This study examines the impact of the Baicizhan vocabulary application on the receptive English vocabulary knowledge of non-English major Chinese undergraduates. A total of 126 first-year university students participated in a 14-week intervention, during which they used the application as a primary vocabulary learning tool. Vocabulary knowledge was assessed pre- and post-intervention using the updated Vocabulary Levels Test (UVLT), covering five-word frequency bands (1000, 2000, 3000, 4000, and 5000 words). The results of paired-sample t-tests demonstrated significant improvements (p < 0.05) in vocabulary knowledge across all frequency levels, with the largest gains observed at the 4000- and 5000-word levels. Conversely, improvements at the 1000-word level were modest, suggesting that students were already familiar with many high-frequency words before the intervention. The findings underscore Baicizhan’s effectiveness as a mobile-assisted language learning (MALL) tool, particularly for acquiring less frequent vocabulary. The app’s integration of spaced repetition, gamification, and personalized learning likely contributes to these outcomes, though variability in gains at higher levels highlights the influence of individual factors such as prior knowledge and motivation. This study extends existing research on technology-enhanced language learning and provides actionable insights for educators seeking to incorporate digital tools into English as a Foreign Language (EFL) instruction. Future research should explore long-term vocabulary retention and investigate how such tools can support the productive use of vocabulary in authentic contexts.
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