IJIET 2025 Vol.15(5): 937-946
doi: 10.18178/ijiet.2025.15.5.2300
doi: 10.18178/ijiet.2025.15.5.2300
Exploiting Teacher-Mate Technology for College English Vocabulary Augmentation: A Cognitive-Constructivist Empirical Research
Pengbiao Zhang and Fengjunzi Wang*
Department of Foreign Languages, Hubei Business College, Hubei, China
Email: Joshua.zhangpb@gmail.com (P.Z.); wangfengjunzi@hbc.edu.cn (F.W.)
*Corresponding author
Email: Joshua.zhangpb@gmail.com (P.Z.); wangfengjunzi@hbc.edu.cn (F.W.)
*Corresponding author
Manuscript received January 10, 2025; revised February 5, 2025; accepted March 3, 2025; published May 16, 2025
Abstract—In the domain of Technology-Enhanced Language Learning (TELL), this research, grounded in Cognitive-Constructivist principles, explores the efficacy of Teacher-Mate Technology (TMT) in promoting English vocabulary acquisition among 144 non-English major students. Quantitative analysis using Statistical Product and Service Solutions (SPSS) V.29 on test scores and engagement data revealed substantial improvements in vocabulary retention and application. In contrast, qualitative analysis via Sojump indicated that 78.38% of learners reported enhanced vocabulary acquisition. TMT significantly enhanced vocabulary-dependent skills like writing and translation but had a restricted impact on overall language performance, particularly in reading comprehension. The results validate TMT’s alignment with the Constructivist tenets of active learning, social interaction, and personalized knowledge construction. However, the study also highlights the need for supplementary strategies to foster holistic language development, thus offering educators a theoretically grounded, technology-enhanced approach to vocabulary instruction and contributing to the growing body of knowledge in TELL.
Keywords—Teacher-Mate Technology (TMT), vocabulary acquisition, cognitive-constructivist pedagogy, Technology-Enhanced Language Learning (TELL)
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Teacher-Mate Technology (TMT), vocabulary acquisition, cognitive-constructivist pedagogy, Technology-Enhanced Language Learning (TELL)
Cite: Pengbiao Zhang and Fengjunzi Wang, "Exploiting Teacher-Mate Technology for College English Vocabulary Augmentation: A Cognitive-Constructivist Empirical Research," International Journal of Information and Education Technology, vol. 15, no. 5, pp. 937-946, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).