Enhancing English Learning through Lingodeer: Insights from Indonesian EFL Literature

Abstract

The rapid development of digital technology has significantly transformed foreign language teaching and learning practices, including vocabulary instruction at the junior high school level. This study aims to critically examine the effectiveness of the Lingodeer application in improving English vocabulary achievement among Indonesian junior high school students through a systematic literature review. Data were collected from national and international peer-reviewed journal articles published between 2015 and 2025 focusing on mobile-assisted language learning (MALL), vocabulary acquisition, and the use of Lingodeer or comparable mobile language learning applications. The selected studies were analyzed using a descriptive–analytical approach to identify patterns of findings, theoretical foundations, and methodological trends. The results indicate that Lingodeer consistently contributes to significant improvements in students’ vocabulary mastery, learning motivation, and engagement. These outcomes are supported by theoretical perspectives from MALL, the Technology Acceptance Model (TAM), and Deep Learning principles, which emphasize meaningful, mindful, and joyful learning. The findings suggest that Lingodeer can be an effective pedagogical tool when systematically integrated into English instruction at the junior high school level. Implications for teaching practice and future research are discussed.