Mobile Assisted Vocabulary Learning with Chinese EFL Learners: Effectiveness and Evaluation
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v3i2.737
Abstract
This study aims to examine the effectiveness of vocabulary gains for EFL learners with intermediate English proficiency on one reading application "Fluent Reading" in a Chinese university. This reading treatment lasted for 30 days, and the 4 participants were asked to use this reading app every day. The data were collected through the vocabulary pre-test, and post-test to measure the learners’ vocabulary gains in the 100 randomly selected target words. The results revealed that relative large vocabulary gains may occur through mobile assisted language learning.
Keywords
mobile assisted language learning, reading application, vocabulary gain, Chinese EFL learners
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[2] Balula, A., Marques, F., & Martins, C. (2015). Bet on top hat – challenges to improve language proficiency. Proceedings of EDULEARN15 Conference 6–8 July 2015 (pp. 2627–2633). Spain: Barcelona.
[3] Djoub, Z. (2014). Mobile technology and learner autonomy in language learning. In J. Keengwe (Ed.), Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies (194-212). IGI Global. https://doi.org/10.4018/978-1-4666-6343- 5.ch012
[4] Hazaea, A.A. (2018). Impact of mobile assisted language learning on Learner autonomy in EFL reading context. Journal of Language & Education, 4(2), 48-58
[5] Horst, M., Cobb, T., & Meara, P. (1998). Beyond A Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–223.
[6] Klímová, B. (2017). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 1-9.
[7] Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
[8] Shin, R. C., Lee, C., & Cheng, T. F. (2015). Effects of English spelling learning experience through a mobile LINE APP for college students. Procedia – Social and Behavioral Sciences, 174, 2634–2638.
[9] Webb, S., & Chang, C.-S. (2012a). Vocabulary learning through assisted and unassisted repeated reading. The Canadian Modern Language Review, 68, 276–290.
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