Der Erwerb von Idiomen in einer digitalen Umgebung anhand der Treedioms-Plattform für Online-Idiomwörterbücher
Idiom Acquisition in a Digital Environment Based on the “Treedioms Online Idiom Dictionary” Platform)

Summary/Abstract: The rapid advancement of 21st-century technology has fundamentally transformed our understanding of language and its instruction. The implementation of digital learning platforms offers a unique method for idiom acquisition and has been demonstrated to boost student engagement (Bajaj 2024). As educational technology becomes increasingly essential, this study explores the effectiveness and functionality of the digital learning platform “Treedioms online idiom dictionary” as a tool for learning English idioms. Relatively few studies have investigated the impact of digital engagement on idiom acquisition. Owing to the discrepancy between literal and figurative meanings, as well as the culturally influenced cross-language diversity, idiomatic phrases have been proven to pose a challenge to learners (cf. Burger 2015: 90-91). The research examines the platform’s impact on users’ passive phraseological competence and their engagement with various interactive features. The primary objective is to evaluate the platform’s learning activities and its effectiveness for idiom acquisition. The study involves designing and implementing exercises for university-level students within the “Treedioms” platform, conducting pre- and post-study surveys, analyzing quantitative data, and interviewing selected participants. The instructional approach is based on Kühn’s methodology: discover, recognize, utilize. The results demonstrate that sustained exposure to idiomatic content and knowledge retention features enhance students’ progress rates. Notably, participants who used interactive flashcards regularly achieved scores 5.2 percentage points higher than occasional users. In addition, flexibility and engaging content in the digital environment proved to facilitate the learning process. In conclusion, findings from this preliminary study will inform further improvements to the platform, with plans for future research involving both test and reference groups to evaluate idiom learning outcomes in an online setting. This paper presents the project’s methodology, key findings, and pedagogical implications, highlighting the platform’s potential to enhance idiomatic competence and learner engagement.

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