Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition

Autor/in	Kohnke, Lucas
Titel	Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 1, S.15-26, Artikel 2 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020010102
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Computer Software; Telecommunications; Handheld Devices; Student Attitudes; Receptive Language; Undergraduate Students; Language of Instruction; Learning Motivation; Preferences; Computer Games; Foreign Countries; Case Studies; Stress Variables; Hong Kong + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Schülerverhalten; Rezeptive Kommunikationsfähigkeit; Teaching language; Unterrichtssprache; Motivation for studies; Lernmotivation; Computer game; Computerspiel; Computerspiele; Ausland; Case study; Fallstudie; Case Study; Hongkong
Abstract	In recent years, the widespread growth of mobile-assisted language learning using apps has made English vocabulary learning increasingly accessible. This study investigated students' perceptions of a vocabulary learning app developed by the researcher as a tool to help them to improve their L2 receptive vocabulary. The app, containing 20 levels, works with both iOS and Android. The participants were 14 undergraduate students at an English-medium university in Hong Kong. A qualitative methodology of semi-structured interviews captured a holistic overview and revealed students' perceptions of the app. The results suggested that Hong Kong university students have a strong motivation for acquiring an L2 vocabulary. Participants also indicated a preference for mobile applications using gamified features. The study highlights directions for future research into apps for English language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01