in both Türkiye and Pakistan. While the digital age has revolutionized English Language Teaching (ELT), moving away from traditional methods and incorporating ICT to teach essential skills, vocabulary instruction often receives less emphasis compared to core language skills (Seis, 2020). Limited research has explored the perspectives of L2 lecturers on vocabulary teaching (Borg, 2006). The global push towards integrating technology in education has led to policy changes in several countries. For example, in Türkiye, the Higher Education Council (YÖK) introduced courses such as Computer I-II and Instructional Technologies and Material Design into university curricula (YÖK, 1998). In Pakistan, the Ministry of Education has encouraged the use of educational technology devices, reflected in policies like the 7th standard syllabus (Ministry of Education, 2009, as cited in Asad et al., 2020) and the Education Policy (News, 2021). Similarly, Ireland's Project Ireland 2040 aims to enhance teaching, learning, and assessment through digital technologies (The National Development Plan, 2021). However, previous studies (Koo, 2008; TEPAV & British Council, 2014) indicate that while English instructors strive to integrate technology, their perceptions remain underexplored. There is a notable absence of research detailing how teachers use technological resources in their teaching methods, as highlighted by Arkin (2003). In Pakistan, the slow progress in integrating technology into the curriculum, despite policy recommendations, further underscores the need for empirical investigation (Afridi & Chaudhry, 2019; Khokhar & Javaid, 2016; Zamir & Thomas, 2019). Objectives of the Study This study aims to investigate the perceptions of Turkish and Pakistani English language instructors regarding the use of technology-based educational platforms for teaching vocabulary. Specifically, the study seeks to: Identify the types of technology-based educational platforms used by English instructors. Explore instructors' perceptions of these platforms in their classroom practices. Compare the practices of English instructors at universities in Pakistan and Türkiye regarding the integration of technology-based platforms into their vocabulary teaching. The findings of this study will contribute to the existing body of literature and offer practical insights for improving the quality of ELT through the effective use of technology. Research Questions What technology-based educational platforms are used by English instructors in Pakistan and Türkiye to teach vocabulary? How do English instructors in these countries perceive the role of technology-based platforms in their classroom practices? How do English instructors at universities in Pakistan and Türkiye integrate technology-based platforms into their vocabulary teaching? Literature Review Teaching methods encompass a wide array of approaches designed to meet learners' specific needs and deliver desired educational outcomes. The choice of teaching method is crucial as it significantly impacts students' academic performance (Isa et al., 2020). Ineffective teaching methods often result in undesired outcomes, highlighting the importance of selecting appropriate strategies (Adunola, 2012). Moreover, factors such as teacher training and the learning environment strongly influence student success (Asikhia, 2010). The integration of technology in education, particularly in English language teaching, has transformed traditional teaching methods. Technology offers diverse options to make lessons more engaging and progressive, thus enhancing the learning experience. Studies have shown that both teaching and learning benefit from the use of computer technology (Bennett et al., 2000). According to Bransford et al. (2000), technology helps teachers better meet their students' academic needs by fostering connections and forming communities. Traditional lecture methods often lead to rote memorization and a lack of engagement, creating a dull classroom environment. Ersungur (2013) found that when English instructors incorporate technology-based platforms into their lessons, students engage more effectively, particularly in developing listening and reading skills. Additionally, it is essential for instructors to select appropriate digital tools and align them with their curriculum to maximize educational benefits. Cephe and Balçıkanlı (2012) explored the perspectives of pre-service English language instructors on using web 2.0 technologies. Despite concerns about limited access to online technologies, these instructors generally had a positive attitude toward integrating these tools into their teaching. This underscores the importance of choosing the right teaching methods, influenced by curriculum goals, resource availability, and the teacher's willingness to innovate (Isa et al., 2020). The adoption of technology-based platforms in education is influenced by structural frameworks, technological literacy, individual qualifications, and personal perceptions and self-worth (Harrell & Bynum, 2018). Teachers' perceptions are crucial in determining the use of technology in the classroom, often based more on intuition than objective evidence (Mukhopadhyay, 2005; Robbins & Judge, 2016). The effective use of technology in education provides a rich learning environment that facilitates rapid knowledge acquisition. In ELT, technology introduces innovative teaching processes at all educational levels, positively influencing students' attitudes toward language learning (Coşkun & Arslan, 2014; Hayati et al., 2013). Technology fosters collaboration among learners and can be adapted to address specific educational needs (Shyamlee, 2012). Empirical studies suggest that technology significantly enhances reading and writing skills by enabling quick and effective information absorption (Peregoy & Boyle, 2013). Technological tools like web 2.0 platforms can provide continuous feedback, accommodate diverse learning styles, and motivate students (Göktürk Salam & Sert, 2012). Studies on pre-service teachers' use of CALL (Computer-Assisted Language Learning) tools reveal a preference for integrating these technologies throughout the course, not just at specific stages (Akayoğlu & Cirit, 2017). Moreover, Web 2.0 technologies can enhance traditional assessments by offering multimedia formats for evaluation, thereby supporting learners more effectively (Cirit, 2014). In vocabulary teaching, there is no single best method or tool; a variety of technological instruments can enhance vocabulary education. Nisbet and Austin (2013) emphasize the potential of applications and software to improve vocabulary learning outcomes. Studies have shown that technologies such as animations (Kayaoglu et al., 2011), Augmented Reality (AR) flashcards (Chen & Chen, 2019), and iPads (Wang et al., 2015) can significantly boost vocabulary acquisition and motivation. The use of educational games in vocabulary teaching is another area of interest. Demirbilek and Yücel (2011) found that teachers commonly use computer games to teach vocabulary-related topics, enhancing engagement and learning outcomes. Arkın (2003) highlighted that while few teachers use specialized vocabulary software, there is a general belief in the effectiveness of technological tools in language learning. Several studies have also explored teachers' attitudes toward technology use in their classes. Şahhüseyinoğlu (2007) examined the impact of computer games on critical thinking in foreign language education, finding that such games can promote critical thinking skills. However, there remains a gap in research focusing on teachers' perceptions of technology use specifically for vocabulary teaching in ELT contexts. This study aims to address this gap and contribute valuable insights to the existing literature. Methods Research Design This study employs a descriptive and qualitative research design to explore teachers' perspectives on the use of technology-based educational platforms in teaching English vocabulary. Qualitative research is particularly effective for studying phenomena in their natural context, allowing for a comprehensive understanding of participants' experiences and perceptions (Creswell, 2003). As Denzin (1989) emphasizes, qualitative methods provide rich descriptions of individuals' emotions, thoughts, and encounters, which are essential for capturing the nuanced experiences of teachers in this study. To enhance the study's reliability, expert opinions from the Department of ELT were sought, and peer debriefing was conducted. Independent researchers from Türkiye and Pakistan analyzed the data to confirm the findings, ensuring validity and reliability. Involving local collaborators in the data collection process increased credibility and response rates, following Harpaz's (2003) recommendation. This international research project was coordinated with local collaborators, providing additional access to local contexts and managing the global data collection process (Harzing & Maznevski, 2002; Harzing et al., 2013). The reliability of the qualitative inquiry was supported by the validity of the data interpretation (Eisenhart & Howe, 1992). Participants and Context The study's participants included 20 English instructors: 10 from various universities (both state and private) in Türkiye and 10 from a state university in Pakistan. Turkish-English instructors were selected through convenient sampling, while Pakistani-English instructors were chosen using a snowball sampling method. The deliberate selection of English teachers as the sample is based on their pivotal role in the teaching and learning process (Sofoluwe, 2003). Teachers' decisions regarding teaching methods and the use of technology-supported platforms are critical, making them key players in this research. The demographic information of the participants, including their teaching experience, is illustrated in Figure 1. Data Collection Tools Data were collected using a combination of qualitative methods, including observations, interviews, and open-ended questionnaires. This triangulation of data collection tools helps ensure the trustworthiness of the study's findings (Cohen et al., 2011). The various data collection tools are depicted in Figure 2. Open-Ended Questionnaire : An open-ended questionnaire was administered to the participating instructors from Pakistan and Türkiye (Appendix A). The questionnaire sought to identify similarities and differences in the use of technology-based platforms among these instructors in the field of ELT. It included questions about the instructors' use of technology-based educational platforms in English classes, the specific platforms used, any training received, whether the use of these platforms is mandatory or voluntary at their universities, and their perceptions and experiences with these platforms. Additionally, instructors were invited to participate in a voluntary Zoom meeting to discuss these issues further. Interviews : Semi-structured interviews were conducted to gain deeper insights into how technology-based platforms are integrated into teaching practices. The interview questions focused on the instructors' experiences with these platforms, the duration of their use, how they supplement vocabulary instruction, specific activities used, effective teaching strategies, the educational potential of the platforms, and the availability of these platforms in the curriculum (Appendix B). These interviews provided detailed qualitative data on the instructors' perspectives and practices. Observations: Observations were conducted to capture the instructors' unique traits and behaviors during vocabulary teaching using educational platforms (Appendix C). The researcher acted as a non-participant observer, taking detailed field notes. Member checking was employed to enhance data triangulation and trustworthiness, with observation notes shared with participants for verification and additional comments. Data Collection Process Before the study commenced, Ethical Commission Approval was obtained (Appendix D). The data collection tools were piloted with two instructors from each country, leading to necessary revisions, such as sentence shortening and adding new items to the questionnaire and observation sheet. Subsequently, three volunteer instructors from each country participated in the interviews and observations. The semi-structured interviews were conducted, recorded, and transcribed verbatim. Following the interviews, observations were carried out, with reports and field notes documenting the instructors' practices. At the end of each observation, reports were shared with instructors for member checking, and pseudonyms were used throughout the study to maintain participant confidentiality. Data Analysis The data analysis process involved organizing and interpreting the collected data in a meaningful way, adhering to a qualitative interpretive paradigm (Creswell, 2005). The analysis began with the organization of data, including transcription of interviews and field notes. Following this, a thorough evaluation of word meanings and relationships was conducted to identify key concepts and patterns. This led to the development of themes based on the instructors' perceptions and experiences with technology-based educational platforms. To ensure the reliability of the findings, peer debriefings were conducted with ELT experts, providing an additional layer of review and validation. The consistency of the coding process was evaluated, resulting in an intercoder reliability score of 0.93, which indicates a high level of agreement among the coders (Miles & Huberman, 1994). This rigorous process ensured that the themes accurately reflected the data. The final findings were presented based on the consensus reached through this collaborative and meticulous analysis process. Limitations There are some limitations to the study that need to be noted. Because the cultural and contextual distinctions between Pakistan and Türkiye, as well as the disparities in technology infrastructure, educational regulations, and institutional support, could also have an effect on the experiences and views of the instructors, which could have an impact on the study's findings. Additionally, the focus of the study was specifically on vocabulary education through the use of technology-based platforms without exploring other language skills, which could provide comprehensive understanding. Time constraints were another research constraint that precluded a long-term examination of instructors' perspectives. Results In the light of the research questions, the findings of the open-ended questionnaire, interviews and observations were presented based on the inquiry in each country (Pakistan and Türkiye). In response to the first research question concerning the technology-based educational platforms used to teach English vocabulary by English instructors in Pakistan and Türkiye, the data gathered from 20 instructors via open-ended questionnaire, interviews and observations were examined. Table 1 presents their preferences: Table 1 Participant Instructors’ Preferences for Technology-Based Educational Platforms for Teaching Vocabulary in Türkiye and Pakistan (Questionnaire findings) Participants The Platforms Preferred Most Participants The Platforms Preferred Most Turkısh Pakistani P1 Kahoot, Quizlet, Voscreen P1 Merriam-Webster, Word Coach P2 Quizlet, Google Classroom P2 Electronic Board P3 Online PLatforms of coursebooks, Edmodo, Quizlet, Kahoot P3 Computer Software P4 Interactive online platform, Edmodo, Quizlet P4 MS Teams P5 Kahoot, Quizlet P5 Course books P6 Edmodo, Easyclass, Quizlet P6 course books P7 Quizlet, Blooket,Kahoot, Quizziz, Padlet P7 course books P8 Kahoot, Quizizz, Quizlet, Padlet, Edmodo P8 course books P9 Kahoot P9 course books P10 Online PLatforms of coursebooks P10 course books Based on the findings, the participant Turkish-English instructors stated that they used Kahoot, Quizlet, Voscreen, Google Classroom, Online PLatforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out,Duolingo, Quizlet, Padlet and Pecha Kucha in their class while teaching vocabulary in open-ended questionnaires, interviews and observations. All the respondents expressed that the use of technology-based educational platforms in foreign language lessons for vocabulary teaching was very vital and the remarks of the instructors proved this. Participant 1 (Open-ended questionnaire) explained the importance of these platforms with these words: “Actually, with the latest improvements, technology is an indispensable part of both learning and teaching. It is both interesting and practical to use technology especially in language classes”. Participant 2 (Open-ended questionnaire) underlined the necessity of using these platforms in the open-ended questionnaire: “I think technology-based platforms are a necessity considering 21st century skills. Thus, l try to use technology based education in my classrooms as much as I can do”. The other participant (P4) agreed why the platforms were pivotal in teaching and learning in the open-ended questionnaire: “I hold the view that technology-based educational platforms play a crucial role both in language learning and language teaching in our classroom practices. In classroom settings, learners should access the right learning tools to stay connected not only with their teachers but also with the learning itself. Thanks to these tools and platforms, learning and teaching can be fun and effective”. Participant 5 in the open-ended questionnaire explained, “We are the teachers of gen Z. Youth of today do not learn language items with traditional methods such as mechanic exercises, filling in gaps, task completion on a piece of paper. They learn through tech-based apps. They like it in a competitive and gamified platform. Otherwise, it is hard to attract their attention. Considering our audiences, it is vital to exploit them in classes”. Participant 8 pointed out the motivation factor of the students while using these platforms and emphasised: “It motivates the students; it has the students engaged in the activities by providing various sources at the same time”. The case of Pakistan is a little bit different here. Almost 70% of the participants mentioned in the open-ended questionnaire that they do not use any such technology in their daily practice and the others mentioned that they usually use online communication platforms, different computer software or websites. In the questionnaire, they mentioned using zoom, MS Teams, Merriam Webster, Word Coach, Electronic Board and various computer software. Although the HEC stresses the use of such technologies, there is no obligation in the curriculum for the instructors to make use of these technologies. All participants' answers were “positive” and showed that teachers are in favour of integration of such platforms as they find them “significant” and “helpful” regardless of the fact that they use it or not. Some instructors find these platforms to be engaging and motivating for the students to teach vocabulary as participant 11 states that, “Students take interest in such activities and it enhances their vocabulary. They can learn many synonyms and antonyms for a single word”. Another participant (P14) believes that “it will enhance communication skills” of the users. Most of the teachers believe that the traditional way of delivering lessons sometimes becomes boring for the students so they use other mediums including different online programs to make the lesson interesting and get the attention of the students. As it has been mentioned by participant 12 by saying, “I have a very positive view of technology-based platforms. I think these platforms are very interactive; they create a more engaged environment which makes even a boring lesson interesting. It also improves collaboration among students and between teachers and students”. Teachers also believe that since technology is a part of every aspect of life, using such platforms prepares them for the reality and the usage of technology that they are going to face in the future as participant 18 says, “I believe such platforms are very important since they prepare the students for future as we all know that technology has become an important part of our lives so using such platforms introduce students with modern technologies and prepare them for future job markets”. Some instructors find these platforms to be productive and a dynamic tool for delivering lessons. They say that it not only helps students but it also makes teachers' lives easier as participant 19 mentioned that “I think they are very useful and helpful. Since they incorporate different styles of teaching it means that they make the lesson dynamic and students can enjoy the lesson without getting bored. I think that they are a productive tool for teachers because they also save teachers time since online assessment and grading becomes easier on them”. In the same way, another participant 17 has mentioned why technology is important by saying, “It is obvious that technology is very important in our lives so it is also crucial in the education sector. The whole world is moving fast in technology so in that way it has become an essential thing. I think it helps both the students and the teachers in many ways. For students it makes the lessons interesting and playful so it motivates learning whereas for teachers it makes the grading easier and reduces their paperwork”. The second research question focused on the perceptions of English instructors in Türkiye and Pakistan for the role of technology-based educational platforms in their vocabulary teaching classroom practices. Based on the responses of the volunteer participant instructors, the themes related to the instructors' perspectives were presented to answer the second research question. Thus, the following figure presents the themes that