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Description
This study investigates the intersection of self-directed learning and technology, which heralds a new age in vocabulary development. Utilizing a mixed-methods approach, the study administered surveys to 80 students and then conducted interviews with a subset of 06 students and 03 lecturers. The findings, which are based on the theoretical frameworks of digital literacy and self-directed learning, highlight the transformative potential of these techniques for vocabulary acquisition. The results underscore the efficacy of self-directed learning strategies in fostering autonomous vocabulary development. Furthermore, equipping learners with digital literacy skills emerges as a pivotal strategy, amplifying the benefits of autonomous vocabulary learning. The study calls for an integrated approach that takes advantage of the synergy between self-directed learning and digital literacy to open up new opportunities for vocabulary development in the contemporary educational landscape.
