Abstract
The study examined the effect of self-paced use of smartphones as mobile learning tools on English as a foreign language (EFL) vocabulary learning. Ninety-three Taiwanese college students were assigned to two vocabulary learning groups. An independent-samples t-test performed on the groups' vocabulary pretest scores showed no significant difference between the two groups in terms of entry ability of English vocabulary at the outset of the experiment. During the 15-week treatment, the experimental group studied vocabulary through the mobile vocabulary learning application program whereas the control group studied the same learning materials in a paper-based format. After the study, the vocabulary post-test was administered to the two groups and their vocabulary scores were analysed and compared. The data showed a significant difference emerged between the groups, while the experimental group scored significantly higher than the control group. In addition, results of a post-treatment questionnaire given to the experimental group indicated positive learner attitudes towards mobile-assisted vocabulary learning.
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.