emerged from the data: During the interviews, the instructors asserted that technology-based platforms presented the effectiveness in many ways such as energy-saving, time-saving, boosting retention, providing permanent learning and detailed revision teaching and learning tool. The participants stated that the reasons to use these technology-based platforms were to save time and energy and boost learning. For example, Umur commented how technology is effective in teaching foreign language lessons: I think it is very vital to use technology in classrooms especially in such a time that technology develops at such a quick pace. Use of technology in classrooms saves time and energy. Also brings joy to the classroom and boosts learning… To my belief, they absolutely enhance and boost vocabulary knowledge. Similarly, another participant, İlkem, explains that she perceives educational platforms as a learning tool. Meanwhile, Azra points out that the use of platforms contributes to detailed revision. She expresses especially when she benefits from these platforms for revision: I benefit during the pre and postproduction parts to exhibit the words and their usages or to have the students use those words. Also, use them to test their knowledge. In addition, the participants affirmed that technology-based platforms bring more convenience to the learners by providing opportunities for them. They believed that learners who are digital natives learn in a more interesting and quick way. Umur uttered that “even silent students can show their success in those applications to learn the meaning of new words”. Besides, they mentioned that the platforms bring pedagogical potentiality. İlkem highlighted that the pedagogical potential of these platforms in general in two ways: “Thanks to the use of different teaching methods through technological platforms, teachers can create a more useful teaching and learning atmosphere in the class and teachers can instruct the students and manage their classes in a better way”. Additionally, the participants agreed on the distinctiveness of vocabulary teaching education using technology-based platforms. In his interview, Umur asserted how the use of platforms provide unconscious learning that Educational platforms definitely vanish the effect of memorization as repetition already boosts learning and makes it permanent. Instead of long unattractive word lists, vocabulary revision can be conducted in a comparatively more enjoyable and effective way. Instead of written vocabulary quizzes, more enjoyable quizzes can be conducted through those applications. During that time, students unconsciously learn new words and revise the vocabulary while they have fun. Another instructor, İlkem, argued that non-traditional ways of teaching need to be adopted among EFL teachers and mentioned that time changed and teachers should change their teaching methods. Besides, Azra claimed that new technologies promote new teaching and learning methods in EFL settings. She highlighted the incentive side of these educational platforms to vocabulary teaching and learning process and explained that they could contribute with different and various input by showing visuals, teaching pronunciation and testing effectively. The interviews collected from Pakistani teachers can also be categorised in the above-mentioned themes as follows: Whether an instructor does or doesn’t use these platforms frequently, they were all seen to hold positive views about the use of technology for delivering language teachings. They mentioned that not only teachers but students also appreciate the use of such technologies as assessed from the feedback that students give as they enjoyed the lesson. So in terms of effectiveness, such platforms are supported by all the participants of the interview who hold the view that technology-based educational platforms are productive teaching tools. They help teachers to save their time as mentioned by Anum, “The facility of conducting collaborative activities among students, accessibility of students to any uploaded material by teachers at one portal, lectures have become almost paperless, saves time as well as classroom can be accessed from anywhere”. Apart from this, the lessons that are delivered using such platforms are better remembered by the students since the lesson delivered has captured their attention and they are more likely to remember it afterwards. Participants mentioned using them first in the start of the lesson to deliver the lessons and then in the end to test the retention (mainly vocabulary) and they have found that students almost always remembered the lesson since they were more attentive and interested in the lesson delivered through such a platform. As the second participant of the interview, Iqra, mentioned, I have noticed students remembering all the information that I provided them by using a technological platform, I think they like learning through technology mainly because technology has become an important part of the lives of our generation and it also captures their attention so they also want to use it while studying The major and one of the biggest attributes of these platforms reiterated by all teachers in the questionnaires as well as in the interviews is the convenience that they provide to its users. Instructors are of the view that technological platforms assist teachers to personalise learning experiences while teaching and revising vocabulary. Iqra also highlighted this feature of such platforms by saying that “Using such platforms a teacher can upload all the documents/quizzes/exams on one portal from where all the students can access these and then later teachers can easily grade them on the platform without the need to physically post the results on the notice board or the need for students to physically visit teachers offices frequently to ask for notes or their marks”. This statement shows the amount of comfort that is brought to the teachers' lives by the use of these platforms. Another important feature which is very important but was mentioned only by one interviewee is that by using these platforms, the teachers’ lives are more likely to become paperless. Therefore, vocabulary teaching is not only carried out with paperwork according to the third participant, Sadia, who states: “It’s so soothing to not have the need to carry a bundle of papers with you for the exam or the lesson when you are using these platforms”. She also mentions that since technology is such an important part of new generations’ lives that students are very happy to have the access to such a platform which they can use to learn especially English vocabulary. The third category that we have used to compound the attributes of such platforms is distinctiveness. The participants have clearly mentioned this in their interviews mainly when asked about “Why” they would prefer such a platform over traditional way of teaching by emphasising the modernity and creativity of the lesson that is achieved by such platforms. As an answer to previously mentioned question, Sadia replied: “the reason for using them was to easily communicate with the students and make them comprehend the lesson in an interesting and easier way since students seemed to lose interest in the traditional lesson”. In the same manner, Anum states how vocabulary teaching needs to revised with the help of technology: “Learning new words and meanings or new sentences can be so boring sometimes for which I really like the use of these platforms as I can make a simple vocabulary lesson as creative, colourful and dynamic as I want”. Similarly, Iqra believes the students pay more attention on learning vocabulary when these platforms were used in the classes more often and for this reason, the teachers attempt to transform their methods and she underlines: “I would prefer these platforms because I believe that technology has made our lives easier and different, and I think students have become bored of traditional ways of learning. Our young generation has become so attached to technology that their lives are almost incomplete without it. So, I want my students to pay attention to my lessons. That's why I prefer using these platforms”. The third research question seeks to reveal the ways of integration of technology-based platforms into vocabulary teaching by Turkish-English instructors and Pakistani-English instructors. In order to find out how the applications were made in vocabulary teaching in English classes, observations were made by obtaining the necessary permissions. And the report was created for the observations, and when the reliability of the report was checked by both Turkish and Pakistani English instructors, the necessary items were changed, and validity and reliability was ensured. The Turkish-English instructors were observed and the details on observations are shown in Table 2 : Table 2 Observation Details of Turkish-English Instructors Observed Participant Observation Date Observed Lessons Topics in Lessons Duration The Technology-Based Educational Platforms used Umur 19.04.2022/11:30 − 12:10 Main Course Vocabulary-Word formation (Prefixes /Suffixes) 1 lesson (40 min.) Kahoot, Quizlet Azra 10.05.2022/ 13:40 − 14:20 Listening Course Listening (How do people survive in extreme conditions?) 1 lesson (40 min.) Padlet İlkem 18.05.2022/ 10:50 − 11:30 Academic English 4 Course Reading (The professions) 1 lesson (40 min.) Kahoot The participant instructors were observed through their courses. Throughout the observations, the researcher was only in the role of observer and non-participant. Umur was the first participant instructor and main course instructor who was observed. During his class, he aimed to teach prefixes and suffixes based on the main coursebook syllabus. At the beginning of the class, he benefited from technological tools and used Kahoot to check how much knowledge the learners had about the prefixes and suffixes. Also, he attempted to arouse interest for the students by showing some pictures to take the attention of the learners. As he argued about the reasons to start using technology-based educational platforms in the interview, he implemented vocabulary teaching in the same way: “They both save time and energy. The students show interest and even silent students can show their success in those applications. Lessons are more joyful, learners are very happy and curious. They wait for the next lesson. They wonder and then learn the meaning of new words”. During his class, he managed to use visuals including some cues to teach affixes and provide group work activities. The coursebook had an online version and thus, the learners were able to reach the book via their mobile phones and the smart board interactive whiteboards. Moreover, the learners looked enthusiastic not only during the pre-stage of teaching but also while-stage and post-stage of the lesson. The instructor, Umur, also divided vocabulary teaching into two parts as prefix and suffix as he had also indicated in the interview to boost retention of vocabulary taught. During his class, he kept showing pictures taken from Google and told the students that he had uploaded them into Google Drive for the class. At the end of the lesson, he used Quizlet including matching, writing, listening and speaking parts to revise the affixes. Umur had responded in the interview that he did different activities including the platforms and explained how he implemented the teaching: “mostly quizzes, matching, writing, listening and speaking activities. Especially for Quizlet, there are more than 5 game modes and all I need is a computer. Classrooms have computers so students can actively play those games and learn at the same time by having fun”. The second instructor observed was Azra who was responsible for giving listening skill lectures. Initially, she demonstrated some pictures of the words that she planned to teach from the coursebook and showed the online platform of the book and gave instructions to match them with the correct definitions in English and she practised how to pronounce the words. The students were actively engaged to predict the words by only using the target language and then the instructor asked them to focus on the listening part in the book and told them that they could hear the same words and the students were asked to write the words beforehand. When the note taking part ended, the students were grouped to share the ideas and then, the answers were presented by the instructor. Azra had commented in her interview that she benefited from the platforms while teaching vocabulary especially during the pre and postproduction parts of the courses to exhibit the words and their usages and have the students use those words as well as test the students’ knowledge. She followed her plan and at the post-stage of her lesson, she used Padlet. She asked the students to create a story including the target words and share them on Padlet. The students worked in groups and tried to make up a story with the acquired words and shared on Padlet. Thus, all the students were able to see the stories of other groups. Then, as a whole class, the most imaginative story was chosen. Another instructor, İlkem, was observed during her Academic English 4 class. She started the course by displaying some flashcards in order to teach the target words. After a short warm-up with flashcards, she used the Smart board for a short exercise part including the same words on the flashcards. The students worked in groups to match the visuals with the words by and asked the students to read the text individually and then discuss what they comprehended with their partners sitting close to each other. She set the time and when the students finished sharing their ideas, she asked some comprehension check questions and gave some feedback. Then she wrote some words on the board and asked the students to find the synonyms of the words in the text. When she realised that all the learners had finished finding the synonyms, she asked who would be willing to come to the board and write them. In addition, the other students helped their friend with spelling and as a whole class, the words were pronounced chorally. As İlkem stated in her interview, she applied the same plan in her lesson: At the beginning of the lesson, I use these platforms. That is, before reading a paragraph or a text, I prepare some exercises on some technological platforms about the unknown words, and we do these exercises. Then, we read the paragraph or the text. At the end of her class, she used Kahoot and divided the students into different groups. The activity was based on the revision of the target words and while doing the activity, the students were eager to guess the words and they seemed to enjoy the activity. The Pakistani-English instructors were observed and the details of the observations are shown in Table 3 . Table 3 Observation Details of Pakistani-English instructors Observed Participant Observation Date Observed Lessons Topics in Lessons Duration The Technology-Based Educational Platforms used Anum 18-05-2022 (9:50 − 10:30) English I Describing an image 1 lesson (40 min.) Google Classroom Iqra 18-05-2022 (11:30 − 12:15) Intermediate English Course (English II) Translation Passage 1 lesson (40 min.) Google Classroom Sadia 20-05-2022 (11:30 − 12:15) Academic English III Precis writing 1 lesson (40 min.) Google Classroom The first participant that was observed was “Anum”, she was delivering a lesson on how to describe an image by using English language. For the sake of this lesson, she first started the lesson by showing a bunch of pictures one by one using Google Classroom and asking the students to explain what they had seen in the picture in their own words as an initial test of their English proficiency level. Then she taught them some strategies or tips on “how to describe an image” for which she also played a video. She also taught them and made them memorise a set of words related to every image that could be used to describe those images. After she had completed the lesson, she made groups and asked each of them to describe an image that they saw on their screens. As seen in the interview section, she has already mentioned that she uses Merriam Webster and Word Coach to teach different words and their meanings were also used here in her lesson. The students were very active throughout the lesson, they easily remembered the words that the instructor taught them, and they were easily able to use those words in making sentences in order to describe an image. The act of looking at an image and then describing it looked like an interesting activity for the students as they were taking very little time to carry it out plus a single image was being described in different and unique ways by different groups using a completely different set of vocabulary. Students were very attentive and thoroughly enjoyed the lesson. The teacher explained that she had a very good experience using Google Class as she didn’t have to toggle again and again between different applications. She stated that she was very happy seeing her students paying attention to her completely and she affirmed that she would consider using it and other platforms in her lesson more frequently. The second participant observed was “Iqra” who was teaching an intermediate English lesson. The aim of the lesson was to help students translate any passage given in their native language which is “Urdu” to the target language which is “English”. The teacher had been teaching different tenses and rules of grammar months before the lesson and the day we observed their lesson was their practice day. She initially started by teaching a few vocabulary words and meanings and then by showing an already translated passage with some missing words which students had to guess based on the vocabulary that they had been taught. She made use of Google images and different dictionary links to teach the English words for all given Urdu language words which were to be remembered by the students. In the end, the teacher let the students translate a paragraph on their own to which almost all students had 80% or more success rate. The teacher explained: “I knew that students were going to enjoy the lesson and actively take part in the tasks, but I didn’t know that they would perform so well as compared to if I had taught them using traditional methods”. The third and last participant, Sadia, was taking an advanced English language course and on the day of observation she was teaching about “Precis writing”. Precis is an English language practice which involves making a long paragraph very precise in a way that the whole meaning of the context remains unchanged. For this practice, the students have to learn plenty of synonyms and antonyms so that they are able to rephrase the sentence. Thus, in this lesson the teacher used Google Classroom to teach this. She had created a comprehensive list of a number of words related to one context which she showed to the students, then presented them the meanings of those words in native language and then their synonyms in English language. She made use of plenty of pictures and images and later she showed many examples of already paraphrased passages. She stated, “It was a complex lesson where students had to remember different types of information but surprisingly they remembered all that I taught them so easily”. Finally, once all of the observation reports, interviews, and questionnaire results have been compiled, Turkish-English teachers dedicate as much time as possible on teaching vocabulary using technology-assisted applications. They attempted to make the words salient in the pre-stage sections of the courses in order to attract the students' attention and increase their vocabulary retention, and in the post-stage section, they tried to ensure that the students could acquire the words by presenting them and asking them to use them in various skills. As observed in Pakistan, English language instructors did not use technology-based platforms in their vocabulary courses very regularly, but they nevertheless saw them as a constructive and beneficial tool. Discussion This research has focused on the integration of technology-based educational platforms, specifically the types of platforms that are used widely, the perceptions of English language instructors regarding the role of these platforms in the classroom and the ways in which the instructors incorporate these platforms into English vocabulary teaching. The study has found different results for the first research question in case of Pakistan and Türkiye. In Türkiye, when all observation reports, interviews and questionnaire findings were examined, it was found that Turkish-English instructors devoted a considerable amount of time to teaching vocabulary with technology-based educational applications as much as possible as they perceived them beneficial. This finding is also affirmed by Bordbar ( 2010 ) who looked into language instructors’ views regarding computers, information and communication technology, and the many ways in which they utilized their practical language learning expertise by assisting the computer in providing their own language education and found that almost all instructors had a favorable attitude about utilizing computers in the classroom and the findings also highlighted the significance of teachers' holistic perceptions of technology in education and the shaping of attitudes toward computer technology. Meanwhile, the findings show parallelism with Orhan and Tekin’s study (2018) who searched English lecturers' opinions of technological competency in education, and they discovered that English lecturers feel themselves competent in utilizing technology and attempt to benefit from them often. On the other hand, the case of Pakistan is a little bit different here. Almost 70% of the participants mentioned in the open-ended