Do task/activity-based vocabulary learning activities utilizing digital tools help enhance students’ motivation and their knowledge of words’ meanings and their usage?

The main research aim was to find out whether one or both of 2 digital learning tools, applied over the Traditional application, would enhance the performance of students. Pre- and post-test scores for students of three classes were collected in each learning application. A Mixed Model ANOVA was conducted to find significant effect of applications and possible differences between classes.