Group Of Students Research Articles

Enhancing Autonomous Learning and Vocabulary Mastery through the Effective Utilization of Online Resources and Word Wall Activities

This study explores the substantial advantages of utilizing the Internet as a learning tool, focusing on its integration with self-directed learning strategies to enhance vocabulary acquisition. Employing a quasi-experimental approach, the research involved two groups of students subjected to different treatments. The experimental group utilized internet-based reading materials selected according to their interests, recorded key points in worksheets, and engaged in word wall activities. In contrast, the control group followed traditional vocabulary learning methods. Post-test results indicated a 15% increase in vocabulary mastery for the experimental group compared to the control group. Furthermore, students in the experimental group with higher levels of self-directed learning demonstrated superior outcomes compared to those with lower levels of self-directed learning. The study concludes that reading internet-based short stories selected according to student interests significantly enhances vocabulary acquisition. Students with high self-directed learning tendencies are more likely to explore vocabulary through these stories. Effective use of the internet stimulates student interest and improves vocabulary acquisition through word wall activities, addressing the common issue of boredom in language classrooms. This study contributes to the growing body of evidence supporting the integration of digital resources in language learning curricula, particularly in fostering student autonomy and engagement.

A Study on Factors Influencing Digital Reading Behavior of Junior High School Students

Abstract The present study aimed to explore the impact pathway of digital reading willingness and behavior among junior high school students in Guangxi’s developed urban areas, so as to improve the digital reading quality of teenagers. This study took students from key junior high schools in Nanning, Guilin, and Liuzhou as the research subjects. The UTAUT model retained three factors, performance expectation, effort expectation, and social impact, while introducing two variables, perceived risk and immersive experience, to jointly develop a factor model for the digital reading behavior of junior high school students in Guangxi. After conducting a questionnaire survey using an “online + offline” method, 497 valid questionnaires were obtained. SPSS 23 was used to perform reliability and validity analysis and descriptive statistical analysis, while AMOS 26.0 was used to conduct discriminant validity analysis, model adaptation analysis, hypothesis testing, and path analysis. The research conclusion was that performance expectations, effort expectations, social impact, and immersive experience all had a positive and significant impact on the digital reading willingness of junior high school students; performance expectations, effort expectations, social impact, and immersive experience positively influenced their digital reading behavior through their digital reading willingness, while perceived risk was found to have no significant impact on digital reading willingness and corresponding behavior. This article used a composite research method to study a sample of student groups in specific regions. It was an early introduction of immersive experience and perceived risk indicators in the study of digital reading behavior, specifically exploring the digital reading patterns of junior high school students who had received less attention in previous studies but were in a critical period of growth.

The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education

Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.

Learning strategy regulation processes with rubrics for learning assessment

Learning assessment can be done with the help of the development of rubrics. Rubrics are used to evaluate a wide variety of aspects of the pedagogical process; they are even very efficient for standardizing assessment and creating feedback. The adoption of rubrics helps establish educationally appropriate criteria and performance levels for both metrics and performance measurements, including complex learning structures such as the pedagogical framework. Regulated learning frameworks has come to be cornerstone for examining learning forms of regulation. Despite recent advances in the area of self-regulated and co-regulation, more research is still needed on how groups of students regulate their learning in learning environments in the classroom context. In this work we apply, we re-designed Pintrich’s self-regulation framework, placing a special emphasis on the crucial role of performance measurement in learning with the aid of rubrics, providing a more holistic view of regulatory processes. The extended framework presented here has implications for practice, being especially beneficial in creating strategies for facilitating students’ self-regulation and co-regulation. This study provides valuable information for educators regarding instructional design and the selection of appropriate regulatory processes to shape and measure learning activities within a framework. It was developed a complete prototype called the Learning Assessment System by Rubrics.

