Effect of Texting on Spanish Learners' Vocabulary Acquisition and Motivation

Autor/in	Lye, Lori
Titel	Effect of Texting on Spanish Learners' Vocabulary Acquisition and Motivation
Quelle	In: CALICO Journal, 39 (2022) 3, S.326-349 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Spanish; Second Language Learning; Second Language Instruction; Synchronous Communication; Computer Mediated Communication; Telecommunications; Handheld Devices; Assignments; Vocabulary Development; Educational Benefits; Learning Motivation; Peer Relationship; Student Attitudes; Computer Assisted Instruction; Journal Writing; Undergraduate Students; Comparative Analysis; Teaching Methods; Translation; Task Analysis + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Telekommunikationstechnik; Assignment; Auftrag; Zuweisung; Wortschatzarbeit; Bildungsertrag; Motivation for studies; Lernmotivation; Peer-Beziehungen; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse
Abstract	While mobile devices have become increasingly integral to students' lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results support the idea that nontraditional writing tasks can provide a beneficial supplement to traditional classroom instruction, offering a place for peer-to-peer interaction, which has been shown to increase learners' vocabulary and potentially motivation. Future research regarding the use of texting in language learning, and the extent to which it could replace traditional writing assignments, is undoubtedly warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01