A Review of Vocabulary Learning Applications: From the Aspects of Cognitive Approaches, Multimedia Input, Learning Materials, and Game Elements

Autor/inn/en	Wang, Fu Lee; Zhang, Ruofei; Zou, Di; Au, Oliver Tat Sheung; Xie, Haoran; Wong, Leung Pun
Titel	A Review of Vocabulary Learning Applications: From the Aspects of Cognitive Approaches, Multimedia Input, Learning Materials, and Game Elements
Quelle	In: Knowledge Management & E-Learning, 13 (2021) 3, S.250-272 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wang, Fu Lee) ORCID (Zhang, Ruofei) ORCID (Zou, Di) ORCID (Au, Oliver Tat Sheung) ORCID (Xie, Haoran) ORCID (Wong, Leung Pun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7904
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Computer Software; Feedback (Response); Foreign Countries; Computer Assisted Instruction; Translation; Native Language; Computer Games; Linguistic Input; Teaching Methods; Multimedia Instruction; Handheld Devices; Telecommunications; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Telekommunikationstechnik
Abstract	In recent years, mobile applications (apps) have been increasingly used and investigated as a vocabulary learning approach. Despite the extensive use of commercial English as a Foreign Language (EFL) vocabulary learning apps in China, there is a lack of a review of these apps for a systematic understanding of the components and usefulness of app-assisted vocabulary learning. To fill this knowledge gap, this study presents a systematic review of 15 EFL vocabulary learning apps that were most downloaded in China, focusing on how these apps help students develop word knowledge. The results of this study showed that most apps enabled students to access word knowledge through translating words into their native language. Notably, word knowledge was usually presented through text-plus-image and text-plus-image-plus-audio. Most of these mobile apps provided sentence examples as vocabulary learning materials. Many of these apps were integrated with game elements, especially in interactivity or feedback systems and reward systems. Based on the review results, we have provided three recommendations to vocabulary learning app developers concerning the use of video for the input of word knowledge, the efficiency of vocabulary learning, and the integration of more game elements. (As Provided).
Anmerkungen	Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01