questionnaire that they do not use any such technology in their daily practice and the others mentioned that they usually use online communication platforms, different computer software or websites. This aspect has also been pointed out by a study conducted in public and private universities of Pakistan to assess the technology adoption in Teaching and Learning and tertiary level (Afridi & Chaudhry, 2019 ). It is stressed that teacher’s utilisation of technology in Pakistani universities was not sufficient. However, all participants' answers were “positive” and showed that teachers were in favour of integration of such platforms as they found them “significant” and “helpful” regardless of the fact that they used it or not. The results also showed that the most commonly used platforms by instructors in Türkiye were Kahoot, Quizlet, Voscreen, Google Classroom, Online Platforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out, Duolingo, Quizlet, Padlet and Pecha Kucha in their class while teaching vocabulary, whereas Pakistani teachers mainly used Zoom, MS Teams, Merriam Webster, Word Coach, Electronic Board, Online Dictionary and various computer software based on their independent applications. Compared to Akayoğlu and Cirit’s CALL tools (2017), only three of them showed similarity. These are Online Dictionary, Edmodo and Google Documents. The second question of this study, which is also the main objective of conducting this study, tries to find out how English language instructors perceive the role of technology based educational platforms in vocabulary teaching. The results found are the same in the case of Pakistan as well as Türkiye. It has been clearly seen via thorough examination of collected answers that all the participants of the study, whether they use or do not use these platforms, perceive them to be effective, convenient, and distinctive. The current study concentrated on the effectiveness of the technology-based educational platforms depending on the participant’s remarks because the use of the platforms saves energy and time through designing English classes. This is in line with the findings of Nawaila et al. ( 2020 ) stating that student-centered teaching approaches implemented in the learning process lead to less time spent in terms of technology advancements and the integration of technological innovation into teaching English. Similarly, Gunuç and Babacan ( 2018 ) emphasize that the teaching process with technological tools is considered one of the most important components of learning environments as they help save time and materialize abstract concepts. According to Ertmer et al. ( 2006 ), time and technology support are important factors for teachers to apply technology in their classes. According to Bennett et al. ( 2000 ), the technology-based platforms make their students more attentive in the class, help them to retain the information or the content of the lesson also by boosting their skills (Peregoy & Boyle, 2013 ). Besides, retention of learning could be enhanced with the use of the platforms as revealed by the findings of this study. Likewise, Sharma ( 2013 ) argued that the acquired retention was shown to be better when using an interactive multimedia strategy. Parallel to these findings, Chen ( 2012 ), Kumar and Tiwari ( 2011 ) and Korkmaz ( 2010 ) all reported recommended multimedia usage in teaching as this method contributes to retention. Another important finding of this study is that permanent vocabulary learning, and detailed revision could be provided through the implementations carried out in the classes. Çinar and Arı ( 2019 ) conducted a study to see the impact of one of these technology-based educational platforms (Quizlet) on learners’ English vocabulary learning and found that the use of platform not only created enjoyable atmosphere in the class but also fostered the students' attention and their vocabulary acquisition as well as the persistence of vocabulary, which shows similar results presenting as indicated in the literature about the benefits of digital vocabulary teaching programs (Baturay, 2007 ; Çelik, 2015; Kocaman, 2015 ).Briefly, the educational platforms are effective tools as also stated in his study by Arkin (2003). Moreover, the technology-based platforms bring more convenience to the teachers and the learners by providing many opportunities as revealed in this study based on the perceptions of the instructors. The learners at tertiary level find digital tools more procurable through the classes and this makes learning comfortable for digital natives. These findings are in line with the other studies (Coşkun& Arslan, 2014 ; Hayati et al., 2013 ). Similarly, Baytak et al. ( 2017 ) highlighted that technology use stimulates the learners to explore with enthusiasm and thus, social communities could be formed easily. Also, Keser et al. ( 2012 ) indicated that as effective tools improved classroom behavior, collaboration among the learners increased and led to motivation as well. Thus, the process of learning and teaching formed easiness for both sides and resulted in academic vocabulary accomplishment as observed in the current study. Additionally, even silent students became more active because of being influenced by positive learning atmosphere as proven by Wang et al. ( 2015 ). Regarding pedagogical potentiality of the technology-based platforms, gaining critical thinking abilities, giving feedback through the process and promoting academic success in all skills were pointed out as a result of this study. Şahhüseyinoğlu ( 2007 ), Göktürk Salam and Sert (2012) and Cirit ( 2014 ) also demonstrated the similar outcomes in their studies. Besides these, distinctiveness of the use of the platforms was another noteworthy finding of the current study. The participants mentioned that the utilization of non-traditional teaching techniques by incorporating technology promoted vocabulary teaching as well as teaching other skills. Likewise, Kayaoğlu et al. (2011) favoured animation as an innovative technique in the teaching and augmented reality was used to make flashcards by Chen and Chen ( 2019 ). Hence, conventional methods were updated and interactive learning and teaching promoted content as the participants accentuated in this study. This is also the formation of new teaching/ learning methods in ELT to advance vocabulary teaching as stressed by Demirbilek and Yücel ( 2011 ). Meanwhile, it was shown in the study that various input obtained via the platforms offered students with many sorts of knowledge needed to acquire through language learning process unconsciously such as vocabulary gain. This result demonstrates parallelism with the findings of Kilickaya and Krajka ( 2010 ). Above all, students could show more interest and enjoy the lesson thoroughly (Baytak et al., 2017 ). The third question focused on finding out about how or in which ways do teachers incorporate such platforms in vocabulary teaching. The researchers observed and interviewed some participants of the research who were using such platforms for vocabulary teaching. The study showed that different teachers made use of such technologies at different parts of the lesson according to their course objectives or lessons’ needs and requirements. For example, in case of Türkiye, they used it especially in the pre-stage sections of the courses, they tried to make the words salient in order to attract the attention of the students, as well as to increase their vocabulary retention, and in the post-stage section, they attempted to ensure that the students acquire the words by presenting them and asking them to use in different skills. The same pattern was seen in Pakistani instructors who first used these platforms to deliver a piece of lesson and then after some examples and thorough review of the course, the students were asked to carry out various activities related to the lesson that they had learned in the beginning of the class whereas some instructors used them in the middle of the lesson just to practise what they had taught in the start of the class. Akayoğlu & Cirit ( 2017 ) also mentioned about such use of these platforms at all stages of the course. On the other hand, as it was indicated in the current study as an important consideration, the instructors endeavoured to use the technology-based platforms based on their own determinations because the independent applications were due to lack of curriculum in Türkiye and Pakistan education policies. However, the Council of Europe ( 2000 ) framed English language teaching by providing a standard basis for a clear statement of aims, curriculum, and techniques, thereby increasing international collaboration in the field of contemporary languages. Although there were many external and internal factors influencing the decisions of the English instructors such as syllabus, lesson objectives and the availability of technology at their disposal, most importantly was their perception that has also been pointed out by Bingimlas ( 2009 ). This study also found out the perception of the teachers to be an important factor in deciding which mode of delivery would be used for the lesson. The English instructors who perceived them as a positive and productive tool implemented them more often in the case of Türkiye. In Pakistan, the availability of such platforms to be used for teaching was another factor affecting the integration of them into vocabulary teaching but nonetheless, the English instructors still managed to use the technology-based platforms in their vocabulary classes. Conclusion This study concentrated on finding out the perspectives of Turkish-English and Pakistani-English language instructors for technology-based educational platforms through teaching vocabulary and revealing whether there were any parallels or discrepancies between their methods by offering comparative research. All of the participants' responses were positive indicating that instructors supported the incorporation of such platforms because they were significant and useful regardless of whether they employ or not. In addition, Kahoot, Quizlet, Voscreen, Google Classroom, Online Platforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out, Duolingo, Quizlet, Padlet, and Pecha Kucha were the most commonly used platforms by Turkish instructors in their classes when teaching vocabulary, whereas Pakistani teachers primarily used Zoom, MS Teams, Merriam Webster, Word Coach, Online Dictionary. Through the interviews, the instructors pointed out the effectiveness of the technology-based educational platforms while teaching English vocabulary as they save energy and time, boost retention, provide permanent learning, contribute to the teaching method of the teachers with detailed revision and a teaching and learning tool. Besides, these platforms ensure convenience since they are suitable for students called digital natives who are the users of the technology and promote the activation of silent students. Additionally, the use of these platforms yields easiness not only for teachers but also for students and maintain pedagogical potentiality. Another consideration underlined by the instructors is the distinctiveness of the platforms as they propose non-traditional ways suggesting new teaching and learning methods. With the help of using these platforms, unconscious learning occurs, and they aim to make the terms prominent in the pre-stage portions of the courses to draw students' attention and boost their vocabulary retention, and they try to guarantee that the students learn the words in the post-stage segment by presenting them and asking them to utilize them in various activities. Students' attitudes toward learning the target language change when information and communication technologies are used in the classroom, and it has been proven that positive outcomes emerge, such as increased motivation, self-confidence, enthusiasm, the development of target language skills, and, as a result, foreign language learning is facilitated and accelerated (Coşkun & Arslan, 2014 ; Hayati et al., 2013 ). The case of Türkiye and Pakistan is significantly different from each other in terms of frequency of the use but is almost alike when the perception of the teachers is discussed. It has been clearly seen that in both countries teachers perceive them as effective, distinctive and convenient but they underline the lack of curriculum including technology use which is essential to be redesigned to achieve the main objectives as planned by the instructors. Suggestions The study recommends that the policies need to be designed according to the needs of a country individually. For example, in the case of Pakistan, the availability of technology needs to be made sure including provision of Computers, high speed internet facility, training of the teachers and promoting the supply of various technology based educational platforms for the department. There will be no hindrance faced since the English instructors perceive such tools to be productive and beneficial. Thus, the management needs to provide them with the tools that they need to make their lessons interesting and effective. In the case of Türkiye, the English instructors spend a great amount of time while teaching English vocabulary with the help of the technology-based educational platforms but they assert that there is not any integrated curriculum that would standardize the teaching applications in English classes as suggested by the Council of Europe. Moreover, the utilization of technology-based educational platforms may completely expand students' thinking skills and their language skills advancement such as vocabulary as well as improving teaching and learning effective, distinctive and convenient. Thus, many common language learning challenges especially faced during vocabulary learning may be handled with the proper use of technology. Also, the challenge (lack of curriculum) could be addressed by ministerial planning and the formation of an integrated curriculum based on the English instructors that promote successful learning and teaching may be achieved for all the stakeholders in the field of ELT. For further studies, it is recommended that collaborators from different fields (information technology educationalists) can work with the English instructors to create an integrated curriculum and the trainings for effective technology use could be provided. Since this study is a qualitative research design study, it is also possible to reach a larger number of participants with different design studies, for example, quantitative research design. In this study, the perceptions of the English instructors for technology-based educational platforms in teaching vocabulary were searched by conducting the research involving different countries,, Pakistan and Türkiye, since these countries collaboratively work depending on the international treaty. In addition, further studies could also be conducted on what the students think, and even more comprehensive data could be obtained in a long time with longitudinal studies. Declarations The participants' consent was initially and ethically obtained to take part in the study via interviews. Acknowledgements We would like to express our gratitude to the individuals and institutions who provided small contributions during the realization of this research. First and foremost, we sincerely thank the English instructors at universities in Türkiye and Pakistan who supported us in the data collection and analysis processes. The time and effort they dedicated to participating in our surveys and interviews played a critical role in the success of our research. Additionally, we are grateful to the experts in the ELT department who guided us and provided valuable feedback during the validation and analysis of the data. Their contributions have been invaluable in enhancing the validity and reliability of this study. References Adunola, O. (2012). The impact of teachers’ teaching methods on the academic performance of primary school pupils in Ijebu-Ode Local Government Area of Ogun State . Ogun State: Ego Booster Books. Afridi, T., & Chaudhry, A. H. (2019). Technology adoption and integration in teaching and learning at public and private universities in Punjab. Bulletin of Education and Research, 41 (2), 121-143. Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3 (2), 116-126. Ahmed, S. Z., Malik, S., & Ahmed, H. Z. (2019). Role of high-school teachers in academic decision-making practices: A comparative study of two provinces of Pakistan. Bulletin of Education and Research, 41 (1), 67-84. Akayoğlu, S., & Cirit, N. C. (2017). Preferences of preservice teachers of English in terms of CALL tools. Mehmet Akif Ersoy University Journal of Education Faculty, 44 , 146-161. Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers . Cambridge: Cambridge University Press. Arkın, E. İ. (2003). Teachers’ attitudes towards computer technology use in vocabulary instruction in the Foreign Languages Department at Bilkent University (Unpublished master’s thesis). Bilkent University, Ankara, Turkey. Asad, E. M. M., Khand, Z., Wadho, M., & Churi, P. (2020). Integration of e-learning technologies for interactive teaching and learning process: An empirical study on higher education institutes of Pakistan. ResearchGate . Asikhia, O. (2010). Students and teachers' perception of the causes of poor academic performance in Ogun state secondary schools [Nigeria]: Implications for counselling for national development. European Journal of Social Sciences, 13 (2), 229-242. Bax, S. (2003). CALL—past, present and future. IATEFL Computer Special Interest Group , 13-28. Elsevier Science Ltd. Baturay, M. H. (2007). Effects of web-based multimedia annotated vocabulary learning in context model on foreign language vocabulary retention of intermediate level English language learners (Unpublished doctoral dissertation). Middle East Technical University, Institute of Natural and Applied Sciences, Ankara. Baytak, A., Tarman, B., & Ayas, C. (2017). Experiencing technology integration in education: Children's perceptions. International Electronic Journal of Elementary Education, 3 (2), 139-151. Bennett, D., Culp, K. M., Honey, M., Tally, B., & Spielvogel, B. (2000). It all depends: Strategies for designing technologies for educational change. International Conference on Learning Technology , Philadelphia. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5 (3), 235-245. Bordbar, F. (2010). English teachers’ attitudes toward computer-assisted language learning. Borg, S. (2006). Teacher cognition and language education: Research and practice . London: Continuum. Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school . Washington DC: National Academic Press. Cephe, P. T., & Balçıkanlı, C. (2012). Web 2.0 tools in language teaching: What do student teachers think? International Journal on New Trends in Education and Their Implications, 3 (1), 1-12. Chapelle, C. (2016). CALL in the year 2000: A look back from 2016. Language Learning & Technology, 20 (2), 159–161. Chapelle, C., & Voss, E. (2016). 20 years of technology and language assessment in Language Learning & Technology. Language Learning & Technology, 20 (2), 116–128. Chen, R. W., & Chen, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57 (7). Chen, Y. C. (2012). Research on the learning effects of multimedia assisted instruction using information technology model. International Journal of Education Administration and Policy Studies, 4 (3), 84-86. Cirit, N. C. (2014). Perceptions of ELT pre-service teachers toward alternative assessment via web 2.0 tools: A case study at a Turkish state university (Master’s thesis). Middle East Technical University. Coşkun, A., & Arslan, A. (2014). Moodling English language education. Education, 134 (3), 275-281. Council of Europe. (2000). Common European Framework of Reference for Languages: Learning, teaching, assessment . Strasbourg: Language Policy Unit. Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research . Pearson Prentice Hall. Cunningham, U., Rashid, S., Watson, K., & Howard, J. (2018). Revisiting the digital divide(s): Technology-enhanced English language practices at a university in Pakistan. Australian Journal of Applied Linguistics , 64-87. Cüre, F., & Özdener, N. (2008). Öğretmenlerin bilgi ve iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe University Journal of Education, 34 (1), 41-53. Çakır, R., Yükseltürk, E., & Top, E. (2015). Pre-service and in-service teachers’ perceptions about using web 2.0 in education. Participatory Educational Research, 2 (2), 70-83. Çelik, A. (2015). The effect of digital vocabulary teaching in foreign language on vocabulary usage of high school students in writing (Master’s thesis). Erciyes University, Institute of Social Sciences, Kayseri. Çinar, İ., & Arı, A. (2019). The effects of Quizlet on secondary school students’ vocabulary learning and attitudes towards English. Asian Journal of Instruction, 7 (2), 60-73. Dabas, D. (2018). Role of computer and information technology in the education system. International Journal of Engineering and Techniques, 4 (1), 570-575. Daraz, M. U. (2007). Integration of computers with teaching of science at the lower secondary level . Demirbilek, M., & Yücel, Z. (2011). English language teachers’ perspectives on using computer games for second language teaching and learning. Ersungur, M. (2013). Çukurova University’s compulsory foreign language English course. Çukurova University Journal of Social Sciences Institute, 22 (1), 371-380. Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23 (2), 55-61. Faustmann, G., Kirchner, K., Lemke, C., & Monett, D. (2019). Which factors make digital learning platforms successful? ResearchGate . Folse, K. S., & Bologna, D. (2003). Targeting listening and speaking: Strategies and activities for ESL/EFL students . University of Michigan Press. Gunuç, S., & Babacan, N. (2018). Technology integration in English language teaching and learning. Positioning English for Specific Purposes in an English Language Teaching Context, 5 (2), 349-358. Griffor, E. (2016). Handbook of system safety and security . Elsevier Inc. Harpaz, I. (2003). The essence of performing meaningful comparative international survey research. In B. J. Punnett & O. Shenkar (Eds.), Handbook for international management research (2nd ed., pp. 17-48). University of Michigan Press. Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5 , 12-18. Harzing, A. W., & Maznevski, M. (2002). The interaction between language and culture: A test of the cultural accommodation hypothesis in seven countries. Language and Intercultural Communication, 2 (2), 120-139. Harzing, A. W., Reiche, B. S., & Pudelko, M. (2013). Challenges in international survey research: A review with illustrations and suggested solutions for best practice. Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44 (1), 66-81. İşman, P. D. (2012). Technology and technique: An educational perspective. TOJET: The Turkish Online Journal of Educational Technology, 11 (2), 207-213. Kayaoglu, M. N., Dag Akbas, R., & Ozturk, Z. (2011). A small scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology-TOJET, 10 (2), 24-30. Keser, H., Uzunboylu, H., & Ozdamli, F. (2012). The trends in technology supported collaborative learning studies in the 21st century. World Journal on Educational Technology, 3 (2), 103-119. Khokhar, A. J., & Javaid, S. (2016). Students and teachers perceptions of ICT use in classroom: Pakistani classrooms. The Asian Conference on Technology in the Classroom . The International Academic Forum. Kilickaya, F., & Krajka, J. (2010). Teachers' technology use in vocabulary teaching. Academic Exchange Quarterly , 81-86. Kumar, A., & Tiwari, J. (2011). A comparative study of the effectiveness of CAI programs and traditional methods of teaching English in standard IX. International Referred Research Journal, 3 (27), 120-132. Koo, A. C. (2008). Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Journal of Educational Technology & Society, 11 (1). Kocaman, O. (2015). Effects of computer assisted vocabulary instruction on vocabulary learning and vocabulary learning strategies (Unpublished doctoral dissertation). Yeditepe University, Institute of Educational Sciences, Istanbul. Korkmaz, H. (2010). The effectiveness of mobile assisted language learning as a supplementary material for English language teaching coursebooks (Unpublished master’s thesis). Bilkent University, Institute of Educational Sciences, Ankara. Lewis, M. (1993). The lexical approach: The state of ELT and the way forward . Language Teaching Publications. Liamputtong, P. (2009). Qualitative data analysis: Conceptual and practical considerations. Health Promotion Journal of Australia, 20 (2), 133-139. Memon, G. R. (2007). Education in Pakistan: The key issues, problems and the new challenges. Journal of Management and Social Sciences, 3 (1), 47-55. Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. The Turkish Online Journal of Educational Technology, 14 (2), 229-240. Merriam, S. (1998). Qualitative research and case study applications in education . Jossey Bass. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook . Sage. Mukhopadhyay, M. (2005). Total quality management in education (2nd ed.). SAGE Publications. Nawaz, A., & Kundi, G. (2010). Predictors of e-learning development and use practices in higher education institutions (HEIs) of NWFP, Pakistan. Journal of Science and Technology Education Research, 1 (3), 44-54. Nawaz, A., & Qureshi, Q. (2010). E-teaching/e-pedagogy threats & opportunities for teachers in HEIs. Global Journal of Management and Business Research, 10 (9), 23-31. Nawaila, M. B., Kanbul, S., & Alhamroni, R. (2020). Technology and English language teaching and learning: A content analysis. Journal of Learning and Teaching in Digital Age, 5 (1), 16-23. News, G. (2021). Ed-tech will be core pillar of Pakistan education policy 2021: Shafqat Mehmood. Geo News . Nisbet, D., & Austin, D. (2013). Enhancing ESL vocabulary development through the use of mobile technology. Journal of Adult Education, 42 (1). Orhan, A., & Tekin, İ. (2019). İngilizce okutmanlarının teknoloji yeterliliklerinin ve derste teknoloji kullanımına ilişkin tutumlarının incelenmesi. Mehmet Akif Ersoy University Journal of Education Faculty, 49 , 81-101. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage. Peregoy, S. F., & Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners . Pearson. Qureshi, I. A., Ilyas, K., Yasmin, R., & Whitty, M. (2012). Challenges of implementing e-learning in a Pakistani university. Knowledge Management and E-Learning, 4 (3), 310-324. Rakıcıoglu-Söylemez, A., & Akayoğlu, S. (2016). Prospective EFL teachers’ perceptions of using CALL in the classroom. In K. Dikilitaş (Ed.), Innovative professional development methods and strategies for STEM education (pp. 140-158). IGI Global Publishing. Reddy, S. L., & Bubonia, J. (2020). Technology in education: Learning opportunities for teachers and students. Journal of Family & Consumer Sciences, 112 (1), 46-50. Robbins, S. P. (2005). Organisational behaviour (11th ed.). Pearson. Robbins, S. P., & Judge, T. A. (2016). Organisational behaviour (17th ed.). Pearson. Şahhüseyinoğlu, D. (2007). Eleştirel düşünme ve eğitsel oyunlar: İngiliz dili aday öğretmenlerinin görüşleri. Hacettepe University Journal of Education, 32 , 266-273. Savaş, P. (2014). Tablet PCs as instructional tools in English as a foreign language education. The Turkish Online Journal of Educational Technology, 13 , 217-222. Seis, Z. (2020). Exploring the relationship between the perceptions of English lecturers towards vocabulary teaching and their strategies in vocabulary instruction (Unpublished master’s thesis). Maltepe University, Institute of Educational Sciences, Istanbul. Shah, M. (2011). The dimensionality of teacher collegiality and the development of teacher collegiality scale. International Journal of Education, 3 (2). Sharma, P. (2013). Role of interactive multimedia for enhancing students' achievement and retention. International Women Online Journal of Distance Education, 2 (3), 12-22. Sharma, B., Nand, R., Naseem, M., & Reddy, E. V. (2019). Effectiveness of online presence in a blended higher learning environment in the Pacific. Studies in Higher Education, 45 (8), 1547-1565. Shyamlee, S. D. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Media and Culture, 33 , 150-156. Singh, M. N. (2021). Inroad of digital technology in education: Age of digital classroom. Higher Education for the Future, 8 (1), 20-30. Sofoluwe, A. O. (2003). Evaluation of the total quality management of primary education in Nigeria. Nigerian Journal of Education Research and Evaluation, 4 (1), 25-33. Tamilarasan, P. (n.d.). The advantages of technology in teaching the English language. Man In India, 97 (23), 899-902. TEPAV & British Council. (2014). Turkey national needs assessment of state school English language teaching. The Memorandum of Understanding. (2017). Journal of Higher Education . The National Development Plan of Ireland. (2021). Government of Ireland . Vallinas, N. (2009). Creating effective teaching and learning environments: First results from TALIS. OECD . Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5 (2). Warschauer, M. (1996). Computer assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Logos International. Zamir, S., & Thomas, M. (2019). Effects of university teachers’ perceptions, attitude and motivation on their readiness for the integration of ICT in classroom teaching. Journal of Education and Educational Development, 6 (2), 308-326. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7157370","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":487422439,"identity":"52bd3528-151e-4f05-a37f-54ecad013726","order_by":0,"name":"Zekiye SEİS","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0003-4773-2607","institution":"","correspondingAuthor":true,"prefix":"","firstName":"Zekiye","middleName":"","lastName":"SEİS","suffix":""}],"badges":[],"createdAt":"2025-07-18 11:51:08","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7157370/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7157370/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87891602,"identity":"135b1a79-f74e-49b5-94db-f88c53b5838d","added_by":"auto","created_at":"2025-07-30 06:44:36","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":106327,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend.\u003c/p\u003e","description":"","filename":"figure1missing.png","url":"https://assets-eu.researchsquare.com/files/rs-7157370/v1/2f51a996cdcabf22049d7fe7.png"},{"id":87891607,"identity":"ad721bab-fc06-46b5-ade1-b43098203ce8","added_by":"auto","created_at":"2025-07-30 06:44:36","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":66802,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend.\u003c/p\u003e","description":"","filename":"figure2missing.png","url":"https://assets-eu.researchsquare.com/files/rs-7157370/v1/c70e7a4907fd2b9758305e16.png"},{"id":87891603,"identity":"7ae2989d-2053-4f01-a460-600bfb958a6d","added_by":"auto","created_at":"2025-07-30 06:44:36","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":41985,"visible":true,"origin":"","legend":"\u003cp\u003eEFL Turkish-English and Pakistani-English Instructors’ Perceptions for Technology-based Educational Platforms in Vocabulary Teaching\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7157370/v1/58304cab561086ad16d30e86.png"},{"id":87892865,"identity":"6aa32b82-7965-4e0d-88a8-1b83612766cc","added_by":"auto","created_at":"2025-07-30 07:00:37","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1030659,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7157370/v1/e28adb3d-f9d1-4868-9fc8-d3d9cc5ef318.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eTechnology-Based Vocabulary Teaching at the Tertiary Level:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eA Comparative Study between Pakistan and Türkiye\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe basis of this research topic lies in the pervasive influence of technology in modern education, particularly in language teaching. This study explores the integration of technology through Computer-Assisted Language Learning (CALL) and its impact on teaching English vocabulary at the tertiary level. The sections of the study will address the utilization of various technological platforms, the perceptions of English instructors in T\u0026uuml;rkiye and Pakistan, and a comparison of educational practices in these two countries. The counterpart in the scientific literature emphasizes the transformative role of technology in enhancing teaching methodologies, accommodating diverse learning styles, and offering a wide range of educational resources.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Importance of the Research\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn today\u0026apos;s digital era, technology has permeated all aspects of life, including education. Defined as the practical implementation of knowledge, particularly in specialized fields, technology encompasses a broad range of applications (Griffor, 2016). The advent of information and communication technology (ICT) has significantly impacted various sectors, notably education (Dabas, 2018). The integration of technology in language teaching, especially through CALL, has provided learners with access to real-world complexities and multimedia resources. This exposure supports diverse learning styles and abilities (Reddy \u0026amp; Bubonia, 2020). Bax (2003) emphasizes the importance of integrative approaches, utilizing various technological tools to enhance the continuous learning process. Research supports the notion that technological tools can accommodate different learning styles, offer a wealth of teaching resources, and promote self-directed learning (Chapelle, 2016; Chapelle \u0026amp; Voss, 2016).\u003c/p\u003e\n\u003cp\u003eThis research is significant as it addresses a critical gap in the literature: the lack of comprehensive data on the use of technology in university-level English vocabulary instruction, specifically in the contexts of T\u0026uuml;rkiye and Pakistan. While the global push towards integrating technology in education has led to policy changes, such as T\u0026uuml;rkiye\u0026apos;s Higher Education Council introducing relevant courses (Y\u0026Ouml;K, 1998) and Pakistan\u0026apos;s Ministry of Education encouraging the use of educational technology (Ministry of Education, 2009, as cited in Asad et al., 2020), there remains limited empirical evidence on how these policies translate into classroom practices. Additionally, while existing studies highlight the potential benefits of technology in enhancing language skills, they often overlook the specific perceptions and experiences of instructors who implement these technologies in their teaching practices. This study aims to fill this gap by providing insights into the perceptions of English language instructors regarding technology-based educational platforms for teaching vocabulary, thereby offering practical recommendations for policymakers, educators, and other stakeholders to enhance the quality of English Language Teaching (ELT).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Problem\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDespite the acknowledged importance of technology in education, there is a lack of comprehensive data on its use in university-level English vocabulary instruction in both T\u0026uuml;rkiye and Pakistan. While the digital age has revolutionized English Language Teaching (ELT), moving away from traditional methods and incorporating ICT to teach essential skills, vocabulary instruction often receives less emphasis compared to core language skills (Seis, 2020). Limited research has explored the perspectives of L2 lecturers on vocabulary teaching (Borg, 2006). The global push towards integrating technology in education has led to policy changes in several countries. For example, in T\u0026uuml;rkiye, the Higher Education Council (Y\u0026Ouml;K) introduced courses such as Computer I-II and Instructional Technologies and Material Design into university curricula (Y\u0026Ouml;K, 1998). In Pakistan, the Ministry of Education has encouraged the use of educational technology devices, reflected in policies like the 7th standard syllabus (Ministry of Education, 2009, as cited in Asad et al., 2020) and the Education Policy (News, 2021). Similarly, Ireland\u0026apos;s Project Ireland 2040 aims to enhance teaching, learning, and assessment through digital technologies (The National Development Plan, 2021).\u003c/p\u003e\n\u003cp\u003eHowever, previous studies (Koo, 2008; TEPAV \u0026amp; British Council, 2014) indicate that while English instructors strive to integrate technology, their perceptions remain underexplored. There is a notable absence of research detailing how teachers use technological resources in their teaching methods, as highlighted by Arkin (2003). In Pakistan, the slow progress in integrating technology into the curriculum, despite policy recommendations, further underscores the need for empirical investigation (Afridi \u0026amp; Chaudhry, 2019; Khokhar \u0026amp; Javaid, 2016; Zamir \u0026amp; Thomas, 2019).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to investigate the perceptions of Turkish and Pakistani English language instructors regarding the use of technology-based educational platforms for teaching vocabulary. Specifically, the study seeks to:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-alpha;\"\u003e\n \u003cli\u003eIdentify the types of technology-based educational platforms used by English instructors.\u003c/li\u003e\n \u003cli\u003eExplore instructors\u0026apos; perceptions of these platforms in their classroom practices.\u003c/li\u003e\n \u003cli\u003eCompare the practices of English instructors at universities in Pakistan and T\u0026uuml;rkiye regarding the integration of technology-based platforms into their vocabulary teaching.\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThe findings of this study will contribute to the existing body of literature and offer practical insights for improving the quality of ELT through the effective use of technology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Questions\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eWhat technology-based educational platforms are used by English instructors in Pakistan and T\u0026uuml;rkiye to teach vocabulary?\u003c/li\u003e\n \u003cli\u003eHow do English instructors in these countries perceive the role of technology-based platforms in their classroom practices?\u003c/li\u003e\n \u003cli\u003eHow do English instructors at universities in Pakistan and T\u0026uuml;rkiye integrate technology-based platforms into their vocabulary teaching?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Literature Review","content":"\u003cp\u003eTeaching methods encompass a wide array of approaches designed to meet learners\u0026apos; specific needs and deliver desired educational outcomes. The choice of teaching method is crucial as it significantly impacts students\u0026apos; academic performance (Isa et al., 2020). Ineffective teaching methods often result in undesired outcomes, highlighting the importance of selecting appropriate strategies (Adunola, 2012). Moreover, factors such as teacher training and the learning environment strongly influence student success (Asikhia, 2010).\u003c/p\u003e\n\u003cp\u003eThe integration of technology in education, particularly in English language teaching, has transformed traditional teaching methods. Technology offers diverse options to make lessons more engaging and progressive, thus enhancing the learning experience. Studies have shown that both teaching and learning benefit from the use of computer technology (Bennett et al., 2000). According to Bransford et al. (2000), technology helps teachers better meet their students\u0026apos; academic needs by fostering connections and forming communities.\u003c/p\u003e\n\u003cp\u003eTraditional lecture methods often lead to rote memorization and a lack of engagement, creating a dull classroom environment. Ersungur (2013) found that when English instructors incorporate technology-based platforms into their lessons, students engage more effectively, particularly in developing listening and reading skills. Additionally, it is essential for instructors to select appropriate digital tools and align them with their curriculum to maximize educational benefits.\u003c/p\u003e\n\u003cp\u003eCephe and Bal\u0026ccedil;ıkanlı (2012) explored the perspectives of pre-service English language instructors on using web 2.0 technologies. Despite concerns about limited access to online technologies, these instructors generally had a positive attitude toward integrating these tools into their teaching. This underscores the importance of choosing the right teaching methods, influenced by curriculum goals, resource availability, and the teacher\u0026apos;s willingness to innovate (Isa et al., 2020).\u003c/p\u003e\n\u003cp\u003eThe adoption of technology-based platforms in education is influenced by structural frameworks, technological literacy, individual qualifications, and personal perceptions and self-worth (Harrell \u0026amp; Bynum, 2018). Teachers\u0026apos; perceptions are crucial in determining the use of technology in the classroom, often based more on intuition than objective evidence (Mukhopadhyay, 2005; Robbins \u0026amp; Judge, 2016).\u003c/p\u003e\n\u003cp\u003eThe effective use of technology in education provides a rich learning environment that facilitates rapid knowledge acquisition. In ELT, technology introduces innovative teaching processes at all educational levels, positively influencing students\u0026apos; attitudes toward language learning (Coşkun \u0026amp; Arslan, 2014; Hayati et al., 2013). Technology fosters collaboration among learners and can be adapted to address specific educational needs (Shyamlee, 2012). Empirical studies suggest that technology significantly enhances reading and writing skills by enabling quick and effective information absorption (Peregoy \u0026amp; Boyle, 2013).\u003c/p\u003e\n\u003cp\u003eTechnological tools like web 2.0 platforms can provide continuous feedback, accommodate diverse learning styles, and motivate students (G\u0026ouml;kt\u0026uuml;rk Salam \u0026amp; Sert, 2012). Studies on pre-service teachers\u0026apos; use of CALL (Computer-Assisted Language Learning) tools reveal a preference for integrating these technologies throughout the course, not just at specific stages (Akayoğlu \u0026amp; Cirit, 2017). Moreover, Web 2.0 technologies can enhance traditional assessments by offering multimedia formats for evaluation, thereby supporting learners more effectively (Cirit, 2014).\u003c/p\u003e\n\u003cp\u003eIn vocabulary teaching, there is no single best method or tool; a variety of technological instruments can enhance vocabulary education. Nisbet and Austin (2013) emphasize the potential of applications and software to improve vocabulary learning outcomes. Studies have shown that technologies such as animations (Kayaoglu et al., 2011), Augmented Reality (AR) flashcards (Chen \u0026amp; Chen, 2019), and iPads (Wang et al., 2015) can significantly boost vocabulary acquisition and motivation.\u003c/p\u003e\n\u003cp\u003eThe use of educational games in vocabulary teaching is another area of interest. Demirbilek and Y\u0026uuml;cel (2011) found that teachers commonly use computer games to teach vocabulary-related topics, enhancing engagement and learning outcomes. Arkın (2003) highlighted that while few teachers use specialized vocabulary software, there is a general belief in the effectiveness of technological tools in language learning.