Virtual teaching tools for vocabulary learning have been implemented in classrooms to comply with new standards. However, empirical evidence is still limited regarding their effectiveness for ESL primary students and learners’ perceptions of their use. This study examines the benefits of employing such tools for vocabulary development among English as a second language (ESL) primary students and investigates students’ attitudes towards these materials. The goals are to evaluate how virtual teaching tools affected ESL primary students’ vocabulary development and how they felt about using them. A descriptive research design was used, with pre- and post-test scores analysed using descriptive statistics. Score comparisons were made by percentage and total improvement scores, while questionnaire mean scores and standard deviation were analysed descriptively. Qualitative data from semi-structured interviews were transcribed, categorised, and coded using content analysis. Students’ mean pre-test score was M = 18.20; SD = 1.42, and their post-test score was M = 43.63; SD = 2.06, showing a mean improvement of 25.43 and a total improvement of 139.73%. These findings indicate that virtual teaching tools can assist students in learning target words more efficiently. Results further reveal significant vocabulary gains alongside positive student attitudes, suggesting strong potential for integration in ESL classrooms. Future research may include students from different grade or age groups, as well as gender, family history, and racial variables to add nuance. This study contributes to rehabilitation technology research by showing how digital tools scaffold language learning for diverse populations, and to user acceptance research by demonstrating that young learners respond positively to technology-enhanced instruction.