Abstract
Academic success depends on the comprehension of a language, which is linked to vocabulary learning. Many distance students in South Africa find it difficult to comprehend learning in a language other than their mother tongue. Finding effective strategies for enhancing English vocabulary of university students amidst the spatial, temporal, and pedagogic distance associated with Open Distance Learning (ODL) practices remains a challenge. To address the need for enhancing vocabulary development, mobile application systems (apps) were explored as the best vehicle for the delivery of the vocabulary learning. Mobile learning technologies are ideal in the ODL context because they are flexible, accessible, available, and cater for a myriad of interaction activities. The purpose of the study is to design and implement a mobile-based application aimed at enhancing English vocabulary teaching and learning. Using the Design-Based Research methodology, this study maps the steps taken to develop a vocabulary learning mobile app named VocUp; it describes the architecture, user interface, features of VocUp, and advocates for contextually-conscious and learning-driven app development.
Highlights
Mobile phones have proliferated our daily lives to an extent that many confess to not being able to live without them
Mobile learning technologies are ideal in the Open Distance Learning (ODL) context because they are flexible, available, and cater for a myriad of interaction activities
In planning to implement mobile learning, this study demonstrated a need for interventions to consider the teaching and learning context in addition to the students for whom the interventions are developed
Summary
Mobile phones have proliferated our daily lives to an extent that many confess to not being able to live without them. Within the language learning sphere, mobile application systems (apps) have transformed the mobile phone into mobile language laboratories where users can learn and practise languages wherever and whenever they find an opportunity (Kukulska-Hulme, 2009; Traxler, 2009). This flexibility in learning is especially critical in Open Distance Learning (ODL) contexts where students, often with limited time and resources, need a flexible mode of learning that allows them to study anywhere and anytime. There is a crucial need for support for learning, and for language learning and use
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