\u003c/p\u003e\n\u003cp\u003eSeveral studies have also explored teachers\u0026apos; attitudes toward technology use in their classes. Şahh\u0026uuml;seyinoğlu (2007) examined the impact of computer games on critical thinking in foreign language education, finding that such games can promote critical thinking skills. However, there remains a gap in research focusing on teachers\u0026apos; perceptions of technology use specifically for vocabulary teaching in ELT contexts. This study aims to address this gap and contribute valuable insights to the existing literature.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eResearch Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study employs a descriptive and qualitative research design to explore teachers\u0026apos; perspectives on the use of technology-based educational platforms in teaching English vocabulary. Qualitative research is particularly effective for studying phenomena in their natural context, allowing for a comprehensive understanding of participants\u0026apos; experiences and perceptions (Creswell, 2003). As Denzin (1989) emphasizes, qualitative methods provide rich descriptions of individuals\u0026apos; emotions, thoughts, and encounters, which are essential for capturing the nuanced experiences of teachers in this study.\u003c/p\u003e\n\u003cp\u003eTo enhance the study\u0026apos;s reliability, expert opinions from the Department of ELT were sought, and peer debriefing was conducted. Independent researchers from T\u0026uuml;rkiye and Pakistan analyzed the data to confirm the findings, ensuring validity and reliability. Involving local collaborators in the data collection process increased credibility and response rates, following Harpaz\u0026apos;s (2003) recommendation. This international research project was coordinated with local collaborators, providing additional access to local contexts and managing the global data collection process (Harzing \u0026amp; Maznevski, 2002; Harzing et al., 2013). The reliability of the qualitative inquiry was supported by the validity of the data interpretation (Eisenhart \u0026amp; Howe, 1992).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants and Context\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study\u0026apos;s participants included 20 English instructors: 10 from various universities (both state and private) in T\u0026uuml;rkiye \u0026nbsp; and 10 from a state university in Pakistan. Turkish-English instructors were selected through convenient sampling, while Pakistani-English instructors were chosen using a snowball sampling method. The deliberate selection of English teachers as the sample is based on their pivotal role in the teaching and learning process (Sofoluwe, 2003). Teachers\u0026apos; decisions regarding teaching methods and the use of technology-supported platforms are critical, making them key players in this research. The demographic information of the participants, including their teaching experience, is illustrated in Figure 1.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Tools\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eData were collected using a combination of qualitative methods, including observations, interviews, and open-ended questionnaires. This triangulation of data collection tools helps ensure the trustworthiness of the study\u0026apos;s findings (Cohen et al., 2011). The various data collection tools are depicted in Figure 2.\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eOpen-Ended Questionnaire\u003c/strong\u003e: An open-ended questionnaire was administered to the participating instructors from Pakistan and T\u0026uuml;rkiye (Appendix A). The questionnaire sought to identify similarities and differences in the use of technology-based platforms among these instructors in the field of ELT. It included questions about the instructors\u0026apos; use of technology-based educational platforms in English classes, the specific platforms used, any training received, whether the use of these platforms is mandatory or voluntary at their universities, and their perceptions and experiences with these platforms. Additionally, instructors were invited to participate in a voluntary Zoom meeting to discuss these issues further.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eInterviews\u003c/strong\u003e: Semi-structured interviews were conducted to gain deeper insights into how technology-based platforms are integrated into teaching practices. The interview questions focused on the instructors\u0026apos; experiences with these platforms, the duration of their use, how they supplement vocabulary instruction, specific activities used, effective teaching strategies, the educational potential of the platforms, and the availability of these platforms in the curriculum (Appendix B). These interviews provided detailed qualitative data on the instructors\u0026apos; perspectives and practices.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eObservations:\u0026nbsp;\u003c/strong\u003eObservations were conducted to capture the instructors\u0026apos; unique traits and behaviors during vocabulary teaching using educational platforms (Appendix C). The researcher acted as a non-participant observer, taking detailed field notes. Member checking was employed to enhance data triangulation and trustworthiness, with observation notes shared with participants for verification and additional comments.\u0026nbsp;\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Process\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBefore the study commenced, Ethical Commission Approval was obtained (Appendix D). The data collection tools were piloted with two instructors from each country, leading to necessary revisions, such as sentence shortening and adding new items to the questionnaire and observation sheet. Subsequently, three volunteer instructors from each country participated in the interviews and observations. The semi-structured interviews were conducted, recorded, and transcribed verbatim. Following the interviews, observations were carried out, with reports and field notes documenting the instructors\u0026apos; practices. At the end of each observation, reports were shared with instructors for member checking, and pseudonyms were used throughout the study to maintain participant confidentiality.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data analysis process involved organizing and interpreting the collected data in a meaningful way, adhering to a qualitative interpretive paradigm (Creswell, 2005). The analysis began with the organization of data, including transcription of interviews and field notes. Following this, a thorough evaluation of word meanings and relationships was conducted to identify key concepts and patterns. This led to the development of themes based on the instructors\u0026apos; perceptions and experiences with technology-based educational platforms.\u003c/p\u003e\n\u003cp\u003eTo ensure the reliability of the findings, peer debriefings were conducted with ELT experts, providing an additional layer of review and validation. The consistency of the coding process was evaluated, resulting in an intercoder reliability score of 0.93, which indicates a high level of agreement among the coders (Miles \u0026amp; Huberman, 1994). This rigorous process ensured that the themes accurately reflected the data. The final findings were presented based on the consensus reached through this collaborative and meticulous analysis process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere are some limitations to the study that need to be noted. Because the cultural and contextual distinctions between Pakistan and T\u0026uuml;rkiye, as well as the disparities in technology infrastructure, educational regulations, and institutional support, could also have an effect on the experiences and views of the instructors, which could have an impact on the study\u0026apos;s findings. Additionally, the focus of the study was specifically on vocabulary education through the use of technology-based platforms without exploring other language skills, which could provide comprehensive understanding. Time constraints were another research constraint that precluded a long-term examination of instructors\u0026apos; perspectives.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eIn the light of the research questions, the findings of the open-ended questionnaire, interviews and observations were presented based on the inquiry in each country (Pakistan and T\u0026uuml;rkiye).\u003c/p\u003e\u003cp\u003eIn response to the first research question concerning the technology-based educational platforms used to teach English vocabulary by English instructors in Pakistan and T\u0026uuml;rkiye, the data gathered from 20 instructors via open-ended questionnaire, interviews and observations were examined. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents their preferences:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eParticipant Instructors\u0026rsquo; Preferences for Technology-Based Educational Platforms for Teaching Vocabulary in T\u0026uuml;rkiye and Pakistan (Questionnaire findings)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eParticipants\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe Platforms Preferred Most\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eParticipants\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe Platforms Preferred Most\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cem\u003eTurkısh\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePakistani\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP1\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKahoot, Quizlet, Voscreen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP1\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMerriam-Webster, Word Coach\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuizlet, Google Classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eElectronic Board\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP3\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOnline PLatforms of coursebooks, Edmodo, Quizlet, Kahoot\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP3\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eComputer Software\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP4\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInteractive online platform, Edmodo, Quizlet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP4\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMS Teams\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP5\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKahoot, Quizlet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP5\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP6\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEdmodo, Easyclass, Quizlet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP6\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ecourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP7\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuizlet, Blooket,Kahoot, Quizziz, Padlet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP7\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ecourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKahoot, Quizizz, Quizlet, Padlet, Edmodo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ecourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP9\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKahoot\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP9\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ecourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eP10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOnline PLatforms of coursebooks\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eP10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ecourse books\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBased on the findings, the participant Turkish-English instructors stated that they used Kahoot, Quizlet, Voscreen, Google Classroom, Online PLatforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out,Duolingo, Quizlet, Padlet and Pecha Kucha in their class while teaching vocabulary in open-ended questionnaires, interviews and observations. All the respondents expressed that the use of technology-based educational platforms in foreign language lessons for vocabulary teaching was very vital and the remarks of the instructors proved this. Participant 1 (Open-ended questionnaire) explained the importance of these platforms with these words:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;Actually, with the latest improvements, technology is an indispensable part of both learning and teaching. It is both interesting and practical to use technology especially in language classes\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipant 2 (Open-ended questionnaire) underlined the necessity of using these platforms in the open-ended questionnaire:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I think technology-based platforms are a necessity considering 21st century skills. Thus, l try to use technology based education in my classrooms as much as I can do\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe other participant (P4) agreed why the platforms were pivotal in teaching and learning in the open-ended questionnaire:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I hold the view that technology-based educational platforms play a crucial role both in language learning and language teaching in our classroom practices. In classroom settings, learners should access the right learning tools to stay connected not only with their teachers but also with the learning itself. Thanks to these tools and platforms, learning and teaching can be fun and effective\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipant 5 in the open-ended questionnaire explained,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;We are the teachers of gen Z. Youth of today do not learn language items with traditional methods such as mechanic exercises, filling in gaps, task completion on a piece of paper. They learn through tech-based apps. They like it in a competitive and gamified platform. Otherwise, it is hard to attract their attention. Considering our audiences, it is vital to exploit them in classes\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eParticipant 8 pointed out the motivation factor of the students while using these platforms and emphasised:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;It motivates the students; it has the students engaged in the activities by providing various sources at the same time\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe case of Pakistan is a little bit different here. Almost 70% of the participants mentioned in the open-ended questionnaire that they do not use any such technology in their daily practice and the others mentioned that they usually use online communication platforms, different computer software or websites. In the questionnaire, they mentioned using zoom, MS Teams, Merriam Webster, Word Coach, Electronic Board and various computer software. Although the HEC stresses the use of such technologies, there is no obligation in the curriculum for the instructors to make use of these technologies. All participants' answers were \u0026ldquo;positive\u0026rdquo; and showed that teachers are in favour of integration of such platforms as they find them \u0026ldquo;significant\u0026rdquo; and \u0026ldquo;helpful\u0026rdquo; regardless of the fact that they use it or not.\u003c/p\u003e\u003cp\u003eSome instructors find these platforms to be engaging and motivating for the students to teach vocabulary as participant 11 states that,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;Students take interest in such activities and it enhances their vocabulary. They can learn many synonyms and antonyms for a single word\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAnother participant (P14) believes that \u0026ldquo;it will enhance communication skills\u0026rdquo; of the users. Most of the teachers believe that the traditional way of delivering lessons sometimes becomes boring for the students so they use other mediums including different online programs to make the lesson interesting and get the attention of the students. As it has been mentioned by participant 12 by saying,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I have a very positive view of technology-based platforms. I think these platforms are very interactive; they create a more engaged environment which makes even a boring lesson interesting. It also improves collaboration among students and between teachers and students\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTeachers also believe that since technology is a part of every aspect of life, using such platforms prepares them for the reality and the usage of technology that they are going to face in the future as participant 18 says,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I believe such platforms are very important since they prepare the students for future as we all know that technology has become an important part of our lives so using such platforms introduce students with modern technologies and prepare them for future job markets\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSome instructors find these platforms to be productive and a dynamic tool for delivering lessons. They say that it not only helps students but it also makes teachers' lives easier as participant 19 mentioned that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I think they are very useful and helpful. Since they incorporate different styles of teaching it means that they make the lesson dynamic and students can enjoy the lesson without getting bored. I think that they are a productive tool for teachers because they also save teachers time since online assessment and grading becomes easier on them\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn the same way, another participant 17 has mentioned why technology is important by saying,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;It is obvious that technology is very important in our lives so it is also crucial in the education sector. The whole world is moving fast in technology so in that way it has become an essential thing. I think it helps both the students and the teachers in many ways. For students it makes the lessons interesting and playful so it motivates learning whereas for teachers it makes the grading easier and reduces their paperwork\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe second research question focused on the perceptions of English instructors in T\u0026uuml;rkiye and Pakistan for the role of technology-based educational platforms in their vocabulary teaching classroom practices. Based on the responses of the volunteer participant instructors, the themes related to the instructors' perspectives were presented to answer the second research question. Thus, the following figure presents the themes that emerged from the data:\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eDuring the interviews, the instructors asserted that technology-based platforms presented the effectiveness in many ways such as energy-saving, time-saving, boosting retention, providing permanent learning and detailed revision teaching and learning tool. The participants stated that the reasons to use these technology-based platforms were to save time and energy and boost learning. For example, Umur commented how technology is effective in teaching foreign language lessons:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI think it is very vital to use technology in classrooms especially in such a time that technology develops at such a quick pace. Use of technology in classrooms saves time and energy. Also brings joy to the classroom and boosts learning\u0026hellip; To my belief, they absolutely enhance and boost vocabulary knowledge.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSimilarly, another participant, İlkem, explains that she perceives educational platforms as a learning tool. Meanwhile, Azra points out that the use of platforms contributes to detailed revision. She expresses especially when she benefits from these platforms for revision:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI benefit during the pre and postproduction parts to exhibit the words and their usages or to have the students use those words. Also, use them to test their knowledge.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn addition, the participants affirmed that technology-based platforms bring more convenience to the learners by providing opportunities for them. They believed that learners who are digital natives learn in a more interesting and quick way. Umur uttered that \u0026ldquo;even silent students can show their success in those applications to learn the meaning of new words\u0026rdquo;. Besides, they mentioned that the platforms bring pedagogical potentiality. İlkem highlighted that the pedagogical potential of these platforms in general in two ways:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;Thanks to the use of different teaching methods through technological platforms, teachers can create a more useful teaching and learning atmosphere in the class and teachers can instruct the students and manage their classes in a better way\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e Additionally, the participants agreed on the distinctiveness of vocabulary teaching education using technology-based platforms. In his interview, Umur asserted how the use of platforms provide unconscious learning that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eEducational platforms definitely vanish the effect of memorization as repetition already boosts learning and makes it permanent. Instead of long unattractive word lists, vocabulary revision can be conducted in a comparatively more enjoyable and effective way. Instead of written vocabulary quizzes, more enjoyable quizzes can be conducted through those applications. During that time, students unconsciously learn new words and revise the vocabulary while they have fun.