A Study on Mobile-assisted Vocabulary Learning With Dictionary-based, Corpus-based, and Video-based Tasks

Abstract

The purpose of this study was to investigate the effectiveness of mobile-assisted vocabulary learning with three different tasks: dictionary-based, corpus-based, and video-based tasks. The experiment was administered in the spring semester of 2017. One hundred thirty-five Korean college students participated in the current study. Participants were randomly divided into three groups, dictionary group, corpus group, and video group, and performed different vocabulary tasks for homework. They studied 10 words per week. There were a total of 160 words for sixteen weeks. To assess vocabulary learning from the different tasks, pre- and post-tests were conducted before and after the experiment. A questionnaire survey was also performed to examine group differences in their attitudes and perceptions towards vocabulary learning. Paired samples t-tests as well as ANOVA and ANCOVA were administered. Major findings are as follows: First, participants in corpus and video groups increased their vocabulary gains. Group comparison results on the posttest also revealed no significant differences, indicating that three vocabulary tasks are equally beneficial for vocabulary learning. Lastly, attitudes and perceptions towards mobile-assisted learning positively observed. In particular, video-based vocabulary tasks appeared to provide the most interesting and motivating learning environments. The present study sheds new light on different types of mobile-assisted vocabulary tasks in EFL fields.