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Arab World English Journal (AWEJ) Special Issue on CALL Vol. 17, No.12. July 2026 Pp.470-483
Department of Germanic and Oriental Languages and Translation,
Faculty of Foreign Languages, Media and Psychology,
International University, Odesa, Ukraine
Department of German Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukraine
Department of German Philology, Faculty of Foreign Philology,
Uzhhorod National University, Uzhhorod, Ukraine
Faculty of Foreign Languages, Media and Psychology,
International University, Odesa, Ukraine
Department of Foreign Languages for Professional Communication,
Faculty of Foreign Languages, Media and Psychology,
International University, Odesa, Ukraine
Developing academic vocabulary remains a significant challenge for learners of English as a foreign language, particularly in academic writing. This study addressed the following research question: How much can a cognitively grounded, technology-enhanced instructional approach improve academic vocabulary development among postgraduate learners? It examined the effectiveness of Computer-Assisted Language Learning, supported by cognitive-linguistic principles, in developing academic vocabulary. Its significance lies in integrating cognitive linguistics, academic vocabulary research, and technology-enhanced language learning into a cohesive instructional framework. An explanatory sequential mixed-methods design was used. The study involved 60 postgraduate English as a foreign language learners, selected through purposive sampling and divided into experimental (n = 30) and control (n = 30) groups. Data were collected through academic vocabulary tests, collocational and phraseological competence assessments, academic writing tasks, questionnaires, interviews, and corpus analysis. Results showed that the experimental group significantly outperformed the control group in academic vocabulary knowledge, collocational and phraseological competence, and lexical richness in academic writing. Participants also expressed positive views of technology-supported learning environments, noting increased engagement, independence, and confidence in academic writing. The study concludes that combining cognitive-linguistic principles with Computer-Assisted Language Learning offers an effective strategy for developing academic vocabulary. Future research should explore the long-term impacts of these interventions across various educational settings and learner groups.
Frumkina, A., Kurakh, N., Hvozdyak, O., Adamova, H., & Holubenko, N. (2026).Developing Academic Vocabulary through Computer-Assisted Language Learning: A Cognitive-Linguistic Approach. Arab World English Journal (AWEJ) Special Issue on CALL, Vol. 17. (12)470-483.
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Aryna Frumkina, Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Germanic and Oriental Languages and Translation, Faculty of Foreign Languages, Media and Psychology, International University, Odesa, Ukraine. Her research interests include language teaching and learning, methodology, and academic writing. ORCID ID: https://orcid.org/0000-0003-2635-685X
Nataliya Kurakh, PhD in Philology, associate professor, Head of the Department of German Philology, Higher State Educational Establishment «Uzhhorod National university», Faculty of Foreign Philology, Uzhhorod, Ukraine. Her academic interests focus on language education, teaching methodology, and the development of academic writing skills.
ORCID ID: https://orcid.org/0000-0002-2504-4902
Olha Hvozdyak, Candidate of pedagogical sciences, professor, Higher State Educational Establishment «Uzhhorod National university», Faculty of Foreign Philology, Department of German Philology, Uzhhorod, Ukraine. Her research primarily explores language learning and teaching practices, pedagogical methodologies, and academic writing.
ORCID ID: https://orcid.org/0000-0002-5760-576X
Hanna Adamova, Doctor of Philosophy in Pedagogy, Associate Professor, Dean of the Faculty of Foreign Languages, Media and Psychology, International University, Odesa, Ukraine. Her scholarly work is centered on language acquisition, instructional methods, and academic writing studies. ORCID ID: https://orcid.org/0000-0003-4411-8484
Natalia Holubenko, Doctor of Pedagogical Sciences, Professor, Head of the Department of Foreign Languages for Professional Communication, International University, Odesa, Ukraine. Her areas of research include foreign language teaching and learning, educational methodology, and academic writing development. ORCID ID: https://orcid.org/0000-0003-4014-4319