Predicting Marginalized Students’ Mathematics Achievement in High School

ABSTRACT The current study is a conceptual replication of the influence of an advanced educational opportunity and several student propensities to learn on a college-readiness assessment for mathematics (ACT scores) among an important and under-studied group of students. We focused on a sample of predominantly Black students from economically-disadvantaged homes in the U.S. (n = 329; 80% Black, 59% female, 66% whose parents had a high-school diploma or less). Accelerated course placement (high-school math course in 8th grade) was a unique predictor of math ACT scores above and beyond prior math achievement and other variables (B = 1.5). In line with a fade-out model, executive function skill in 6th grade was not a unique predictor with other predictors in the model. In line with emerging findings with marginalized students, mathematics self-concept in 6th grade was also not a unique predictor. Finally, students’ mathematics achievement at age 4 predicted their math ACT scores in 12th grade (B = .69), as did their middle-school mathematics achievement in number, algebra, and geometry (B = .43–.67), which mediated the relation between mathematics achievement at age 4 and math ACT scores. Findings highlight the importance of advanced academic opportunities, which national data indicates marginalized students are less likely to receive, the diminishing role of individual differences in executive function skill as children develop domain knowledge, the diminished role of math self-concept for predicting achievement among marginalized students, and the strong stability in math achievement.

Evaluating panel discussions in ESP classes: an exploration of international medical students’ and ESP instructors’ perspectives through qualitative research

This study investigates the effectiveness of panel discussions, a specific interactive teaching technique where a group of students leads a pre-planned, topic-focused discussion with audience participation, in English for Specific Purposes (ESP) courses for international medical students. This approach aims to simulate professional conference discussions, preparing students for future academic and clinical environments where such skills are crucial. While traditional group presentations foster critical thinking and communication, a gap exists in understanding how medical students perceive the complexities of preparing for and participating in panel discussions within an ESP setting. This qualitative study investigates the perceived advantages and disadvantages of these discussions from the perspectives of both panelists (medical students) and the audience (peers). Additionally, the study explores potential improvements based on insights from ESP instructors. Utilizing a two-phase design involving reflection papers and focus group discussions, data were collected from 46 medical students and three ESP instructors. Thematic analysis revealed that panel discussions offer unique benefits compared to traditional presentations, including enhanced engagement and more dynamic skill development for both panelists and the audience. Panelists reported gains in personal and professional development, including honing critical thinking, communication, and presentation skills. The audience perceived these discussions as engaging learning experiences that fostered critical analysis and information synthesis. However, challenges such as academic workload and concerns about discussion quality were also identified. The study concludes that panel discussions, when implemented effectively, can be a valuable tool for enhancing critical thinking, communication skills, and subject matter knowledge in ESP courses for medical students. These skills are transferable and can benefit students in various academic and professional settings, including future participation in medical conferences. This research provides valuable insights for ESP instructors seeking to integrate panel discussions into their curriculum, ultimately improving student learning outcomes and preparing them for future success in professional communication.

Effect of Animated Video Media on Creative Thinking in Elementary School IPAS (Natural and Social Sciences) Learning

This study aims to explore how animated video media affects students' creative thinking in IPAS (Natural and Social Sciences) education. To achieve this, researchers used a preexperimental design with a static group comparison approach. This design involves two groups of students: one that is exposed to the animated video media (experimental group) and another that is not (control group). The study included two key assessments: a pretest (O1) conducted before the introduction of the animated video media, and a posttest (O2) administered after the intervention. These tests were designed to measure changes in students' creative thinking abilities. The focus of the research is on how animated video media can enhance creative thinking within IPAS learning, particularly in the area of social studies at the elementary school level. By comparing the results of the pretest and posttest, the study aims to evaluate the effectiveness of animated video media in fostering creativity in students' social studies education.

Predictive factors of stress response of nursing student repeaters under the background of abolishing the final supplementary examination in China

BackgroundAcademic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course.MethodsA cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression.ResultsThe average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses.ConclusionsThe stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.

Representation of concepts associated with the digital environments of Chilean students

Introduction: The construction of digital identity is a negotiation process that involves a link between the self, identity, and cultural models. This process is affected by the incursion of technology, which incorporates new verbal forms and traces permanently connected spaces where digital identity is co-constructed. The objective was to determine the conceptual and social representations that construct digital identity in a group of Chilean students by sex.Method: Qualitative research with an analytical descriptive design. The sample included 509 Chilean students aged 18 to 27 from 21 higher education institutions. They were asked to write the first word they associated with the concepts of personal identity, digital identity, digital reputation, and privacy. The results were processed in the Atlas.Ti program, creating word clouds differentiated by sex.Results: Both men and women associated personal identity with "personality." For "digital identity," both groups agreed on the concept of "projection." However, regarding the concept of “digital reputation” men associated it with the term “followers” ​​and women with “prestige”. Regarding “visibility” men associated it with “privacy” and women with “exposure”.Conclusions: the concepts of identity (personal and digital) converge towards common social semantic constructions. However, in concepts such as reputation and visibility, stereotypical gender constructions are evident, with women associating them with prestige and exposure and men with followers and privacy.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Formation of individual educational trajectory of university student based on modified ant colony optimization algorithm

