Exploring Children’s Experiences and Perceptions in Enriching Vocabulary Through the English for Kids Application
Abstract
This study aimed to explore children’s experiences and perceptions in enriching English vocabulary through the English for Kids application. Employing a descriptive qualitative research design, the study involved early elementary school children who used the application as part of their English learning activities. Data were collected through naturalistic observation, child-friendly semi-structured interviews, and supporting documentation. The data were analyzed inductively using descriptive thematic analysis. The findings revealed that children experienced the application as an engaging and supportive learning tool. Interactive features, including colorful visuals, audio pronunciation, and game-like activities, fostered high levels of engagement and enjoyment. Children perceived vocabulary learning as a playful activity, which encouraged voluntary repetition and sustained interaction. Repeated exposure to vocabulary items enhanced children’s familiarity, confidence, and awareness of English words, as reflected in quicker word recognition, spontaneous recall, and the use of newly learned vocabulary in everyday contexts. The study concludes that positive learning experiences, multimodal input, and meaningful exposure play important roles in enriching children’s English vocabulary through digital applications. These findings highlight the pedagogical potential of child-centered mobile applications in supporting early English vocabulary development.
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