A Study on the App Assisted English Vocabulary Learning

Abstract

The aim of this study is to find out the effect of the app assisted learning on English vocabulary learning and to examine the students' perceptions and students' acceptance toward using the mobile learning program. A quasi experimental research method was adopted in the study. Two classes of the seventh grade were randomly chosen. One class was the experimental group and the other was the normal group. The teacher, teaching methods and the contents were all the same in two groups. The only difference between the experimental group and the normal group was that the students in the experimental group used the app to assisted vocabulary learning. They used the app for 15–20 minutes in the morning on weekdays. The duration of the experiment was twelve weeks. Three instruments were employed in this study, consisting of the App-Memrise, English vocabulary tests, a questionnaire about app assisted English vocabulary learning. A pre-test and a post-test of “English Vocabulary Test” were taken by both the groups ahead of and after the experimental period. In the end of the experiment, the experimental group additionally took questionnaire on app-assisted English vocabulary learning to express their point of views whether they're highly motivated in the app-assisted mode or not. The collected data was analyzed through statistical methods including the independent-samples t-test, the paired-samples t-test, and descriptive statistics. The major findings of the study are as follows: 1. The findings from the questionnaire and the interviews revealed that students had positive attitude toward the app assisted vocabulary learning. Students in the experimental group liked the app and would like to keep using it in the future. 2. The App-Memrise couldn't highly enhance students' interest in learning English. 3. The experimental group had significant improvement in spelling between the pre-test and the post-test. App is helpful for students in learning English.