Out-of-the-Classroom Learning of English Vocabulary by EFL Learners: Investigating the Effectiveness of Mobile Assisted Learning with Digital Flashcards

Autor/inn/en	Zakian, Maryam; Xodabande, Ismail; Valizadeh, Mohammadreza; Yousefvand, Mohammad
Titel	Out-of-the-Classroom Learning of English Vocabulary by EFL Learners: Investigating the Effectiveness of Mobile Assisted Learning with Digital Flashcards
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-022-00143-8
Schlagwörter	English (Second Language); Second Language Learning; Vocabulary Development; Instructional Effectiveness; Handheld Devices; Electronic Learning; Instructional Materials; Educational Technology; College Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent
Abstract	The importance of vocabulary knowledge as one of the most challenging aspects of foreign language learning has been widely acknowledged. In order to facilitate learning vocabulary items in English by language learners, mobile assisted vocabulary learning attracted considerable attention in recent years. Nevertheless, the application of mobile devices for learning the most frequently used vocabulary items in core vocabulary lists received far less attention. To address this gap, the current study investigated the contribution of a digital flashcard application (i.e. NGSL builder) designed for smartphone devices in out-of-the-classroom learning of essential vocabulary in English among EFL learners. The participants were 86 university students in experimental and control groups. In addition to formal language education during a semester, the experimental group used the mobile application for studying vocabulary items outside the classroom, while the control group used traditional materials (i.e. word list) to study the same content. The participants' vocabulary knowledge was measured in three times (pre, post, and delayed posttest), and the results revealed that the use of mobile applications contributed significantly to vocabulary knowledge development, and those in the experimental group outperformed their counterparts in the control group. The findings also provided empirical evidence for the long-term impacts of mobile-assisted vocabulary learning. The study highlights the significance of mobile technologies in helping L2 learners to acquire essential vocabulary in English and discusses the pedagogical implications of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01