Mobile-assisted language learning: effects on EFL vocabulary learning

2015 ◽  
Vol 13 (4) ◽  
pp. 358 ◽  
Author(s):  
Yen Hui Wang ◽  
Steve Kuang Hsun Shih
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Learning Effects ◽  
Mobile Assisted Language Learning

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hamed Barjesteh ◽  
Elham Movafaghardestani ◽  
Ahmad Modaberi
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Visual Learning ◽  
Vocabulary Knowledge ◽  
Content Type ◽  
Intermediate Students ◽  
Learning Group ◽  
Visual Vocabulary ◽  
Mobile Assisted Language Learning ◽  
Quasi Experimental

PurposeCOVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.Design/methodology/approachTo complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.FindingsThe finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.Originality/valueThis study was conducted during COVID 19 between two groups in Iran.

scholarly journals EFL learners’ experience of a MALL-based vocabulary learning tool

2020 ◽  
Vol 10 (2) ◽  
pp. 283-291
Author(s):  
Abdullah Alhadiah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Vocabulary Learning ◽  
Intention To Use ◽  
Learning Tools ◽  
Learning Tool ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

Since vocabulary learning plays a crucial role in the journey of language learning, various programs and mobile applications have been developed to assist vocabulary learning. However, the effectiveness of MALL-based (mobile-assisted language learning) tools can be determined by examining the perception of users, who are learners in this case, because, as Beres (2011) emphasized, learners do not always perceive learning tool effectiveness in the same way as educators. Thus, the primary purpose of this study is to investigate the perspectives of learners regarding the use of one of the programs that can be used for vocabulary learning — Quizlet. The perceptions of thirty-eight Saudi EFL (English as a Foreign Language) freshmen college students regarding the use of Quizlet for fourteen weeks were examined using questionnaires and interviews. The main findings of the study show that the students demonstrated positive attitudes towards the use of Quizlet in English vocabulary learning. They perceived it as a useful program that was easy to use, and they reported the intention to use it in the future. The present study highly recommends the use of MALL-based tools for vocabulary learning for their usefulness inside and outside the classroom.

scholarly journals Vocabulary Learning Assisted with Smart Phone Application

2018 ◽  
Vol 8 (11) ◽  
pp. 1511
Author(s):  
Zhimei Lei
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Smart Phone ◽  
Smart Phones ◽  
Mobile Assisted Language Learning ◽  
Before And After ◽  
Smart Phone Application

Plenty of study has been done about the Mobile Assisted Language Learning (MALL), which still hasn’t found its way into the English vocabulary learning. This empirical study aims to explore an effective way of vocabulary learning through the APP of WeChat on smart phones which are prevalently used among college students. 30 students participated in a WeChat group and were given word tests before and after the research respectively. A questionnaire survey was done a month later. The empirical result shows that it is easy for students to accept this new way of learning and most of them could follow the schedule. They have enhanced their self-regulation study ability and are encouraged to explore various methods to improve their study via smart phone Apps.

scholarly journals Mobile-Assisted Vocabulary Learning: A Review Study

2017 ◽  
Vol 8 (2) ◽  
pp. 190 ◽  
Author(s):  
Parichehr Afzali ◽  
Somayeh Shabani ◽  
Zohreh Basir ◽  
Mohammad Ramazani
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Discussion Section ◽  
Mobile Assisted Language Learning ◽  
Review Study

Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We selected studies done in different countries such as Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.

Second Language Vocabulary Acquisition through Mobile Assisted Language Learning

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 439-444
Author(s):  
ASHA MADHAVI PAGADALA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner. 

scholarly journals Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

2019 ◽  
Vol 13 (07) ◽  
pp. 129 ◽  
Author(s):  
Farhana Diana Deris ◽  
Nor Seha A Shukor
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
New Technologies ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Phenomenological Inquiry ◽  
Mobile Assisted Language Learning

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

Sign in / Sign up

Export Citation Format

Share Document