Asian Journal of Language, Literature and Culture Studies

Acquiring vocabulary is a crucial component of the process of learning the English language. It facilitates the process of exchanging information and understanding. Therefore, teachers must devise highly efficient methods of instructing this crucial element to the students. This study aimed to examine the impact of technology-based activities for vocabulary instruction on students' vocabulary acquisition performance. The study utilized an action research design. A total of fifty-two (52) pre-service teachers at level 100 were chosen for the study through purposive sampling and were allowed to engage in activities involving technology use. The study included pre-tests and post-tests to see if there were any shifts in the students' performance after engaging them through technology-based (Duolingo App) activities. It was discovered that the utilization of technology-based activities significantly impacted their performance, as all the participants achieved greater post-test scores (M=32.7845) compared to the pre-test scores (M=18.2034). A delayed test was administered 10 weeks after the post-test to assess the ability of pre-service teachers to retain vocabulary skills and knowledge. The results indicated that there was no significant difference between the scores of the post-test (M=32.7845) and the delayed test (M=33.3010), suggesting that the pre-service teachers had retained their vocabulary skills and knowledge exceptionally well. English teachers must utilize many creative methods, including technology, to effectively support students in their learning process.