Exploring Discipline-Specific Vocabulary Retention in L2 through App Design: Implications for Higher Education Students

Autor/inn/en	Kohnke, Lucas; Zou, Di; Zhang, Ruofei
Titel	Exploring Discipline-Specific Vocabulary Retention in L2 through App Design: Implications for Higher Education Students
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.539-556 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kohnke, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219899740
Schlagwörter	Higher Education; Vocabulary Development; English for Academic Purposes; Second Language Learning; Second Language Instruction; Computer Software; Pretests Posttests; Computer Assisted Instruction; Telecommunications; Handheld Devices; Difficulty Level; Foreign Countries; Language Tests; Undergraduate Students; Retention (Psychology); Design; Nursing Education; Engineering Education; Business Administration Education; Hong Kong + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Schwierigkeitsgrad; Ausland; Language test; Sprachtest; Merkfähigkeit; Pflegepädagogik; Ingenieurausbildung; Hongkong
Abstract	In higher education, understanding discipline-specific vocabulary can be challenging. Insufficient vocabulary can be a major challenge for students as they begin their university studies. This study examined university undergraduate English language learners' discipline-specific vocabulary retention when they used an in-house developed mobile app, "Books vs Brains@PolyU," in Hong Kong. A total of 159 second language (L2) students from four disciplines participated in the study, and they completed a pre- and posttest consisting of 120 words in four difficulty levels in their chosen disciplines. The results suggested that participants acquired more vocabulary words at the intermediate and advanced levels than at the beginner and elementary ones. The findings improve the understanding of MALL and vocabulary acquisition using apps to facilitate and support learners' academic studies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01