Vocabulary Development of B1 Students in A Digital Environment

This thesis examines how the vocabulary of B1-level students can be expanded in a digital learning environment through structured exposure, retrieval practice, and guided production. It argues that digital flashcards, captioned video, electronic glosses, mobile tasks, and collaborative platforms are most effective when integrated into a CEFR-aligned sequence of noticing, practice, recycling, and use. The paper proposes a practical instructional model that develops lexical range, learner autonomy, retention, and communicative confidence in blended and online language education settings for students.

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