Abstract
As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology at the service of learning and teaching seems to be both self-evident and unavoidable. To this end, this study employed multimedia to develop three types of vocabulary learning materials. Due to the importance of short-term memory in the realm of vocabulary learning, careful consideration was given to the L2 learners’ different visual and verbal short-term memories. 158 L2 learners aged 18-23 participated in the major phases of vocabulary learning experiment through mobile. Based on their scores on the English Vocabulary and Recall tests and statistical analysis of the results it was revealed that L2 learners with high-visual and high-verbal abilities find it easier to learn the content presented with both pictorial and written annotations. However, L2 learners with low-visual and low-verbal abilities benefit from learning materials presented without annotations. Furthermore, delivery of learning materials with pictorial annotation to learners with high-visual ability and the delivery of learning materials with written annotation to learners with high-verbal ability result in better vocabulary learning. The findings of this study could perform as a roadmap in creating learning materials for mobile learning English language.
Highlights
English as an international language affects the overall competition of different fields in a country and how to enhance English proficiency of people is a critical issue in non-English countries (Chen & Hsu, 2008), there are factors might inhibit people living in these countries from attending regular classrooms
This implies that learners with high-verbal ability but low-visual ability learn those vocabulary items which are delivered to them with both written and pictorial annotations better than those items which are delivered without such annotations
Delivery of learning materials with pictorial annotation to learners with both high-visual but low-verbal ability results in better vocabulary learning
Summary
English as an international language affects the overall competition of different fields in a country and how to enhance English proficiency of people is a critical issue in non-English countries (Chen & Hsu, 2008), there are factors might inhibit people living in these countries from attending regular classrooms. There might be handicapped learners who are interested in learning English but they are not able to participate in common classrooms due to their disabilities. Some of such factors are represented in figure 1. Some of the studies are as follows: Pieri and Diamantini (2008) conducted a course on "training for the technology transfer managers" to meet the managers’ training needs who work in an Italian Scientific Technological Park (STP). Their main activity is linked to technological transfer. Zaharieva and Klas (2004) proposed a model for structuring the content that allows rendering for different devices like notebooks, PDAs, and Smartphones as well as presentation of the content at different levels of details according to didactic concepts like case studies, definitions, examples, interaction, motivation, and directive
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