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAnother instructor, İlkem, argued that non-traditional ways of teaching need to be adopted among EFL teachers and mentioned that time changed and teachers should change their teaching methods. Besides, Azra claimed that new technologies promote new teaching and learning methods in EFL settings. She highlighted the incentive side of these educational platforms to vocabulary teaching and learning process and explained that they could contribute with different and various input by showing visuals, teaching pronunciation and testing effectively.\u003c/p\u003e\u003cp\u003eThe interviews collected from Pakistani teachers can also be categorised in the above-mentioned themes as follows:\u003c/p\u003e\u003cp\u003eWhether an instructor does or doesn\u0026rsquo;t use these platforms frequently, they were all seen to hold positive views about the use of technology for delivering language teachings. They mentioned that not only teachers but students also appreciate the use of such technologies as assessed from the feedback that students give as they enjoyed the lesson. So in terms of effectiveness, such platforms are supported by all the participants of the interview who hold the view that technology-based educational platforms are productive teaching tools. They help teachers to save their time as mentioned by Anum,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;The facility of conducting collaborative activities among students, accessibility of students to any uploaded material by teachers at one portal, lectures have become almost paperless, saves time as well as classroom can be accessed from anywhere\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eApart from this, the lessons that are delivered using such platforms are better remembered by the students since the lesson delivered has captured their attention and they are more likely to remember it afterwards. Participants mentioned using them first in the start of the lesson to deliver the lessons and then in the end to test the retention (mainly vocabulary) and they have found that students almost always remembered the lesson since they were more attentive and interested in the lesson delivered through such a platform. As the second participant of the interview, Iqra, mentioned,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI have noticed students remembering all the information that I provided them by using a technological platform, I think they like learning through technology mainly because technology has become an important part of the lives of our generation and it also captures their attention so they also want to use it while studying\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe major and one of the biggest attributes of these platforms reiterated by all teachers in the questionnaires as well as in the interviews is the convenience that they provide to its users. Instructors are of the view that technological platforms assist teachers to personalise learning experiences while teaching and revising vocabulary. Iqra also highlighted this feature of such platforms by saying that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;Using such platforms a teacher can upload all the documents/quizzes/exams on one portal from where all the students can access these and then later teachers can easily grade them on the platform without the need to physically post the results on the notice board or the need for students to physically visit teachers offices frequently to ask for notes or their marks\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis statement shows the amount of comfort that is brought to the teachers' lives by the use of these platforms. Another important feature which is very important but was mentioned only by one interviewee is that by using these platforms, the teachers\u0026rsquo; lives are more likely to become paperless. Therefore, vocabulary teaching is not only carried out with paperwork according to the third participant, Sadia, who states:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;It\u0026rsquo;s so soothing to not have the need to carry a bundle of papers with you for the exam or the lesson when you are using these platforms\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eShe also mentions that since technology is such an important part of new generations\u0026rsquo; lives that students are very happy to have the access to such a platform which they can use to learn especially English vocabulary.\u003c/p\u003e\u003cp\u003eThe third category that we have used to compound the attributes of such platforms is distinctiveness. The participants have clearly mentioned this in their interviews mainly when asked about \u0026ldquo;Why\u0026rdquo; they would prefer such a platform over traditional way of teaching by emphasising the modernity and creativity of the lesson that is achieved by such platforms. As an answer to previously mentioned question, Sadia replied:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;the reason for using them was to easily communicate with the students and make them comprehend the lesson in an interesting and easier way since students seemed to lose interest in the traditional lesson\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn the same manner, Anum states how vocabulary teaching needs to revised with the help of technology:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;Learning new words and meanings or new sentences can be so boring sometimes for which I really like the use of these platforms as I can make a simple vocabulary lesson as creative, colourful and dynamic as I want\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSimilarly, Iqra believes the students pay more attention on learning vocabulary when these platforms were used in the classes more often and for this reason, the teachers attempt to transform their methods and she underlines:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I would prefer these platforms because I believe that technology has made our lives easier and different, and I think students have become bored of traditional ways of learning. Our young generation has become so attached to technology that their lives are almost incomplete without it. So, I want my students to pay attention to my lessons. That's why I prefer using these platforms\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe third research question seeks to reveal the ways of integration of technology-based platforms into vocabulary teaching by Turkish-English instructors and Pakistani-English instructors. In order to find out how the applications were made in vocabulary teaching in English classes, observations were made by obtaining the necessary permissions. And the report was created for the observations, and when the reliability of the report was checked by both Turkish and Pakistani English instructors, the necessary items were changed, and validity and reliability was ensured.\u003c/p\u003e\u003cp\u003eThe Turkish-English instructors were observed and the details on observations are shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eObservation Details of Turkish-English Instructors\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eObserved\u003c/p\u003e\u003cp\u003eParticipant\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eObservation Date\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eObserved Lessons\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTopics in Lessons\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDuration\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eThe Technology-Based Educational Platforms used\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUmur\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"\u0026minus;\" colname=\"c2\"\u003e\u003cp\u003e19.04.2022/11:30\u0026thinsp;\u0026minus;\u0026thinsp;12:10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMain Course\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eVocabulary-Word formation (Prefixes /Suffixes)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eKahoot, Quizlet\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAzra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"\u0026minus;\" colname=\"c2\"\u003e\u003cp\u003e10.05.2022/ 13:40\u0026thinsp;\u0026minus;\u0026thinsp;14:20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eListening Course\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eListening (How do people survive in extreme conditions?)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePadlet\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eİlkem\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"\u0026minus;\" colname=\"c2\"\u003e\u003cp\u003e18.05.2022/ 10:50\u0026thinsp;\u0026minus;\u0026thinsp;11:30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAcademic English 4 Course\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eReading (The professions)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eKahoot\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe participant instructors were observed through their courses. Throughout the observations, the researcher was only in the role of observer and non-participant.\u003c/p\u003e\u003cp\u003eUmur was the first participant instructor and main course instructor who was observed. During his class, he aimed to teach prefixes and suffixes based on the main coursebook syllabus. At the beginning of the class, he benefited from technological tools and used Kahoot to check how much knowledge the learners had about the prefixes and suffixes. Also, he attempted to arouse interest for the students by showing some pictures to take the attention of the learners. As he argued about the reasons to start using technology-based educational platforms in the interview, he implemented vocabulary teaching in the same way:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;They both save time and energy. The students show interest and even silent students can show their success in those applications. Lessons are more joyful, learners are very happy and curious. They wait for the next lesson. They wonder and then learn the meaning of new words\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eDuring his class, he managed to use visuals including some cues to teach affixes and provide group work activities. The coursebook had an online version and thus, the learners were able to reach the book via their mobile phones and the smart board interactive whiteboards. Moreover, the learners looked enthusiastic not only during the pre-stage of teaching but also while-stage and post-stage of the lesson. The instructor, Umur, also divided vocabulary teaching into two parts as prefix and suffix as he had also indicated in the interview to boost retention of vocabulary taught. During his class, he kept showing pictures taken from Google and told the students that he had uploaded them into Google Drive for the class. At the end of the lesson, he used Quizlet including matching, writing, listening and speaking parts to revise the affixes. Umur had responded in the interview that he did different activities including the platforms and explained how he implemented the teaching:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;mostly quizzes, matching, writing, listening and speaking activities. Especially for Quizlet, there are more than 5 game modes and all I need is a computer. Classrooms have computers so students can actively play those games and learn at the same time by having fun\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe second instructor observed was Azra who was responsible for giving listening skill lectures. Initially, she demonstrated some pictures of the words that she planned to teach from the coursebook and showed the online platform of the book and gave instructions to match them with the correct definitions in English and she practised how to pronounce the words. The students were actively engaged to predict the words by only using the target language and then the instructor asked them to focus on the listening part in the book and told them that they could hear the same words and the students were asked to write the words beforehand. When the note taking part ended, the students were grouped to share the ideas and then, the answers were presented by the instructor. Azra had commented in her interview that she benefited from the platforms while teaching vocabulary especially during the pre and postproduction parts of the courses to exhibit the words and their usages and have the students use those words as well as test the students\u0026rsquo; knowledge. She followed her plan and at the post-stage of her lesson, she used Padlet. She asked the students to create a story including the target words and share them on Padlet. The students worked in groups and tried to make up a story with the acquired words and shared on Padlet. Thus, all the students were able to see the stories of other groups. Then, as a whole class, the most imaginative story was chosen.\u003c/p\u003e\u003cp\u003eAnother instructor, İlkem, was observed during her Academic English 4 class. She started the course by displaying some flashcards in order to teach the target words. After a short warm-up with flashcards, she used the Smart board for a short exercise part including the same words on the flashcards. The students worked in groups to match the visuals with the words by and asked the students to read the text individually and then discuss what they comprehended with their partners sitting close to each other. She set the time and when the students finished sharing their ideas, she asked some comprehension check questions and gave some feedback. Then she wrote some words on the board and asked the students to find the synonyms of the words in the text. When she realised that all the learners had finished finding the synonyms, she asked who would be willing to come to the board and write them. In addition, the other students helped their friend with spelling and as a whole class, the words were pronounced chorally. As İlkem stated in her interview, she applied the same plan in her lesson:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAt the beginning of the lesson, I use these platforms. That is, before reading a paragraph or a text, I prepare some exercises on some technological platforms about the unknown words, and we do these exercises. Then, we read the paragraph or the text.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAt the end of her class, she used Kahoot and divided the students into different groups. The activity was based on the revision of the target words and while doing the activity, the students were eager to guess the words and they seemed to enjoy the activity.\u003c/p\u003e\u003cp\u003eThe Pakistani-English instructors were observed and the details of the observations are shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eObservation Details of Pakistani-English instructors\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eObserved\u003c/p\u003e\u003cp\u003eParticipant\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eObservation Date\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eObserved Lessons\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTopics in Lessons\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDuration\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eThe Technology-Based Educational Platforms used\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAnum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18-05-2022\u003c/p\u003e\u003cp\u003e(9:50\u0026thinsp;\u0026minus;\u0026thinsp;10:30)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEnglish I\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDescribing an image\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eGoogle Classroom\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIqra\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18-05-2022\u003c/p\u003e\u003cp\u003e(11:30\u0026thinsp;\u0026minus;\u0026thinsp;12:15)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIntermediate English Course (English II)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTranslation Passage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eGoogle Classroom\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSadia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e20-05-2022\u003c/p\u003e\u003cp\u003e(11:30\u0026thinsp;\u0026minus;\u0026thinsp;12:15)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAcademic English III\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePrecis writing\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1 lesson (40 min.)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eGoogle Classroom\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe first participant that was observed was \u0026ldquo;Anum\u0026rdquo;, she was delivering a lesson on how to describe an image by using English language. For the sake of this lesson, she first started the lesson by showing a bunch of pictures one by one using Google Classroom and asking the students to explain what they had seen in the picture in their own words as an initial test of their English proficiency level. Then she taught them some strategies or tips on \u0026ldquo;how to describe an image\u0026rdquo; for which she also played a video. She also taught them and made them memorise a set of words related to every image that could be used to describe those images. After she had completed the lesson, she made groups and asked each of them to describe an image that they saw on their screens. As seen in the interview section, she has already mentioned that she uses Merriam Webster and Word Coach to teach different words and their meanings were also used here in her lesson. The students were very active throughout the lesson, they easily remembered the words that the instructor taught them, and they were easily able to use those words in making sentences in order to describe an image. The act of looking at an image and then describing it looked like an interesting activity for the students as they were taking very little time to carry it out plus a single image was being described in different and unique ways by different groups using a completely different set of vocabulary. Students were very attentive and thoroughly enjoyed the lesson. The teacher explained that she had a very good experience using Google Class as she didn\u0026rsquo;t have to toggle again and again between different applications. She stated that she was very happy seeing her students paying attention to her completely and she affirmed that she would consider using it and other platforms in her lesson more frequently.\u003c/p\u003e\u003cp\u003eThe second participant observed was \u0026ldquo;Iqra\u0026rdquo; who was teaching an intermediate English lesson. The aim of the lesson was to help students translate any passage given in their native language which is \u0026ldquo;Urdu\u0026rdquo; to the target language which is \u0026ldquo;English\u0026rdquo;. The teacher had been teaching different tenses and rules of grammar months before the lesson and the day we observed their lesson was their practice day. She initially started by teaching a few vocabulary words and meanings and then by showing an already translated passage with some missing words which students had to guess based on the vocabulary that they had been taught. She made use of Google images and different dictionary links to teach the English words for all given Urdu language words which were to be remembered by the students. In the end, the teacher let the students translate a paragraph on their own to which almost all students had 80% or more success rate. The teacher explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;I knew that students were going to enjoy the lesson and actively take part in the tasks, but I didn\u0026rsquo;t know that they would perform so well as compared to if I had taught them using traditional methods\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe third and last participant, Sadia, was taking an advanced English language course and on the day of observation she was teaching about \u0026ldquo;Precis writing\u0026rdquo;. Precis is an English language practice which involves making a long paragraph very precise in a way that the whole meaning of the context remains unchanged. For this practice, the students have to learn plenty of synonyms and antonyms so that they are able to rephrase the sentence. Thus, in this lesson the teacher used Google Classroom to teach this. She had created a comprehensive list of a number of words related to one context which she showed to the students, then presented them the meanings of those words in native language and then their synonyms in English language. She made use of plenty of pictures and images and later she showed many examples of already paraphrased passages. She stated,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;It was a complex lesson where students had to remember different types of information but surprisingly they remembered all that I taught them so easily\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFinally, once all of the observation reports, interviews, and questionnaire results have been compiled, Turkish-English teachers dedicate as much time as possible on teaching vocabulary using technology-assisted applications. They attempted to make the words salient in the pre-stage sections of the courses in order to attract the students' attention and increase their vocabulary retention, and in the post-stage section, they tried to ensure that the students could acquire the words by presenting them and asking them to use them in various skills. As observed in Pakistan, English language instructors did not use technology-based platforms in their vocabulary courses very regularly, but they nevertheless saw them as a constructive and beneficial tool.