Individual educational trajectory allows to provide each learner with a sequence of learning materials in accordance with their pace, learning style and existing gaps in knowledge. Under the conditions of education digitalization, there is an opportunity to use modern ways to improve learning quality to create an individual educational trajectory. The article presents a model of learning content adaptation which contains an algorithm for building an individual educational trajectory based on a modified ant colony optimization algorithm that provides a personalized selection of a sequence of educational materials. The model of learning content adaptation is illustrated on the example of learning SQL within the framework of the course “Databases”. The proposed modification of the ant colony optimization algorithm allows to increase in the efficiency of competence formation in the course of academic disciplines which have a significant duration and consist of loosely related modules by assigning each student to the most appropriate subgroup in accordance with the chosen professional role and organizing full­fledged repetition throughout the discipline. It is proposed to use the desired qualification level of mastering the SQL (basic or professional) or the direction of training (specialty) as specifiers of student groups. The repetition of the basics of problem solving in the process of studying the discipline is proposed to be performed based on pheromone values determined by the ant colony optimization algorithm. The calculating formula for these values provides a high probability of redirecting the student to the solution of problems from the list for repetition when exceeding the permissible number of taken hints or attempts to solve.

Development of interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching emotion analysis

With the rapid development of information technology, virtual reality (VR) and game teaching have gradually become an important tool in modern education. As a universal language, the innovation of English teaching methods is particularly important. This study aims to develop an interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching to enhance students’ learning interest and effect. By combining virtual reality technology with game teaching method, this paper designs and develops a set of interactive English e-learning video entertainment teaching platform. The platform uses emotion analysis technology to monitor students’ emotional state in real time and dynamically adjust teaching content according to emotional feedback. The results showed that the experimental group of students in English learning performance is significantly better than the control group, learning interest and participation is also significantly improved. Emotion analysis data showed that students in the experimental group showed more positive emotions when using the platform, and their learning pressure was significantly reduced. The interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching not only improves the learning effect of students, but also significantly improves their learning interest and participation.

Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM

This study examined whether performance goal orientations and mindset beliefs explicate the negative relation of ethnic stereotype threat with achievement and whether these processes vary depending on students' membership in a historically minoritized group. Multigroup analyses of undergraduate chemistry students (N = 1376) indicated that perceived ethnic stereotype threat was associated with lower achievement regardless of whether students were from underrepresented minority groups (URM). For URM students, compared to White students, ethnic stereotype threat more strongly predicted performance-avoidance goals. Further, fixed mindset beliefs moderated the relation of ethnic stereotype threat with performance goals for White students only. The relations of stereotype threat with performance goals were stronger for White students with a greater fixed mindset. Findings imply that while ethnic stereotype threat has the potential to detrimentally impact both URM and White students, motivational beliefs may exert somewhat distinct influences within each group, shaping the outcomes of stereotype threat. Educational relevanceIn our society, there are pervasive stereotypes about who can achieve success in competitive fields. Science learning contexts are no exception. In these contexts, and particularly among racially-marginalized students, anxieties about performing poorly and confirming stereotypes are prevalent, resulting in lower achievement for this student group (i.e., stereotype threat). In this study, we examined the consequences of ethnic stereotype threat for racially-marginalized and White students separately. Results revealed that ethnic stereotype threat led to lower science grades for both racially-marginalized and White students. For racially-marginalized students, ethnic stereotype threat also steered them toward goals focused less on growth and learning and more on avoiding looking incompetent to others (i.e., performance-avoidance goals). Further, for White students, a stronger belief that intelligence is fixed and cannot be improved (i.e., fixed mindset belief) exacerbated the negative effects of stereotype threat on their goal orientations, leading them to prioritize appearing intelligent and avoiding seeming incompetent to others. This research highlights the impact of ethnic stereotype threat on marginalized and non-marginalized students' motivational beliefs and achievement.

