Facilitating Contextual Vocabulary Learning in a Mobile-Supported Situated Learning Environment

Autor/inn/en	Uz Bilgin, Cigdem; Tokel, S. Tugba
Titel	Facilitating Contextual Vocabulary Learning in a Mobile-Supported Situated Learning Environment
Quelle	In: Journal of Educational Computing Research, 57 (2019) 4, S.930-953 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118779397
Schlagwörter	Vocabulary Development; Computer Assisted Instruction; Telecommunications; Museums; Science Experiments; College Students; Task Analysis; Handheld Devices; English (Second Language); Second Language Learning; Second Language Instruction; Computer Software; Situated Learning; Context Effect; Technology Education; Science Education; Retention (Psychology); Scores; Pretests Posttests; Language Tests; Authentic Learning + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Museum; Museumswesen; Museen; Collegestudent; Aufgabenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Technisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Merkfähigkeit; Language test; Sprachtest
Abstract	The aim of this study was to investigate how the contextual vocabulary exploration processes of English as a Foreign Language learners can be facilitated in a mobile-supported situated learning environment. A Science and Technology Museum populated with interactive science experiments was chosen as the situated learning context. A mobile application was designed to support learners in completing the authentic tasks and facilitate learners in contextual vocabulary learning. During a 5-week period, 25 university students completed authentic tasks in the situated learning environment. An embedded mixed design, embedding a quantitative phase within a qualitative phase, was employed. The quantitative phase consisted of a pretest-posttest design and system logs, while the qualitative phase consisted of retrospective reviews and observation. The results indicated that contextual vocabulary learning can be supported and enhanced with mobile technologies by considering some factors, including contextual clues, word frequency, authenticity of the tasks, learners' domain knowledge, interest, and focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01