Mobile-Assisted Language Learning in a Secondary School in Iran: Discrepancy Between the Stakeholders’ Needs and the Status Quo

Dashtestani, Reza; Hojatpanah, Shamimeh

doi:10.1007/978-3-030-67349-9_12

Cited by 5 publications

(2 citation statements)

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“…Mobile-assisted language learning (MALL) has attracted considerable attention in recent years (e.g., Dashtestani, 2016 ; Hwang and Fu, 2019 ; Chen et al, 2020 ; Nazari and Xodabande, 2020 , 2021 ; Rassaei, 2020 , 2021 ; Burston and Giannakou, 2021 ; Dashtestani and Hojatpanah, 2021 ), and a large number of studies investigated the use of different delivery mediums and environments (such as SMS, MMS, and mobile applications) for learning ESL/EFL vocabulary ( Mahdi, 2017 ; Lin and Lin, 2019 ). Overall, the findings from this growing body of knowledge indicated that the use of SMS/MMS and mobile applications including context-aware, gaming, and researcher-designed platforms contributed significantly to improvements in EFL learners’ vocabulary knowledge ( Mahdi, 2017 ; Xodabande, 2017 ; Lin and Lin, 2019 ; Soyoof et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

et al. 2022

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The current study explored the effects of using digital flashcards (DFs) and mobile devices on learning academic vocabulary. The participants were 86 university students majoring in Psychology in two experimental conditions and one control group. A list of 361 core academic words frequently used in Psychology was taught to the participants using different materials, and the learning outcomes were compared across the three groups. Accordingly, the participants in the experimental group 1 (N = 31) used a DF application (i.e., NAWL builder), participants in the experimental group 2 (N = 30) used traditional materials (i.e., paper flashcards), and those in the control group were given a list of target words with their definitions. Receptive knowledge of the target words was tested before and after the treatment, and the learning outcomes were compared across the groups using one-way between-groups ANOVA. The findings of the study indicated that using DFs enhanced students’ engagement with learning their discipline-specific academic vocabulary and that experimental group 1 outperformed those participants in other learning conditions. The findings add to the existing literature on mobile-assisted vocabulary learning and provide empirical support for the effectiveness of such platforms for learning academic vocabulary. The implications of the study were discussed in terms of the affordances provided by DFs on mobile devices and corpus-based word lists for informing vocabulary learning components in teaching English for Academic Purposes (EAP).

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Section: Literature Reviewmentioning

confidence: 99%

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

et al. 2022

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“…Finally, this study collected quantitative data only, and the participants' perceptions and attitudes toward mobile-assisted SRL were not explored. As such factors are important in learning outcomes from MALL [66,67], there is a need for more investigations using mixed methods approaches. Despite these limitations, the study sheds light on learning outcomes and the relative effectiveness of mobile-assisted SRL for addressing EFL learners' academic vocabulary learning needs.…”

Section: Discussionmentioning

confidence: 99%

Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development

2023

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The present study explored the impact of mobile-assisted self-regulated learning (SRL) on developing university students’ knowledge of academic vocabulary in English. The participants were 49 students in experimental (N = 28) and control (N = 21) learning conditions. Those in the experimental group studied 70 academic words using digital flashcards application installed on their mobile devices (i.e., smartphones), and the control group learned the same words using traditional materials (i.e., word lists). The participants’ vocabulary knowledge was tested before and after the treatment, and their test scores were analyzed using mixed between-within-subjects analysis of variance (ANOVA). The findings indicated a significant main effect for time in both SRL interventions, as both strategies were effective in scaffolding university students’ academic vocabulary development, and the learning gains were significant in post- and delayed post-tests. Additionally, the findings revealed a significant main effect for mobile-assisted SRL in that participants in the experimental group outperformed those in the control group on post-treatment tests. Accordingly, the results provide empirical evidence for the effectiveness of mobile-assisted vocabulary learning in the SRL mode. The study offers implications for addressing the academic vocabulary learning needs of English as a Foreign Language (EFL) university students.

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Pedagogical Value of Educational Technologies in the COVID-19 Pandemic: EdTech Experts’ Perspectives from Hungary, Kazakhstan, and Poland

Csonka-Stambekova

2024

Lecture Notes in Networks and Systems

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Mobile-Assisted Language Learning in a Secondary School in Iran: Discrepancy Between the Stakeholders’ Needs and the Status Quo

Cited by 5 publications

References 42 publications

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development

Pedagogical Value of Educational Technologies in the COVID-19 Pandemic: EdTech Experts’ Perspectives from Hungary, Kazakhstan, and Poland

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