<![CDATA[This study aims to explore the integration of digital technology in vocabulary learning for EFL students, focusing on how students use, experience, and interpret digital tools in developing vocabulary knowledge. The study is motivated by the increasing use of online dictionaries, translation applications, digital flashcards, videos, learning platforms, and mobile vocabulary applications in EFL learning contexts. A qualitative case study approach was employed to examine this phenomenon within an English Education Program at a higher education institution in Indonesia. The participants consisted of EFL students who had experience using digital technology for vocabulary learning and one lecturer involved in vocabulary-related instruction. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ vocabulary tasks, digital learning materials, and reflective notes. The data were analyzed thematically to identify patterns related to students’ digital vocabulary learning practices. The findings revealed four main themes: digital technology as an accessible vocabulary learning resource, multimodal input as support for vocabulary understanding and retention, learner autonomy and self-regulated vocabulary practice, and challenges related to overdependence on translation tools, distraction, and unequal digital access. These findings contribute to understanding digital vocabulary learning as a contextual and socially situated process shaped by motivation, digital literacy, teacher guidance, and learning environment. The study implies that digital technology should be integrated purposefully and pedagogically to support deeper vocabulary learning. Further research is recommended to examine the long-term impact of specific digital tools on receptive and productive vocabulary development.]]>
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