Dataset for Vocabulary Learning in EFL University Students with ADHD: A Comparison of Duolingo and Classroom Instruction

Published: 29 September 2026| Version 1 | DOI: 10.17632/yjpwhwpvj3.1
Contributor:
Reem Alsadoon

Description

This dataset accompanies a within-subject study comparing Duolingo and classroom vocabulary instruction among 30 university EFL students with ADHD in Saudi Arabia. It contains the two matched target-word lists, Vocabulary Knowledge Scale (VKS) data from baseline, immediate post-tests after each instructional phase, and a delayed post-test, as well as anonymized semi-structured interview data on learners’ experiences of both conditions. The materials support analysis of vocabulary gains, retention, and participants’ perceptions of attention, motivation, and engagement.

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Categories

Attention Deficit Hyperactivity Disorder, Second Language Acquisition, English as a Foreign Language, Gamification

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