SMS Vocabulary Learning: A Tool to Promote Reading Comprehension in L2

Abstract

Reading comprehension and vocabulary knowledge have critical roles in success in a foreign language. They have also intricate relationships so that the increase in one leads to increase of the other. The aim of the present study was to investigate the effect of learning vocabulary via SMS -as an optimal way of teaching words-on university students reading comprehension. To this end, 45 freshmen students took part in this study. They were assigned as experimental and control group. Before the beginning of the experiment both groups took a vocabulary test and a reading comprehension test. During 16 weeks of experiment the participants of the experimental group were taught 320 headwords of the Academic Word List (Coxhead, 2000) via SMS. The control group learned them by using a dictionary. Both groups were assessed each session by the instructor in the class. At the end, both groups were administered a reading comprehension test as a post-test. The result of the post-test showed that although there was not any difference between the two groups in the pre-test, the experimental group outperformed the control group in reading comprehension test (t = 2.31, P = .02). However, both groups had improved in the post-test regardless of the medium of learning. In addition, the participants of the experimental group filled out a questionnaire International Journal of Linguistics ISSN 1948-5425 2012 www.macrothink.org/ijl 276 regarding their attitudes towards SMS vocabulary learning. It was found that they had positive attitudes towards this approach of vocabulary learning. Based on this result, language teachers need to seek every opportunity to teach words to students to improve their reading comprehension. However, because of the superiority of SMS on other means of learning vocabulary, it is recommended that this approach of vocabulary learning be used to help students in the reading process.

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

“…[3][4][5][6] Recently work on computer assisted language learning (CALL) and mobile assisted language learning (MALL) has taken a great leap in the realm of second language acquisition. [6][7][8][9][10] However, since the mid-2000s robots have also been explored as helpful and innovative tools that have come to the aid of language teaching and learning. [11][12][13][14] The work presented here focuses on the study of the adaptable social, interactive, and cognitive aspects of robot behavior in an assistive context designed for young students/individuals seeking to learn English as a 2nd language.…”

“…However, recently more attention has been paid to the investigation of incidental and intentional learning of vocabulary, 16 use of visuals for better retention, 17,18 application of computer in vocabulary learning/teaching, and the use of MALL for vocabulary learning. [7][8][9][10] Nonetheless, very few studies have attempted to design and evaluate vocabulary learning with the help of a robot. 13 Their study concentrated on vocabulary development of a toddler and no studies have focused on the vocabulary learning and retention of junior/high school students using robotics technology thus far.…”

The effect of otus social educational network on english achievement and attitudes of Iranian high school EFL learners

“…Many researches have indicated that learners' attitudes are important in the use of social networking applications in their language learning practices (e.g., Alemi & Lari, 2012;Dashtestani, 2016;Liaw et al, 2007;Ma'azi et al, 2018;Manca & Ranieri, 2017;Rahimi & Yadollahi, 2011;Soltani Tehrani & Tabatabaei, 2012). All these studies showed that students had positive attitudes towards the application of online social networks in English classes.…”

General Impacts of Integrating Advanced and Modern Technologies on Teaching English as a Foreign Language

“…However, this leaves teachers, material developers, and educators trying to keep up with the dramatic development of multimedia technology. With the advancement and growth of computers and mobile devices, Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) have gained attention for second language educational theories for over fifteen years [16][17][18][19][20]. The use of computers in the English language classrooms and laboratories is known to be useful for both teachers and learners.…”

“…This method offers the EFL learners a chance to practice writing on-the-move. It further provides an on-line and quick tool to write and share ideas, thoughts, and correspond instantly with the person on the other side [16][17][18][19].…”