Vocabulary Learning Assisted by Mobile Phones:Perceptions of Chinese Adult Learners

Hu, Zengning

doi:10.17863/cam.1468

Cited by 8 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Table 3, eight studies (88,88%) have confirmed that the implementation of academic word lists through mobile-assisted language learning significantly contributes to the quality of the student's academic writing. Besides, this finding which confirms that there is a significant improvement from the academic word list implementation to the quality of the student's academic writing through mobile-assisted language learning is the reflection of four studies that are utilized as the data in the present research (Lu, 2008;Hu, 2013;Choo et al, 2017;Yafei & Osman, 2016). Lu (2008) and Choo et al (2017) have confirmed that implementing an academic word list through SMS vocabulary learning significantly improves the quality of students' academic writing.…”

Section: Resultssupporting

confidence: 78%

“…Widely there are also many other studies which also confirm that the use of mobile-assisted language learning provides a significant contribution not only to the improvement of students' academic writing quality but also to the whole aspect of language teaching and learning (Darsih & Asikin, 2020;Athoillah, 2022;Nurul & Nafa, 2020;Yudhiantara & Nasir, 2017). Specifically, Hu (2013) and Yafei and Osman (2016) have utilized the mobile phone application as the tool for implementing the academic word list. The results of those studies reveal that the use of the mobile phone application also significantly contributes to improving students' vocabulary knowledge and academic writing quality.…”

Section: Resultsmentioning

confidence: 96%

See 1 more Smart Citation

The Implementation of Academic Word List and Its Implication to the Improvement of EFL Students’ Academic Writing Quality

Syarofi,

Shobaha

2023

Lingua Cultura

View full text Add to dashboard Cite

The research aimed to investigate the effectiveness or ineffectiveness in implementing an academic word list and its implication for improving English as a Foreign Language (EFL) students’ writing quality. Academic Word List (AWL) played an important role in expanding the student’s academic vocabulary knowledge. Basically, an academic word list was considered one of the effective ways to reduce students’ errors in writing. The research was proposed to review several related preceding studies, and the data found were described qualitatively. From the research conducted, it is found that fifteen out of eighteen studies (83,33%) confirm that the implementation of academic word lists provides a significant contribution to the improvement of students’ writing quality. On the other hand, three out of eighteen studies (16,67%) confirm that implementing an academic word list does not significantly contribute to improving students’ academic word knowledge. This may be attributable to the given portion of the academic word list utilized as supplementary material, and it can only be used outside the classroom without any teacher guidance. The result shows that implementing the academic word list may act as an effective/ineffective tool for improving students’ academic writing quality based on the portion and utilization of this tool in the course.

show abstract

Section: Resultssupporting

confidence: 78%

Section: Resultsmentioning

confidence: 96%

The Implementation of Academic Word List and Its Implication to the Improvement of EFL Students’ Academic Writing Quality

Syarofi,

Shobaha

2023

Lingua Cultura

View full text Add to dashboard Cite

show abstract

“…Therefore, the use of technological tools appears to be one of the best options for English language learners to reduce the time required to learn new vocabulary items and acquire new words more permanently. According to Hu (2011), many learners are motivated and excited to use mobile devices. For students, these devices provide more enjoyable and varied ways to learn new vocabularies compared to long word lists and piles of flashcards (Li & Hafner, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mobile Technology on Vocabulary Development of English Language Learners: A Case Study of A2 Adult Learners

2024

FeD

View full text Add to dashboard Cite

In today's digital age, technology can provide many opportunities for language learners, and the widespread use of mobile devices may be a viable solution to their challenges. This study aimed to determine the effectiveness of Mobile Assisted Vocabulary Application (MAVA) in developing language learners’ vocabulary knowledge and their attitudes towards the vocabulary extension activities. To reach these aims a quasi-experimental study was followed with the data collected through pre-post tests and semi-structured interviews. The researcher designed vocabulary extension activities in two distinct formats to allow learners to practice the newly acquired vocabulary items as extracurricular tasks. The experimental group completed vocabulary extension activities on their mobile devices while the control group completed similar tasks using pen and paper. Pre- and post-tests were administered to both groups to assess their vocabulary knowledge before and after the intervention. The results indicated that there was no significant difference between the two groups in terms of achievement. The students from both groups exhibited relatively higher results on the post-test. Upon analysing the individual subsections of the pre-test and post-test, it became apparent that students in the experimental group displayed relatively higher scores in the reading and pronunciation subsections of the post-test, whereas the control group exhibited higher scores only in the reading subsection. It can be posited that the MAVA had a more positive effect on the students’ abilities to pronounce them correctly, in contrast to the effects observed with vocabulary worksheets. A semi-structured interview was conducted to determine the attitudes of the learners in experimental group towards MAVA. Qualitative data from the interview suggested that MAVA had superior features by allowing the learners to use it at their convenience and ubiquitously acquire new vocabulary items.

show abstract

Students' Attitudes and Perceptions towards using m-learning for French Language Learning: A case study on Princess Nora University.

Jaradat¹

2014

Int. J. Learn. Man. Sys.

View full text Add to dashboard Cite

Vocabulary Learning Assisted by Mobile Phones:Perceptions of Chinese Adult Learners

Cited by 8 publications

References 10 publications

The Implementation of Academic Word List and Its Implication to the Improvement of EFL Students’ Academic Writing Quality

The Implementation of Academic Word List and Its Implication to the Improvement of EFL Students’ Academic Writing Quality

The Effect of Mobile Technology on Vocabulary Development of English Language Learners: A Case Study of A2 Adult Learners

Students' Attitudes and Perceptions towards using m-learning for French Language Learning: A case study on Princess Nora University.

Contact Info

Product

Resources

About