Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children

Autor/in	Terantino, Joe
Titel	Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children
Quelle	In: CALICO Journal, 33 (2016) 2, S.260-277 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
DOI	10.1558/cj.v33i2.26072
Schlagwörter	Computer Assisted Instruction; Telecommunications; Handheld Devices; Vocabulary; Recall (Psychology); Memory; Listening Comprehension; Case Studies; Preschool Children; Student Characteristics; Computer Oriented Programs; Parent Role; Surveys; Observation; Pretests Posttests; Diaries; Semi Structured Interviews; English (Second Language); Second Language Learning; Preschool Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Wortschatz; Abberufung; Gedächtnis; Hörverständnis; Case study; Fallstudie; Case Study; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Computerprogramm; Parental role; Elternrolle; Survey; Umfrage; Befragung; Beobachtung; Diary; Tagebuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children's use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants' (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01