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Autor/inDaly, Nigel P.
TitelInvestigating Learner Autonomy and Vocabulary Learning Efficiency with MALL
QuelleIn: Language Learning & Technology, 26 (2022) 1, (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
SchlagwörterPersonal Autonomy; Independent Study; Computer Assisted Instruction; Language Tests; Scores; Computer Software; Study Habits; Second Language Learning; Second Language Instruction; Language Proficiency; Word Lists; Vocabulary Development; Telecommunications; Handheld Devices; Comparative Analysis; Correlation; Time Management; Learning Strategies; English (Second Language); Benchmarking; Meta Analysis; Intensive Language Courses; Foreign Countries; Adult Students; Learning Motivation; Taiwan (Taipei); Test of English for International Communication
AbstractThe road to second language competence is a long and arduous one, and much of its effort involves learning to recognize and use vocabulary. Fortunately, anytime-anywhere learning with smart phones and smart apps offer a means to lessen the burden and make vocabulary learning more efficient. Accordingly, this study investigated 134 students across four months and evaluated the effectiveness of their individual vocabulary learning strategies (only flashcard app; paper-based notes and wordlists; both notes and flashcard app) in terms of three different vocabulary test scores. The Kruskal-Wallis rank sum test and pairwise comparisons revealed that the Only App Group had significantly higher test scores than both the Only Notes Group and the blended Notes/App Group with medium and small effect sizes (r = 0.49 and 0.27, respectively). A Fixed Effects model was run to determine the extent study strategies in addition to gender, (TOEIC) proficiency, time spent studying, time spent using the app, and frequency of studying, were correlated with test scores. In this moderator analysis, the Only App Group strategy was no longer statistically significant and was replaced by the factor "total time using the app" (p = 0.005) which was positively correlated with test scores. (As Provided).
AnmerkungenNational Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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