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis research has focused on the integration of technology-based educational platforms, specifically the types of platforms that are used widely, the perceptions of English language instructors regarding the role of these platforms in the classroom and the ways in which the instructors incorporate these platforms into English vocabulary teaching. The study has found different results for the first research question in case of Pakistan and T\u0026uuml;rkiye.\u003c/p\u003e\u003cp\u003eIn T\u0026uuml;rkiye, when all observation reports, interviews and questionnaire findings were examined, it was found that Turkish-English instructors devoted a considerable amount of time to teaching vocabulary with technology-based educational applications as much as possible as they perceived them beneficial. This finding is also affirmed by Bordbar (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) who looked into language instructors\u0026rsquo; views regarding computers, information and communication technology, and the many ways in which they utilized their practical language learning expertise by assisting the computer in providing their own language education and found that almost all instructors had a favorable attitude about utilizing computers in the classroom and the findings also highlighted the significance of teachers' holistic perceptions of technology in education and the shaping of attitudes toward computer technology. Meanwhile, the findings show parallelism with Orhan and Tekin\u0026rsquo;s study (2018) who searched English lecturers' opinions of technological competency in education, and they discovered that English lecturers feel themselves competent in utilizing technology and attempt to benefit from them often. On the other hand, the case of Pakistan is a little bit different here. Almost 70% of the participants mentioned in the open-ended questionnaire that they do not use any such technology in their daily practice and the others mentioned that they usually use online communication platforms, different computer software or websites. This aspect has also been pointed out by a study conducted in public and private universities of Pakistan to assess the technology adoption in Teaching and Learning and tertiary level (Afridi \u0026amp; Chaudhry, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). It is stressed that teacher\u0026rsquo;s utilisation of technology in Pakistani universities was not sufficient. However, all participants' answers were \u0026ldquo;positive\u0026rdquo; and showed that teachers were in favour of integration of such platforms as they found them \u0026ldquo;significant\u0026rdquo; and \u0026ldquo;helpful\u0026rdquo; regardless of the fact that they used it or not. The results also showed that the most commonly used platforms by instructors in T\u0026uuml;rkiye were Kahoot, Quizlet, Voscreen, Google Classroom, Online Platforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out, Duolingo, Quizlet, Padlet and Pecha Kucha in their class while teaching vocabulary, whereas Pakistani teachers mainly used Zoom, MS Teams, Merriam Webster, Word Coach, Electronic Board, Online Dictionary and various computer software based on their independent applications. Compared to Akayoğlu and Cirit\u0026rsquo;s CALL tools (2017), only three of them showed similarity. These are Online Dictionary, Edmodo and Google Documents.\u003c/p\u003e\u003cp\u003eThe second question of this study, which is also the main objective of conducting this study, tries to find out how English language instructors perceive the role of technology based educational platforms in vocabulary teaching. The results found are the same in the case of Pakistan as well as T\u0026uuml;rkiye. It has been clearly seen via thorough examination of collected answers that all the participants of the study, whether they use or do not use these platforms, perceive them to be effective, convenient, and distinctive. The current study concentrated on the effectiveness of the technology-based educational platforms depending on the participant\u0026rsquo;s remarks because the use of the platforms saves energy and time through designing English classes. This is in line with the findings of Nawaila et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stating that student-centered teaching approaches implemented in the learning process lead to less time spent in terms of technology advancements and the integration of technological innovation into teaching English. Similarly, Gunu\u0026ccedil; and Babacan (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) emphasize that the teaching process with technological tools is considered one of the most important components of learning environments as they help save time and materialize abstract concepts. According to Ertmer et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), time and technology support are important factors for teachers to apply technology in their classes. According to Bennett et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2000\u003c/span\u003e), the technology-based platforms make their students more attentive in the class, help them to retain the information or the content of the lesson also by boosting their skills (Peregoy \u0026amp; Boyle, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Besides, retention of learning could be enhanced with the use of the platforms as revealed by the findings of this study. Likewise, Sharma (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) argued that the acquired retention was shown to be better when using an interactive multimedia strategy. Parallel to these findings, Chen (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), Kumar and Tiwari (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and Korkmaz (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) all reported recommended multimedia usage in teaching as this method contributes to retention. Another important finding of this study is that permanent vocabulary learning, and detailed revision could be provided through the implementations carried out in the classes. \u0026Ccedil;inar and Arı (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) conducted a study to see the impact of one of these technology-based educational platforms (Quizlet) on learners\u0026rsquo; English vocabulary learning and found that the use of platform not only created enjoyable atmosphere in the class but also fostered the students' attention and their vocabulary acquisition as well as the persistence of vocabulary, which shows similar results presenting as indicated in the literature about the benefits of digital vocabulary teaching programs (Baturay, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; \u0026Ccedil;elik, 2015; Kocaman, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).Briefly, the educational platforms are effective tools as also stated in his study by Arkin (2003).\u003c/p\u003e\u003cp\u003eMoreover, the technology-based platforms bring more convenience to the teachers and the learners by providing many opportunities as revealed in this study based on the perceptions of the instructors. The learners at tertiary level find digital tools more procurable through the classes and this makes learning comfortable for digital natives. These findings are in line with the other studies (Coşkun\u0026amp; Arslan, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hayati et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Similarly, Baytak et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) highlighted that technology use stimulates the learners to explore with enthusiasm and thus, social communities could be formed easily. Also, Keser et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) indicated that as effective tools improved classroom behavior, collaboration among the learners increased and led to motivation as well. Thus, the process of learning and teaching formed easiness for both sides and resulted in academic vocabulary accomplishment as observed in the current study. Additionally, even silent students became more active because of being influenced by positive learning atmosphere as proven by Wang et al. (\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Regarding pedagogical potentiality of the technology-based platforms, gaining critical thinking abilities, giving feedback through the process and promoting academic success in all skills were pointed out as a result of this study. Şahh\u0026uuml;seyinoğlu (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), G\u0026ouml;kt\u0026uuml;rk Salam and Sert (2012) and Cirit (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) also demonstrated the similar outcomes in their studies.\u003c/p\u003e\u003cp\u003eBesides these, distinctiveness of the use of the platforms was another noteworthy finding of the current study. The participants mentioned that the utilization of non-traditional teaching techniques by incorporating technology promoted vocabulary teaching as well as teaching other skills. Likewise, Kayaoğlu et al. (2011) favoured animation as an innovative technique in the teaching and augmented reality was used to make flashcards by Chen and Chen (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Hence, conventional methods were updated and interactive learning and teaching promoted content as the participants accentuated in this study. This is also the formation of new teaching/ learning methods in ELT to advance vocabulary teaching as stressed by Demirbilek and Y\u0026uuml;cel (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Meanwhile, it was shown in the study that various input obtained via the platforms offered students with many sorts of knowledge needed to acquire through language learning process unconsciously such as vocabulary gain. This result demonstrates parallelism with the findings of Kilickaya and Krajka (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Above all, students could show more interest and enjoy the lesson thoroughly (Baytak et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe third question focused on finding out about how or in which ways do teachers incorporate such platforms in vocabulary teaching. The researchers observed and interviewed some participants of the research who were using such platforms for vocabulary teaching. The study showed that different teachers made use of such technologies at different parts of the lesson according to their course objectives or lessons\u0026rsquo; needs and requirements. For example, in case of T\u0026uuml;rkiye, they used it especially in the pre-stage sections of the courses, they tried to make the words salient in order to attract the attention of the students, as well as to increase their vocabulary retention, and in the post-stage section, they attempted to ensure that the students acquire the words by presenting them and asking them to use in different skills. The same pattern was seen in Pakistani instructors who first used these platforms to deliver a piece of lesson and then after some examples and thorough review of the course, the students were asked to carry out various activities related to the lesson that they had learned in the beginning of the class whereas some instructors used them in the middle of the lesson just to practise what they had taught in the start of the class. Akayoğlu \u0026amp; Cirit (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) also mentioned about such use of these platforms at all stages of the course.\u003c/p\u003e\u003cp\u003eOn the other hand, as it was indicated in the current study as an important consideration, the instructors endeavoured to use the technology-based platforms based on their own determinations because the independent applications were due to lack of curriculum in T\u0026uuml;rkiye and Pakistan education policies. However, the Council of Europe (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) framed English language teaching by providing a standard basis for a clear statement of aims, curriculum, and techniques, thereby increasing international collaboration in the field of contemporary languages.\u003c/p\u003e\u003cp\u003eAlthough there were many external and internal factors influencing the decisions of the English instructors such as syllabus, lesson objectives and the availability of technology at their disposal, most importantly was their perception that has also been pointed out by Bingimlas (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). This study also found out the perception of the teachers to be an important factor in deciding which mode of delivery would be used for the lesson. The English instructors who perceived them as a positive and productive tool implemented them more often in the case of T\u0026uuml;rkiye. In Pakistan, the availability of such platforms to be used for teaching was another factor affecting the integration of them into vocabulary teaching but nonetheless, the English instructors still managed to use the technology-based platforms in their vocabulary classes.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study concentrated on finding out the perspectives of Turkish-English and Pakistani-English language instructors for technology-based educational platforms through teaching vocabulary and revealing whether there were any parallels or discrepancies between their methods by offering comparative research.\u003c/p\u003e\u003cp\u003eAll of the participants' responses were positive indicating that instructors supported the incorporation of such platforms because they were significant and useful regardless of whether they employ or not. In addition, Kahoot, Quizlet, Voscreen, Google Classroom, Online Platforms of coursebooks, Edmodo, Easy Class, Padlet, Interactive Online platform, Blooket, Quizizz, Jeopardy, Word It Out, Duolingo, Quizlet, Padlet, and Pecha Kucha were the most commonly used platforms by Turkish instructors in their classes when teaching vocabulary, whereas Pakistani teachers primarily used Zoom, MS Teams, Merriam Webster, Word Coach, Online Dictionary.\u003c/p\u003e\u003cp\u003eThrough the interviews, the instructors pointed out the effectiveness of the technology-based educational platforms while teaching English vocabulary as they save energy and time, boost retention, provide permanent learning, contribute to the teaching method of the teachers with detailed revision and a teaching and learning tool. Besides, these platforms ensure convenience since they are suitable for students called digital natives who are the users of the technology and promote the activation of silent students. Additionally, the use of these platforms yields easiness not only for teachers but also for students and maintain pedagogical potentiality. Another consideration underlined by the instructors is the distinctiveness of the platforms as they propose non-traditional ways suggesting new teaching and learning methods. With the help of using these platforms, unconscious learning occurs, and they aim to make the terms prominent in the pre-stage portions of the courses to draw students' attention and boost their vocabulary retention, and they try to guarantee that the students learn the words in the post-stage segment by presenting them and asking them to utilize them in various activities. Students' attitudes toward learning the target language change when information and communication technologies are used in the classroom, and it has been proven that positive outcomes emerge, such as increased motivation, self-confidence, enthusiasm, the development of target language skills, and, as a result, foreign language learning is facilitated and accelerated (Coşkun \u0026amp; Arslan, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hayati et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe case of T\u0026uuml;rkiye and Pakistan is significantly different from each other in terms of frequency of the use but is almost alike when the perception of the teachers is discussed. It has been clearly seen that in both countries teachers perceive them as effective, distinctive and convenient but they underline the lack of curriculum including technology use which is essential to be redesigned to achieve the main objectives as planned by the instructors.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSuggestions\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe study recommends that the policies need to be designed according to the needs of a country individually. For example, in the case of Pakistan, the availability of technology needs to be made sure including provision of Computers, high speed internet facility, training of the teachers and promoting the supply of various technology based educational platforms for the department. There will be no hindrance faced since the English instructors perceive such tools to be productive and beneficial. Thus, the management needs to provide them with the tools that they need to make their lessons interesting and effective. In the case of T\u0026uuml;rkiye, the English instructors spend a great amount of time while teaching English vocabulary with the help of the technology-based educational platforms but they assert that there is not any integrated curriculum that would standardize the teaching applications in English classes as suggested by the Council of Europe.\u003c/p\u003e\u003cp\u003eMoreover, the utilization of technology-based educational platforms may completely expand students' thinking skills and their language skills advancement such as vocabulary as well as improving teaching and learning effective, distinctive and convenient. Thus, many common language learning challenges especially faced during vocabulary learning may be handled with the proper use of technology. Also, the challenge (lack of curriculum) could be addressed by ministerial planning and the formation of an integrated curriculum based on the English instructors that promote successful learning and teaching may be achieved for all the stakeholders in the field of ELT.\u003c/p\u003e\u003cp\u003eFor further studies, it is recommended that collaborators from different fields (information technology educationalists) can work with the English instructors to create an integrated curriculum and the trainings for effective technology use could be provided. Since this study is a qualitative research design study, it is also possible to reach a larger number of participants with different design studies, for example, quantitative research design. In this study, the perceptions of the English instructors for technology-based educational platforms in teaching vocabulary were searched by conducting the research involving different countries,, Pakistan and T\u0026uuml;rkiye, since these countries collaboratively work depending on the international treaty. In addition, further studies could also be conducted on what the students think, and even more comprehensive data could be obtained in a long time with longitudinal studies.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eThe participants\u0026apos; consent was initially and ethically obtained to take part in the study via interviews.\u003c/span\u003e\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e\u003cp\u003eWe would like to express our gratitude to the individuals and institutions who provided small contributions during the realization of this research. First and foremost, we sincerely thank the English instructors at universities in T\u0026uuml;rkiye and Pakistan who supported us in the data collection and analysis processes. The time and effort they dedicated to participating in our surveys and interviews played a critical role in the success of our research. Additionally, we are grateful to the experts in the ELT department who guided us and provided valuable feedback during the validation and analysis of the data. Their contributions have been invaluable in enhancing the validity and reliability of this study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAdunola, O. (2012). \u003cem\u003eThe impact of teachers\u0026rsquo; teaching methods on the academic performance of primary school pupils in Ijebu-Ode Local Government Area of Ogun State\u003c/em\u003e. Ogun State: Ego Booster Books.\u003c/li\u003e\n \u003cli\u003eAfridi, T., \u0026amp; Chaudhry, A. H. (2019). Technology adoption and integration in teaching and learning at public and private universities in Punjab. \u003cem\u003eBulletin of Education and Research, 41\u003c/em\u003e(2), 121-143.\u003c/li\u003e\n \u003cli\u003eAhmadi, M. R. (2018). The use of technology in English language learning: A literature review. \u003cem\u003eInternational Journal of Research in English Education, 3\u003c/em\u003e(2), 116-126.\u003c/li\u003e\n \u003cli\u003eAhmed, S. Z., Malik, S., \u0026amp; Ahmed, H. Z. (2019). Role of high-school teachers in academic decision-making practices: A comparative study of two provinces of Pakistan. \u003cem\u003eBulletin of Education and Research, 41\u003c/em\u003e(1), 67-84.\u003c/li\u003e\n \u003cli\u003eAkayoğlu, S., \u0026amp; Cirit, N. C. (2017). Preferences of preservice teachers of English in terms of CALL tools. \u003cem\u003eMehmet Akif Ersoy University Journal of Education Faculty, 44\u003c/em\u003e, 146-161.\u003c/li\u003e\n \u003cli\u003eAllwright, D., \u0026amp; Bailey, K. M. (1991). \u003cem\u003eFocus on the language classroom: An introduction to classroom research for language teachers\u003c/em\u003e. Cambridge: Cambridge University Press.