The rapid proliferation of digital learning platforms has generated considerable interest in their potential to support vocabulary acquisition among English as a Foreign Language (EFL) learners. This article examines the effectiveness of digital learning platforms such as Quizlet, Duolingo, and Memrise in enhancing vocabulary acquisition among EFL learners in higher education contexts. Drawing on theoretical frameworks from cognitive linguistics, instructional design, and educational technology, the study explores how features such as spaced repetition, gamification, multimodal input, and adaptive feedback contribute to incidental and intentional vocabulary learning. Evidence from recent empirical studies suggests that digital platforms significantly outperform traditional methods in both short-term retention and long-term consolidation when learners engage with them consistently and purposefully. The article also addresses challenges related to learner autonomy, motivation, and the quality of platform content. Implications for EFL educators, curriculum designers, and policymakers in Uzbekistan and similar contexts are discussed.