While casual digital engagement—like browsing social media, streaming videos, or gaming—has become part of everyday life for Saudi university students, its impact on English vocabulary development remains underexplored. This study investigates how learners’ motivations for engaging in these digital activities (whether for learning, socializing, or entertainment) and the strategies they apply during or after those experiences contribute to different dimensions of vocabulary knowledge. A sample of 93 Saudi EFL students participated in the study, and data were analyzed using Structural Equation Modeling. The findings revealed that students’ intentions behind digital engagement, along with how they process vocabulary (e.g., paying attention to both word meaning and form, or using deeper cognitive strategies), significantly influenced their vocabulary gains. Interestingly, these influences varied depending on the type of vocabulary knowledge—receptive (understanding) versus productive (use)—being measured. Deep processing strategies emerged as particularly important for helping students make meaningful connections between words. This research underscores the value of not just what students do online, but why and how they do it. For Saudi EFL learners, being intentional about their digital habits—whether learning-focused or socially driven—can meaningfully enhance vocabulary acquisition in both academic and everyday contexts.

Authors:
Mohammed Hassan Alshaikhi, University of Tabuk, Saudi Arabia

About the Presenter(s)
Dr. Mohammed Alshaikhi is an Assistant Professor of Applied Linguistics at the University of Tabuk, Saudi Arabia. His research focuses on second language vocabulary development, collocational knowledge, bilingualism, and EFL academic writing.

Connect on Linkedin
https://www.linkedin.com/in/dr-mohammed-hassan-b6a13782/

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