Abstract
We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 1081 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article [4].
Highlights
Priorities for vocabulary intervention design using texting — Data to examine the critical role of language learners' behaviors and perceptions
We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition
This article reports on the data pertaining to 1081 ELLs from six undergraduate classes taking two comparable undergraduate courses on contentbased English for Academic Purpose (EAP)
Summary
Priorities for vocabulary intervention design using texting — Data to examine the critical role of language learners' behaviors and perceptions. University of Ontario Institute of Technology, Boise State University, Canada article info. We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 1081 ELLs from six undergraduate classes taking two comparable undergraduate courses on contentbased English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention.
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