ENHANCING VOCABULARY RETENTION IN CLIL CLASSROOMS THROUGH MOBILE APPLICATIONS AND DIGITAL TOOLS

Abstract

Content and Language Integrated Learning (CLIL) has emerged as a powerful dual-focused educational approach where a second language is used for the learning and teaching of both content and language. However, one of the primary cognitive hurdles for tertiary students in CLIL environments is the heavy load of specialized academic and subject-specific vocabulary. This paper investigates the pedagogical efficacy of integrating mobile applications and digital tools—specifically Mobile-Assisted Language Learning (MALL) frameworks—to optimize long-term vocabulary retention. Utilizing a mixed-methods approach, the study evaluates how spaced repetition systems, gamified lexical platforms, and interactive digital glossaries reduce cognitive overload and foster autonomous vocabulary acquisition. The findings suggest that structured digital scaffolding significantly enhances lexical retrieval, context-bound retention, and student motivation in content-driven language learning.