Using Mobile Applications for Self-Directed Learning of Academic Vocabulary among University Students

Autor/inn/en	Xodabande, Ismail; Atai, Mahmood Reza
Titel	Using Mobile Applications for Self-Directed Learning of Academic Vocabulary among University Students
Quelle	In: Open Learning, 37 (2022) 4, S.330-347 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xodabande, Ismail) ORCID (Atai, Mahmood Reza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2020.1847061
Schlagwörter	Handheld Devices; Computer Oriented Programs; Computer Software; Independent Study; Academic Language; Vocabulary Development; College Students; Personal Autonomy; English (Second Language); Foreign Countries; Second Language Learning; Second Language Instruction; Telecommunications; Electronic Learning; Iran + Suchen Sie Ihr Suchwort? Computerprogramm; Selbststudium; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Collegestudent; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik
Abstract	The current study investigated the contribution of a mobile application for self-directed and autonomous learning of academic vocabulary among English as a Foreign language (EFL) university students. Furthermore, we examined the long-term impacts of mobile-assisted vocabulary learning, by using a pre-, post-, and delayed post-test design. The participants were 38 third- and fourth-year university students in experimental (N = 20) and control (N = 18) groups, selected based on convenience sampling procedures. During a semester, students in the experimental group used a mobile application (i.e. AWL builder), while the control group used traditional materials. The participants' receptive vocabulary knowledge was tested three times. The findings revealed that both groups improved their vocabulary knowledge (Sig. < 0.000). Nonetheless, the participants in the experimental group attained better results in both post- and delayed post-test, and the observed mean differences were statistically significant (Sig. < 0.000, Partial Eta Squared = 0.356). Moreover, a significant effect for time was found for mobile-assisted vocabulary learning (Sig. < 0.000, Partial Eta Squared = 0.907). The results highlight the potential offered by mobile applications for self-directed learning of academic vocabulary and promise implications for EFL vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01