Supporting Self-Directed Vocabulary Study: Towards Effective Design of OERs for Mobile Learning Environments

Abstract

Although open educational resources (OERs) can help bridge high-school – university vocabulary gaps, optimal utilization of OERs requires effective self-directed learning. This bi-national two-year study adopted a design-based research paradigm to collect Chinese university students' (n = 358) perceptions regarding design factors that support self-directed vocabulary learning in mobile learning environments (MLEs). Results showed that additional scaffolding after Year One in the form of L1 translations of high-frequency academic words significantly correlated with improved performance on basic level vocabulary exercises and pop quizzes. However, results suggest that moving mobile learning into the mainstream will require (1) design features that provide additional scaffolding for more complex vocabulary learning, (2) clearer guidelines for students on integrating desktop and mobile devices and (3) ongoing guidance from teachers to develop students' capacity for self-directed learning to ensure optimal benefit from independent study of vocabulary OERs.

The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity

“…In a similar vein, Barth et al (2020) exploring Chinese EFL students' attitudes and perceptions towards design factors supporting self-directed mobile-based vocabulary learning, found that scaffolding in the form of first language translation developed basic and high-frequency vocabulary learning in mobile learning environments. The findings further propose that in order to move mobile learning to mainstream education, students' capacity for self-directed learning need to be enhanced beforehand.…”

“…That is, a quantitative longitudinal research design is adopted in this study to investigate EFL learners’ longitudinal trajectories and patterns of change in vocabulary learning. In addition, as the concept of self-regulation ( Zimmerman and Schunk, 2008 ), which refers to learners’ activating and sustaining planned self-generated thoughts, emotions, and activities to achive their learning goals ( Zimmerman, 2000 , 2008 ), has received considerable attention in the MALL context (e.g., García Botero et al, 2021 ), especially in mobile-based vocabulary learning context (e.g., Barth et al, 2020 ). EFL learners’ self-regulatory vocabulary learning changes over the 1-year MALL programme is also examined in the present study.…”