Mobile Vocabulary Learning and Sociolinguistic Practices in Cross-Cultural Contexts

Abstract

The linguistic context, characterised by the predominantly monolingual setting of Mainland China and the multilingual milieu of Malaysia, significantly influences the development of productive vocabulary among university students engaged in mobile-assisted vocabulary learning (MAVL) frameworks. Drawing on Vygotsky’s sociocultural theory, vocabulary acquisition is understood as a socially mediated process that emerges through interaction with mobile technologies and the sociolinguistic strategies utilised by peers. This investigation employed a convergent mixed-methods design, integrating quantitative data derived from surveys and vocabulary assessments (n = 400) alongside qualitative insights gathered through semi-structured interviews (n = 24). The findings indicate that multilingual learners exhibited greater engagement in output-oriented MAVL activities and attained superior proficiency in productive vocabulary. Thematic analysis identified key mediational practices, including peer scaffolding, audience-aware lexical modification, and code-switching. Furthermore, regression analysis demonstrated that the combined effects of output-focused MAVL usage and active sociolinguistic participation served as significant predictors of productive vocabulary enhancement. This study introduces a novel Sociolinguistic Practices Index (SPI) and proposes a sociocultural framework that synthesises the mobile lexical environment with sociolinguistic behaviours. The outcomes offer both theoretical insights and practical recommendations for designing interventions that foster embedded socially responsive contexts conducive to vocabulary acquisition within mobile learning platforms.