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Mobile Assisted Academic Vocabulary Learning

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Bibliographic Details
Title: Mobile Assisted Academic Vocabulary Learning
Language: English
Authors: Jiang, Man-Luo, Liou, Hsien-Chin
Source: Taiwan Journal of TESOL. 2022 19(2):1-28.
Availability: National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Telecommunications, Handheld Devices, Vocabulary Development, English (Second Language), Second Language Instruction, College Students, Academic Language, Writing (Composition), Program Effectiveness, Educational Technology, Cooperative Learning, Majors (Students), Foreign Countries
Geographic Terms: Taiwan
ISSN: 1814-9448
Abstract: While existing literature supports the use of smartphones to teach English vocabulary, limited studies have addressed how learned words can be transferred to college students' writing. This action research study designed pretest, treatment on mobile phones, posttest, and out-of-class pair-work, followed by a delayed posttest after three weeks to promote academic vocabulary use in writing. In the four-week treatment, academic words and collocations were designed using Quizlet units, combined with in-class writing practice. In the pair-work stage, the participants were allowed freedom to choose words they desired to learn and to exchange each other's word logs with recycling of taught vocabulary designed in the treatment. Assessment of the pretest, posttest, and the delayed posttest involved (a) a general academic vocabulary test (receptive knowledge), (b) a vocabulary test of target words (gap-filling), and (c) an in-class writing task. Results show that our mobile-assisted language learning (MALL) project helped participants remember more words after their MALL experiences and apply them in their writing; meanwhile, such improvement could be maintained. Pair work was more favored than individual work as the participants indicated a stronger preference and endorsed collaborative learning. We argue that mobile devices should be combined with new learning strategies for both in-class and out-of-class learning.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354636
Database: ERIC
FullText Text:
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  Data: Mobile Assisted Academic Vocabulary Learning
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  Data: <searchLink fieldCode="AR" term="%22Jiang%2C+Man-Luo%22">Jiang, Man-Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Liou%2C+Hsien-Chin%22">Liou, Hsien-Chin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Taiwan+Journal+of+TESOL%22"><i>Taiwan Journal of TESOL</i></searchLink>. 2022 19(2):1-28.
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  Data: National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
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  Data: Y
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  Data: 28
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  Data: Journal Articles<br />Reports - Research
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  Data: 1814-9448
– Name: Abstract
  Label: Abstract
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  Data: While existing literature supports the use of smartphones to teach English vocabulary, limited studies have addressed how learned words can be transferred to college students' writing. This action research study designed pretest, treatment on mobile phones, posttest, and out-of-class pair-work, followed by a delayed posttest after three weeks to promote academic vocabulary use in writing. In the four-week treatment, academic words and collocations were designed using Quizlet units, combined with in-class writing practice. In the pair-work stage, the participants were allowed freedom to choose words they desired to learn and to exchange each other's word logs with recycling of taught vocabulary designed in the treatment. Assessment of the pretest, posttest, and the delayed posttest involved (a) a general academic vocabulary test (receptive knowledge), (b) a vocabulary test of target words (gap-filling), and (c) an in-class writing task. Results show that our mobile-assisted language learning (MALL) project helped participants remember more words after their MALL experiences and apply them in their writing; meanwhile, such improvement could be maintained. Pair work was more favored than individual work as the participants indicated a stronger preference and endorsed collaborative learning. We argue that mobile devices should be combined with new learning strategies for both in-class and out-of-class learning.
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      – Text: English
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      Pagination:
        PageCount: 28
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      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Handheld Devices
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: College Students
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      – SubjectFull: Academic Language
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Educational Technology
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