Prevalence of Type 2 Diabetes Risk in a Higher Education Community of North-Eastern Portugal: a Prospective Cross-sectional Observational Analysis

Objectives: Type 2 diabetes (T2D) is considered one of the most prevalent diseases worldwide. The aim of this study was to analyse the risk of developing T2D in a higher education community of Bragança, North-Eastern Portugal.Methods: The observational, cross-sectional and prospective sample comprised 3021 individuals, aged between 18 and 64 years old, of whom 1759 were women (mean age 24.16 ± 8.80 years) and 1263 were men (mean age 23.37 ± 8.70 years). The Finnish Diabetes Risk Score (FINDRISC) questionnaire was employed to estimate the risk of developing T2D over the next 10 years.Results: The results indicated that approximately 37 (1%) participants in the sample exhibited a high risk of developing T2D, 117 (4%) participants exhibited a moderate risk, 660 (22%) participants exhibited a slight risk, and 2206 (73%) participants exhibited a low risk. A higher T2D risk was observed in the staff group in comparison with the other groups (p < 0.001). Furthermore, body mass index (BMI) and waist circumference (WC) were the variables that most contributed to the increased risk of developing T2D (X2 = 1034.5; p < 0.001).Conclusions: In conclusion, the study reported a low T2D risk for the higher education community of Bragança in the Portuguese North-Eastern region. However, the risk of T2D was found to be higher in the staff group than in the student group. The FINDRISK questionnaire may be applied for the early diagnosis of T2D risk factors.

Making sense of making: bringing a design and making project to school

ABSTRACT This study focuses on a design and making project carried out in a Finnish school and situated within the schedules of a multidisciplinary learning module and English as a foreign language. A group of technology students led the project as part of their university studies. Design and making are a recent development at school that allows the ideals of maker culture and school to converge. In this study, we analyse the sense making that emerged from this convergence during the project. The school participants were ninth graders, approx. 15 years old, working in teams. During the project, the teams ideated, planned, and produced artefacts envisioned to promote entrepreneurial goals for their professional future. The primary research materials include video recordings gathered from students’ work in the classroom and the digital fabrication lab (Fab Lab) as well as group interviews. Field notes provided additional support for the analysis. The research advanced through the cycles of engaging, navigating and changing the nexus of practice. Nexus analysis shed light on how participants’ pasts, interactions and discourses in place were shaping design and making at school. The study provides implications for guiding the design and making projects at school and inquiry-driven collaboration more generally.

Value attitudes of high school students to health: analysis of the survey results

This article analyses the results of a survey of 247 high school students regarding their value attitude to health, namely the indicators of the emotional-value criterion. For this purpose, the author's questionnaire was used, which consists of five thematic questions that allow assessing the cognitive, emotional-value and behavioural-activity criteria of the value attitude to health. To analyse the answers to each question, the respondents were grouped into four groups using cluster analysis. In the selected groups of high school students, certain differences were found in the priority of personal values and their importance for achieving life success. However, the correlation analysis of the links between the respondents' choice of health as a personal value and one important for achieving life success did not reveal any significant relationship with behavioural manifestations of maintaining or preserving their own health. The analysis of the results of the study of high school students' attitudes to health through the prism of personal values and achieving life success suggests that students give significant preference to health values, but their lifestyle and behaviour remain far from maintaining or preserving their own health. Therefore, given the importance of education in shaping health values, it is necessary to increase the activity of teaching staff in developing physical activity programmes, motivating high school students' involvement in group or individual health activities, and introducing innovative technologies for shaping students' healthy lifestyles in blended learning. Effective tools include support by educational institutions for social initiatives and projects to preserve or restore health.

