ENHANCING VOCABULARY RETENTION THROUGH A MIXED LEARNING APPROACH AMONG INTERMEDIATE UZBEK EFL STUDENTS

Abstract

This study explores the effectiveness of a mixed learning approach in enhancing vocabulary retention among intermediate learners of English as a foreign language (EFL) in Uzbekistan. Vocabulary acquisition is a critical component in language proficiency, yet many learners struggle to retain new words over time. Combining traditional classroom instruction with digital tools and multimedia resources, the mixed learning model offers a promising solution to this challenge. The study aimed to investigate how integrating face-to-face teaching with online activities influences vocabulary retention and learner engagement. A mixed-methods design was employed, involving both quantitative assessments of vocabulary knowledge before and after the intervention and qualitative feedback gathered through learner interviews. The participants consisted of intermediate-level Uzbek EFL students enrolled in a university language program. Results indicated a significant improvement in vocabulary retention compared to traditional teaching methods, with students reporting increased motivation and confidence in using new words. These findings underscore the potential of mixed learning approaches to foster deeper and longer-lasting vocabulary acquisition in foreign language education. The study suggests that educators should consider blending diverse instructional modes to accommodate different learning preferences and promote sustainable language development.