Beyond Small Chunks: Designing Vocabulary OERs for Mobile Learning

Autor/inn/en	Barth, Ingrid; Spector-Cohen, Elana; Sitman, Rosalie; Jiang, Guhuai; Liu, Fang; Xu, Yan
Titel	Beyond Small Chunks: Designing Vocabulary OERs for Mobile Learning
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 9 (2019) 2, S.79-97, Artikel 5 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Telecommunications; Handheld Devices; Vocabulary Development; Independent Study; Native Language; Translation; Correlation; Language Tests; Barriers; Open Educational Resources; Instructional Design; Teaching Methods; Linguistic Input; College Students; Foreign Countries; English for Academic Purposes; Second Language Learning; Second Language Instruction; Scaffolding (Teaching Technique); Academic Language; Guidelines; Rating Scales; Word Frequency; Student Attitudes; China + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Wortschatzarbeit; Selbststudium; Korrelation; Language test; Sprachtest; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachbildung; Collegestudent; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Richtlinien; Rating-Skala; Word analysis; Frequency; Wortanalyse; Häufigkeit; Schülerverhalten
Abstract	Although open educational resources (OERs) can help bridge high school-university vocabulary gaps, central questions remain unanswered regarding effective design that enables students to go beyond the "small chunks" that typically characterize vocabulary learning in mobile learning environments (MLEs). This bi-national study adopted a design-based research paradigm to collect input of students at two Chinese universities regarding design factors to overcome potential barriers to learning vocabulary in MLEs. The study iterated through a cycle of analysis, development, implementation, and evaluation with two cohorts of 222 and 136 students, respectively, over two years. Results showed that L1 translations correlated with significantly improved performance on basic-level vocabulary exercises and pop vocabulary quizzes. However, results suggest that moving mobile learning into the mainstream will require designing more effective scaffolding for complex vocabulary learning as well as clearer guidelines for optimal integration of PC and MLEs for supporting self-directed vocabulary study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01