Vocabulary learning has gained a profound ground in language learning, and with the advent of text-messaging, researchers have shown great enthusiasm to investigate the interplay between the two. Therefore, the present paper seeks to firstly define MALL (Mobile Assisted Language Learning) in terms of language learning, to secondly compare and contrast E-learning and M-learning, to thirdly elaborate upon theories underlying MALL in general and text-message vocabulary learning in particular, to fourthly explicate the practical studies done on text-message vocabulary learning, and finally to enumerate the advantages and disadvantages of MALL and text-message vocabulary learning
Collaborative writing has gained interest in the last decade; however, as stated by Shin, Lidster and Sabraw (2016) more research is required to delve into various aspects of this multifarious class activity. This true experimental research examined the effect of writing collaboratively on task achievement of Iranian EFL learners in writing. Oxford Placement Test was given to 60 language learners in the city of Kashmar, Iran, as the test of homogeneity. Considering +/-1 standard deviation of the mean score, 40 learners were chosen to pursue the purpose of the study. These learners formed an experimental group and a control group with 20 participants in each. Collaborative writing was implemented in the experimental group and individual writing was used in the comparison group. The participants in the experimental group were later interviewed and their perception toward collaborative writing was investigated. The findings of the study through t-test revealed that the experimental group participants outperformed the ones in the control group in terms of task achievement. In addition, the results of the semi-structured interview through thematic analysis revealed that most participants found collaborative writing effective in terms of motivation, peer feedback, comprehensive view over the topic, changing ineffective writing habits, and vocabulary learning; though peer authority and teacher authority were considered as inhibiting factors. Pedagogical implications are discussed.
The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main categories, tacit (theoretical) and practical knowledge along with 26 items. After employing EFA and CFA, it was revealed that the questionnaire consists of a high validity. Also, for having a better fit for model and construct validity, some of the items were omitted out of the first draft of the questionnaire because of having low loadings. In addition, the reliability of the questionnaire was gained by running Cronbach's Alpha which was .855. At the end, the results for EFA revealed that the two factors can be regarded as the two constructs that the test claims to measure, namely: (1) Tacit knowledge, and (2) practical knowledge. Among the 17 items of the "Tacit knowledge category" five items (9, 14, 15, 16, and 17) were excluded because of loadings less than .30.
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