Prehistoric Recycling Explained in a Playful Way: The Pfahlbauten Wimmelbild—An Interactive Digital Mediation Tool Designed by Young People

With the “Talents Internship program” established by the Austrian Research Promotion Agency (FFG, Österreichische Forschungsförderungsgesellschaft), 14- to 17-year-old students from various school types visited the Natural History Museum and the Kuratorium Pfahlbauten in summer 2022 to gain practical experience in research. The internship focused on a sustainability approach, discussing recycling methods, the sustainable use of resources and the circular economy in prehistory. The UNESCO World Heritage “Prehistoric Pile Dwellings around the Alps” was used as a research area for the project. The project also aimed to make the content developed by the students available to the public as a digital media tool. The pupils brought an illustration of a prehistoric lake shore settlement to life and created an interactive image available at the website of Kuratorium Pfahlbauten. Various scenes of the illustration have been augmented with animations created by the students of HTL Spengergasse in Vienna. Students from federal secondary schools from Vienna (Stubenbastei) and Upper Austria (Traun) researched the information about the objects and wrote texts that, as a description of the animated videos, introduce the users to the prehistoric artifact and explain the recycling process behind it. The students worked independently using the scientific literature, 140-year-old inventory books and 6000-year-old objects from the collection of the Natural History Museum Vienna. The activities and the supporting program within the internship were recorded by the students in blog posts, available at the Pfahlbauten-Blog. The co-creative approach of the FFG Talent Internship made it possible to introduce a group of school students to the process of scientific work and the communication of results. It was honored with the Creative App Award at CHNT 2023.

Extensive Writing in Tertiary Education

The current study seeks to find out whether Extensive Writing (EW) practices has an effect on attitudes of students towards writing and if their attitudes towards writing differ by gender. The study was conducted with two groups of intermediate level English language preparatory class students at a state university in Turkey. In the study, explanatory sequential design of mixed methods research was used for data collection and analysis procedures. In order to collect data, a four-week research lesson cycle was planned. Together with learners’ written works, a questionnaire and learning reflection questions were used. The findings of the study revealed a notable improvement of writing performance in the experimental group. As for gender differences in attitudes and writing scores, there appeared significant differences in test scores of the control group, with males outperforming females. In the experimental group, however, there was no indication of gender-based difference neither in test scores nor in their attitudes regarding writing. By analyzing learning reflection questions, it was concluded that the participants were mostly positive about this new practice. These findings collectively suggest that while observable gains in writing skills are evident, the treatment did not have an effect on gender-related differences in writing.

Unpacking the nuances: an exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change

Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STEM-related careers. While prior studies have examined the relationship between specific iSTEM activities or curricula and changes in student attitudes, research is lacking on how the aspects of iSTEM are operationalized and their influence on shifts in student attitudes towards STEM, especially when considering the role of demographic factors. Addressing this gap, our study applied multilevel modeling to analyze how different iSTEM aspects and demographic variables predict changes in student attitudes. Drawing on data from two five-year NSF-funded projects, we evaluated pre- and post-attitude survey responses from 948 students. Our analysis identified two key iSTEM aspects—relating content to students’ lives and engagement in engineering design—that significantly influence positive attitude change. The results highlight the importance of curriculum relevance and hands-on, problem-solving activities in shaping student attitudes. However, the impact of these instructional strategies varies across demographic groups. The study’s insights into the differential impact of iSTEM aspects on diverse student groups provide actionable guidance for educators, curriculum developers, and policymakers aiming to enhance STEM learning experiences and outcomes.

Computer-assisted DDL vs. Mobile-assisted DDL: Exploring EFL Learners’ Preferences and Experiences with Two Corpus Interfaces

Data-driven learning (DDL) has traditionally been studied via standard corpus interfaces, such as COCA, Sketch Engine, IntelliText, and other similar corpus tools. In addition, DDL has traditionally been seen as part of the computer-assisted language learning (CALL) approach, primarily because access to corpora and corpus interfaces has historically been limited to desktop computers. However, with the emergence of several simplified and mobile-friendly web corpus interfaces and with mobile assisted language learning (MALL) gaining momentum in language education, along with its potential in DDL, mobile-assisted DDL has become an alternative learning technique. This paper reports on a study carried out with a group of undergraduate EFL students studying at International Balkan University (IBU). In this study, the participants were given linguistic tasks to complete using new web corpus interfaces as reference tools, namely, CorpusMate and Netspeak. The first corpus interface was exploited via the traditional CALL approach, whereas the latter was utilized with mobile technology. The results of the study revealed positive learner perceptions and experiences with the newly introduced tools, while they also displayed enthusiasm and motivation to engage in DDL within the context of MALL. The present study provides valuable insights into students’ perspectives and experiences with state-of-the-art corpus tools and mobile technology, which can help shape future paths for research in DDL and MALL.