A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students' Vocabulary Retention and Second Language Motivation

Autor/inn/en	Wang, Zhuo; Hwang, Gwo-Jen; Yin, Zhaoyi; Ma, Yongjun
Titel	A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students' Vocabulary Retention and Second Language Motivation
Quelle	In: Educational Technology & Society, 23 (2020) 1, S.16-29 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Independent Study; Electronic Learning; Vocabulary Development; Retention (Psychology); Second Language Learning; English (Second Language); Learning Motivation; Student Centered Learning; College Freshmen; Language Tests; China + Suchen Sie Ihr Suchwort? Ausland; Selbststudium; Wortschatzarbeit; Merkfähigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studienanfänger; Language test; Sprachtest
Abstract	Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors' workload, undermined student motivation or targeted individual cognitive outcomes only. In this study, a Contribution-oriented Self-Directed Mobile Learning Ecology (CSDMLE) model is proposed for developing student-directed and motivational vocabulary learning activities in groups. Through a mixed-method design, we administered a survey and a vocabulary test to 55 freshmen students in a Chinese university, and conducted follow-up interviews. We found that students in the CSDMLE group outperformed those not in the group in the post-test vocabulary test, but there was no statistically significant difference between the two groups' delayed vocabulary test or L2 motivation. However, the treatment group displayed a highly favorable attitude toward the learning approach and a strong intention to use it continuously. The findings have implications for technology-supported vocabulary learning activities. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Road, Kaohsiung, 80424, Taiwan. Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01