The impact of technology-based and non-technology-based vocabulary learning activities on the pushed output vocabulary learning of Saudi EFL learners

The output hypothesis, proposed by Swain, plays a crucial role in language learning. It emphasizes the importance of learners’ production (output) alongside comprehensible input. Pushed output, which reflects the accurate and concise language use of learners, has gained popularity in classrooms. Simultaneously, integrating technology into teaching has become important. However, research on how technology and pushed output impact vocabulary learning remains limited. This study examines the effects of three scenarios—pushed email, a pushed class, and a non-pushed class—on vocabulary development. ‘Within-subject design’ means each participant in the study experienced these three scenarios in a different order. Data was collected using diverse approaches. Productivity and vocabulary knowledge ratings were used to answer the set research questions. A total of 54 third-year adult Saudi EFL students at Albaha University participated. The participants were taught with no pushed output, with pushed output, and with email-pushed output in three groups, in three contexts, and using three target lexical item sets. In the productive and Vocabulary Knowledge Scales (VKS) tests, learners who completed vocabulary learning with pushed output performed better in the short and long terms. The email and pushed output outside class scenarios had a greater effect than in class. The findings urge further research into long-term technology-enhanced vocabulary learning exercises for speaking skills utilising the pushed output technique. Such studies could expand the sample and compare findings across Middle Eastern nations.