\u003c/li\u003e\n \u003cli\u003eArkın, E. İ. (2003). \u003cem\u003eTeachers\u0026rsquo; attitudes towards computer technology use in vocabulary instruction in the Foreign Languages Department at Bilkent University\u003c/em\u003e (Unpublished master\u0026rsquo;s thesis). Bilkent University, Ankara, Turkey.\u003c/li\u003e\n \u003cli\u003eAsad, E. M. M., Khand, Z., Wadho, M., \u0026amp; Churi, P. (2020). Integration of e-learning technologies for interactive teaching and learning process: An empirical study on higher education institutes of Pakistan. \u003cem\u003eResearchGate\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eAsikhia, O. (2010). Students and teachers\u0026apos; perception of the causes of poor academic performance in Ogun state secondary schools [Nigeria]: Implications for counselling for national development. \u003cem\u003eEuropean Journal of Social Sciences, 13\u003c/em\u003e(2), 229-242.\u003c/li\u003e\n \u003cli\u003eBax, S. (2003). CALL\u0026mdash;past, present and future. \u003cem\u003eIATEFL Computer Special Interest Group\u003c/em\u003e, 13-28. Elsevier Science Ltd.\u003c/li\u003e\n \u003cli\u003eBaturay, M. H. (2007). \u003cem\u003eEffects of web-based multimedia annotated vocabulary learning in context model on foreign language vocabulary retention of intermediate level English language learners\u003c/em\u003e (Unpublished doctoral dissertation). Middle East Technical University, Institute of Natural and Applied Sciences, Ankara.\u003c/li\u003e\n \u003cli\u003eBaytak, A., Tarman, B., \u0026amp; Ayas, C. (2017). Experiencing technology integration in education: Children\u0026apos;s perceptions. \u003cem\u003eInternational Electronic Journal of Elementary Education, 3\u003c/em\u003e(2), 139-151.\u003c/li\u003e\n \u003cli\u003eBennett, D., Culp, K. M., Honey, M., Tally, B., \u0026amp; Spielvogel, B. (2000). It all depends: Strategies for designing technologies for educational change. \u003cem\u003eInternational Conference on Learning Technology\u003c/em\u003e, Philadelphia.\u003c/li\u003e\n \u003cli\u003eBingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. \u003cem\u003eEurasia Journal of Mathematics, Science \u0026amp; Technology Education, 5\u003c/em\u003e(3), 235-245.\u003c/li\u003e\n \u003cli\u003eBordbar, F. (2010). English teachers\u0026rsquo; attitudes toward computer-assisted language learning.\u003c/li\u003e\n \u003cli\u003eBorg, S. (2006). \u003cem\u003eTeacher cognition and language education: Research and practice\u003c/em\u003e. London: Continuum.\u003c/li\u003e\n \u003cli\u003eBransford, J., Brown, A., \u0026amp; Cocking, R. (2000). \u003cem\u003eHow people learn: Brain, mind, experience, and school\u003c/em\u003e. Washington DC: National Academic Press.\u003c/li\u003e\n \u003cli\u003eCephe, P. T., \u0026amp; Bal\u0026ccedil;ıkanlı, C. (2012). Web 2.0 tools in language teaching: What do student teachers think? \u003cem\u003eInternational Journal on New Trends in Education and Their Implications, 3\u003c/em\u003e(1), 1-12.\u003c/li\u003e\n \u003cli\u003eChapelle, C. (2016). CALL in the year 2000: A look back from 2016. \u003cem\u003eLanguage Learning \u0026amp; Technology, 20\u003c/em\u003e(2), 159\u0026ndash;161.\u003c/li\u003e\n \u003cli\u003eChapelle, C., \u0026amp; Voss, E. (2016). 20 years of technology and language assessment in Language Learning \u0026amp; Technology. \u003cem\u003eLanguage Learning \u0026amp; Technology, 20\u003c/em\u003e(2), 116\u0026ndash;128.\u003c/li\u003e\n \u003cli\u003eChen, R. W., \u0026amp; Chen, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. \u003cem\u003eJournal of Educational Computing Research, 57\u003c/em\u003e(7).\u003c/li\u003e\n \u003cli\u003eChen, Y. C. (2012). Research on the learning effects of multimedia assisted instruction using information technology model. \u003cem\u003eInternational Journal of Education Administration and Policy Studies, 4\u003c/em\u003e(3), 84-86.\u003c/li\u003e\n \u003cli\u003eCirit, N. C. (2014). \u003cem\u003ePerceptions of ELT pre-service teachers toward alternative assessment via web 2.0 tools: A case study at a Turkish state university\u003c/em\u003e (Master\u0026rsquo;s thesis). Middle East Technical University.\u003c/li\u003e\n \u003cli\u003eCoşkun, A., \u0026amp; Arslan, A. (2014). Moodling English language education. \u003cem\u003eEducation, 134\u003c/em\u003e(3), 275-281.\u003c/li\u003e\n \u003cli\u003eCouncil of Europe. (2000). \u003cem\u003eCommon European Framework of Reference for Languages: Learning, teaching, assessment\u003c/em\u003e. Strasbourg: Language Policy Unit.\u003c/li\u003e\n \u003cli\u003eCreswell, J. W. (2003). \u003cem\u003eResearch design: Qualitative, quantitative and mixed methods approaches\u003c/em\u003e (2nd ed.). Thousand Oaks, CA: SAGE Publications.\u003c/li\u003e\n \u003cli\u003eCreswell, J. W. (2005). \u003cem\u003eEducational research: Planning, conducting, and evaluating quantitative and qualitative research\u003c/em\u003e. Pearson Prentice Hall.\u003c/li\u003e\n \u003cli\u003eCunningham, U., Rashid, S., Watson, K., \u0026amp; Howard, J. (2018). Revisiting the digital divide(s): Technology-enhanced English language practices at a university in Pakistan. \u003cem\u003eAustralian Journal of Applied Linguistics\u003c/em\u003e, 64-87.\u003c/li\u003e\n \u003cli\u003eC\u0026uuml;re, F., \u0026amp; \u0026Ouml;zdener, N. (2008). \u0026Ouml;ğretmenlerin bilgi ve iletişim teknolojileri (BİT) uygulama başarıları ve BİT\u0026rsquo;e y\u0026ouml;nelik tutumları. \u003cem\u003eHacettepe University Journal of Education, 34\u003c/em\u003e(1), 41-53.\u003c/li\u003e\n \u003cli\u003e\u0026Ccedil;akır, R., Y\u0026uuml;kselt\u0026uuml;rk, E., \u0026amp; Top, E. (2015). Pre-service and in-service teachers\u0026rsquo; perceptions about using web 2.0 in education. \u003cem\u003eParticipatory Educational Research, 2\u003c/em\u003e(2), 70-83.\u003c/li\u003e\n \u003cli\u003e\u0026Ccedil;elik, A. (2015). \u003cem\u003eThe effect of digital vocabulary teaching in foreign language on vocabulary usage of high school students in writing\u003c/em\u003e (Master\u0026rsquo;s thesis). Erciyes University, Institute of Social Sciences, Kayseri.\u003c/li\u003e\n \u003cli\u003e\u0026Ccedil;inar, İ., \u0026amp; Arı, A. (2019). The effects of Quizlet on secondary school students\u0026rsquo; vocabulary learning and attitudes towards English. \u003cem\u003eAsian Journal of Instruction, 7\u003c/em\u003e(2), 60-73.\u003c/li\u003e\n \u003cli\u003eDabas, D. (2018). Role of computer and information technology in the education system. \u003cem\u003eInternational Journal of Engineering and Techniques, 4\u003c/em\u003e(1), 570-575.\u003c/li\u003e\n \u003cli\u003eDaraz, M. U. (2007). \u003cem\u003eIntegration of computers with teaching of science at the lower secondary level\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eDemirbilek, M., \u0026amp; Y\u0026uuml;cel, Z. (2011). English language teachers\u0026rsquo; perspectives on using computer games for second language teaching and learning.\u003c/li\u003e\n \u003cli\u003eErsungur, M. (2013). \u0026Ccedil;ukurova University\u0026rsquo;s compulsory foreign language English course. \u003cem\u003e\u0026Ccedil;ukurova University Journal of Social Sciences Institute, 22\u003c/em\u003e(1), 371-380.\u003c/li\u003e\n \u003cli\u003eErtmer, P. A., Ottenbreit-Leftwich, A., \u0026amp; York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. \u003cem\u003eJournal of Computing in Teacher Education, 23\u003c/em\u003e(2), 55-61.\u003c/li\u003e\n \u003cli\u003eFaustmann, G., Kirchner, K., Lemke, C., \u0026amp; Monett, D. (2019). Which factors make digital learning platforms successful? \u003cem\u003eResearchGate\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eFolse, K. S., \u0026amp; Bologna, D. (2003). \u003cem\u003eTargeting listening and speaking: Strategies and activities for ESL/EFL students\u003c/em\u003e. University of Michigan Press.\u003c/li\u003e\n \u003cli\u003eGunu\u0026ccedil;, S., \u0026amp; Babacan, N. (2018). Technology integration in English language teaching and learning. \u003cem\u003ePositioning English for Specific Purposes in an English Language Teaching Context, 5\u003c/em\u003e(2), 349-358.\u003c/li\u003e\n \u003cli\u003eGriffor, E. (2016). \u003cem\u003eHandbook of system safety and security\u003c/em\u003e. Elsevier Inc.\u003c/li\u003e\n \u003cli\u003eHarpaz, I. (2003). The essence of performing meaningful comparative international survey research. In B. J. Punnett \u0026amp; O. Shenkar (Eds.), \u003cem\u003eHandbook for international management research\u003c/em\u003e (2nd ed., pp. 17-48). University of Michigan Press.\u003c/li\u003e\n \u003cli\u003eHarrell, S., \u0026amp; Bynum, Y. (2018). Factors affecting technology integration in the classroom. \u003cem\u003eAlabama Journal of Educational Leadership, 5\u003c/em\u003e, 12-18.\u003c/li\u003e\n \u003cli\u003eHarzing, A. W., \u0026amp; Maznevski, M. (2002). The interaction between language and culture: A test of the cultural accommodation hypothesis in seven countries. \u003cem\u003eLanguage and Intercultural Communication, 2\u003c/em\u003e(2), 120-139.\u003c/li\u003e\n \u003cli\u003eHarzing, A. W., Reiche, B. S., \u0026amp; Pudelko, M. (2013). Challenges in international survey research: A review with illustrations and suggested solutions for best practice.\u003c/li\u003e\n \u003cli\u003eHayati, A., Jalilifar, A., \u0026amp; Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. \u003cem\u003eBritish Journal of Educational Technology, 44\u003c/em\u003e(1), 66-81.\u003c/li\u003e\n \u003cli\u003eİşman, P. D. (2012). Technology and technique: An educational perspective. \u003cem\u003eTOJET: The Turkish Online Journal of Educational Technology, 11\u003c/em\u003e(2), 207-213.\u003c/li\u003e\n \u003cli\u003eKayaoglu, M. N., Dag Akbas, R., \u0026amp; Ozturk, Z. (2011). A small scale experimental study: Using animations to learn vocabulary. \u003cem\u003eTurkish Online Journal of Educational Technology-TOJET, 10\u003c/em\u003e(2), 24-30.\u003c/li\u003e\n \u003cli\u003eKeser, H., Uzunboylu, H., \u0026amp; Ozdamli, F. (2012). The trends in technology supported collaborative learning studies in the 21st century. \u003cem\u003eWorld Journal on Educational Technology, 3\u003c/em\u003e(2), 103-119.\u003c/li\u003e\n \u003cli\u003eKhokhar, A. J., \u0026amp; Javaid, S. (2016). Students and teachers perceptions of ICT use in classroom: Pakistani classrooms. \u003cem\u003eThe Asian Conference on Technology in the Classroom\u003c/em\u003e. The International Academic Forum.\u003c/li\u003e\n \u003cli\u003eKilickaya, F., \u0026amp; Krajka, J. (2010). Teachers\u0026apos; technology use in vocabulary teaching. \u003cem\u003eAcademic Exchange Quarterly\u003c/em\u003e, 81-86.\u003c/li\u003e\n \u003cli\u003eKumar, A., \u0026amp; Tiwari, J. (2011). A comparative study of the effectiveness of CAI programs and traditional methods of teaching English in standard IX. \u003cem\u003eInternational Referred Research Journal, 3\u003c/em\u003e(27), 120-132.\u003c/li\u003e\n \u003cli\u003eKoo, A. C. (2008). Factors affecting teachers\u0026rsquo; perceived readiness for online collaborative learning: A case study in Malaysia. \u003cem\u003eJournal of Educational Technology \u0026amp; Society, 11\u003c/em\u003e(1).\u003c/li\u003e\n \u003cli\u003eKocaman, O. (2015). \u003cem\u003eEffects of computer assisted vocabulary instruction on vocabulary learning and vocabulary learning strategies\u003c/em\u003e (Unpublished doctoral dissertation). Yeditepe University, Institute of Educational Sciences, Istanbul.\u003c/li\u003e\n \u003cli\u003eKorkmaz, H. (2010). \u003cem\u003eThe effectiveness of mobile assisted language learning as a supplementary material for English language teaching coursebooks\u003c/em\u003e (Unpublished master\u0026rsquo;s thesis). Bilkent University, Institute of Educational Sciences, Ankara.\u003c/li\u003e\n \u003cli\u003eLewis, M. (1993). \u003cem\u003eThe lexical approach: The state of ELT and the way forward\u003c/em\u003e. Language Teaching Publications.\u003c/li\u003e\n \u003cli\u003eLiamputtong, P. (2009). Qualitative data analysis: Conceptual and practical considerations. \u003cem\u003eHealth Promotion Journal of Australia, 20\u003c/em\u003e(2), 133-139.\u003c/li\u003e\n \u003cli\u003eMemon, G. R. (2007). Education in Pakistan: The key issues, problems and the new challenges. \u003cem\u003eJournal of Management and Social Sciences, 3\u003c/em\u003e(1), 47-55.\u003c/li\u003e\n \u003cli\u003eMer\u0026ccedil;, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. \u003cem\u003eThe Turkish Online Journal of Educational Technology, 14\u003c/em\u003e(2), 229-240.\u003c/li\u003e\n \u003cli\u003eMerriam, S. (1998). \u003cem\u003eQualitative research and case study applications in education\u003c/em\u003e. Jossey Bass.\u003c/li\u003e\n \u003cli\u003eMiles, M. B., \u0026amp; Huberman, A. M. (1994). \u003cem\u003eQualitative data analysis: An expanded sourcebook\u003c/em\u003e. Sage.\u003c/li\u003e\n \u003cli\u003eMukhopadhyay, M. (2005). \u003cem\u003eTotal quality management in education\u003c/em\u003e (2nd ed.). SAGE Publications.\u003c/li\u003e\n \u003cli\u003eNawaz, A., \u0026amp; Kundi, G. (2010). Predictors of e-learning development and use practices in higher education institutions (HEIs) of NWFP, Pakistan. \u003cem\u003eJournal of Science and Technology Education Research, 1\u003c/em\u003e(3), 44-54.\u003c/li\u003e\n \u003cli\u003eNawaz, A., \u0026amp; Qureshi, Q. (2010). E-teaching/e-pedagogy threats \u0026amp; opportunities for teachers in HEIs. \u003cem\u003eGlobal Journal of Management and Business Research, 10\u003c/em\u003e(9), 23-31.\u003c/li\u003e\n \u003cli\u003eNawaila, M. B., Kanbul, S., \u0026amp; Alhamroni, R. (2020). Technology and English language teaching and learning: A content analysis. \u003cem\u003eJournal of Learning and Teaching in Digital Age, 5\u003c/em\u003e(1), 16-23.\u003c/li\u003e\n \u003cli\u003eNews, G. (2021). Ed-tech will be core pillar of Pakistan education policy 2021: Shafqat Mehmood. \u003cem\u003eGeo News\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eNisbet, D., \u0026amp; Austin, D. (2013). Enhancing ESL vocabulary development through the use of mobile technology. \u003cem\u003eJournal of Adult Education, 42\u003c/em\u003e(1).\u003c/li\u003e\n \u003cli\u003eOrhan, A., \u0026amp; Tekin, İ. (2019). İngilizce okutmanlarının teknoloji yeterliliklerinin ve derste teknoloji kullanımına ilişkin tutumlarının incelenmesi. \u003cem\u003eMehmet Akif Ersoy University Journal of Education Faculty, 49\u003c/em\u003e, 81-101.\u003c/li\u003e\n \u003cli\u003ePatton, M. Q. (1990). \u003cem\u003eQualitative evaluation and research methods\u003c/em\u003e (2nd ed.). Sage.\u003c/li\u003e\n \u003cli\u003ePeregoy, S. F., \u0026amp; Boyle, O. F. (2013). \u003cem\u003eReading, writing, and learning in ESL: A resource book for teaching K-12 English learners\u003c/em\u003e. Pearson.\u003c/li\u003e\n \u003cli\u003eQureshi, I. A., Ilyas, K., Yasmin, R., \u0026amp; Whitty, M. (2012). Challenges of implementing e-learning in a Pakistani university. \u003cem\u003eKnowledge Management and E-Learning, 4\u003c/em\u003e(3), 310-324.\u003c/li\u003e\n \u003cli\u003eRakıcıoglu-S\u0026ouml;ylemez, A., \u0026amp; Akayoğlu, S. (2016). Prospective EFL teachers\u0026rsquo; perceptions of using CALL in the classroom. In K. Dikilitaş (Ed.), \u003cem\u003eInnovative professional development methods and strategies for STEM education\u003c/em\u003e (pp. 140-158). IGI Global Publishing.\u003c/li\u003e\n \u003cli\u003eReddy, S. L., \u0026amp; Bubonia, J. (2020). Technology in education: Learning opportunities for teachers and students. \u003cem\u003eJournal of Family \u0026amp; Consumer Sciences, 112\u003c/em\u003e(1), 46-50.\u003c/li\u003e\n \u003cli\u003eRobbins, S. P. (2005). \u003cem\u003eOrganisational behaviour\u003c/em\u003e (11th ed.). Pearson.\u003c/li\u003e\n \u003cli\u003eRobbins, S. P., \u0026amp; Judge, T. A. (2016). \u003cem\u003eOrganisational behaviour\u003c/em\u003e (17th ed.). Pearson.\u003c/li\u003e\n \u003cli\u003eŞahh\u0026uuml;seyinoğlu, D. (2007). Eleştirel d\u0026uuml;ş\u0026uuml;nme ve eğitsel oyunlar: İngiliz dili aday \u0026ouml;ğretmenlerinin g\u0026ouml;r\u0026uuml;şleri. \u003cem\u003eHacettepe University Journal of Education, 32\u003c/em\u003e, 266-273.\u003c/li\u003e\n \u003cli\u003eSavaş, P. (2014). Tablet PCs as instructional tools in English as a foreign language education. \u003cem\u003eThe Turkish Online Journal of Educational Technology, 13\u003c/em\u003e, 217-222.\u003c/li\u003e\n \u003cli\u003eSeis, Z. (2020). \u003cem\u003eExploring the relationship between the perceptions of English lecturers towards vocabulary teaching and their strategies in vocabulary instruction\u003c/em\u003e (Unpublished master\u0026rsquo;s thesis). Maltepe University, Institute of Educational Sciences, Istanbul.\u003c/li\u003e\n \u003cli\u003eShah, M. (2011). The dimensionality of teacher collegiality and the development of teacher collegiality scale. \u003cem\u003eInternational Journal of Education, 3\u003c/em\u003e(2).\u003c/li\u003e\n \u003cli\u003eSharma, P. (2013). Role of interactive multimedia for enhancing students\u0026apos; achievement and retention. \u003cem\u003eInternational Women Online Journal of Distance Education, 2\u003c/em\u003e(3), 12-22.\u003c/li\u003e\n \u003cli\u003eSharma, B., Nand, R., Naseem, M., \u0026amp; Reddy, E. V. (2019). Effectiveness of online presence in a blended higher learning environment in the Pacific. \u003cem\u003eStudies in Higher Education, 45\u003c/em\u003e(8), 1547-1565.\u003c/li\u003e\n \u003cli\u003eShyamlee, S. D. (2012). Use of technology in English language teaching and learning: An analysis. \u003cem\u003eInternational Conference on Language, Media and Culture, 33\u003c/em\u003e, 150-156.\u003c/li\u003e\n \u003cli\u003eSingh, M. N. (2021). Inroad of digital technology in education: Age of digital classroom. \u003cem\u003eHigher Education for the Future, 8\u003c/em\u003e(1), 20-30.\u003c/li\u003e\n \u003cli\u003eSofoluwe, A. O. (2003). Evaluation of the total quality management of primary education in Nigeria. \u003cem\u003eNigerian Journal of Education Research and Evaluation, 4\u003c/em\u003e(1), 25-33.\u003c/li\u003e\n \u003cli\u003eTamilarasan, P. (n.d.). The advantages of technology in teaching the English language. \u003cem\u003eMan In India, 97\u003c/em\u003e(23), 899-902.\u003c/li\u003e\n \u003cli\u003eTEPAV \u0026amp; British Council. (2014). Turkey national needs assessment of state school English language teaching.\u003c/li\u003e\n \u003cli\u003eThe Memorandum of Understanding. (2017). \u003cem\u003eJournal of Higher Education\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eThe National Development Plan of Ireland. (2021). \u003cem\u003eGovernment of Ireland\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eVallinas, N. (2009). Creating effective teaching and learning environments: First results from TALIS. \u003cem\u003eOECD\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eWang, B. T., Teng, C. W., \u0026amp; Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. \u003cem\u003eInternational Journal of Information and Education Technology, 5\u003c/em\u003e(2).\u003c/li\u003e\n \u003cli\u003eWarschauer, M. (1996). Computer assisted language learning: An introduction. In S. Fotos (Ed.), \u003cem\u003eMultimedia language teaching\u003c/em\u003e (pp. 3-20). Logos International.\u003c/li\u003e\n \u003cli\u003eZamir, S., \u0026amp; Thomas, M. (2019). Effects of university teachers\u0026rsquo; perceptions, attitude and motivation on their readiness for the integration of ICT in classroom teaching. \u003cem\u003eJournal of Education and Educational Development, 6\u003c/em\u003e(2), 308-326.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Technology use, educational platforms, vocabulary teaching, higher education, ELT","lastPublishedDoi":"10.21203/rs.3.rs-7157370/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7157370/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the perceptions of English instructors on the use of technology-based educational platforms, such as Kahoot, Quizlet, and Quizalize, for teaching English vocabulary at the tertiary level in Pakistan and T\u0026uuml;rkiye. The research context is framed by the 2017 Memorandum of Understanding between the two countries, aiming to establish common educational policies in higher education. The study employs a qualitative research design, utilizing convenient and snowball sampling methods to collect primary data. The results reveal that English instructors in both countries view these platforms positively for vocabulary instruction. However, there is a lack of an integrated curriculum for their effective implementation. The research also identifies both commonalities and differences in the teaching practices and educational approaches of instructors in these two nations. The paper concludes by offering several recommendations for future research, emphasizing the need for a more structured approach to integrating technology in language education. The study's original value lies in its comparative analysis of two distinct educational contexts, providing insights into the challenges and opportunities of using technology in language teaching.\u003c/p\u003e","manuscriptTitle":"Technology-Based Vocabulary Teaching at the Tertiary Level:\nA Comparative Study between Pakistan and Türkiye","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-30 06:44:32","doi":"10.21203/rs.3.rs-7157370/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f3aa902b-30d8-4dca-b7f3-60b043fb6638","owner":[],"postedDate":"July 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":51752768,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-07-30T06:44:32+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-30 06:44:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7157370","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7157370","identity":"rs-7157370","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}