Reexamining the Effectiveness of Vocabulary Learning via Mobile Phones

Autor/inn/en	Zhang, Haisen; Song, Wei; Burston, Jack
Titel	Reexamining the Effectiveness of Vocabulary Learning via Mobile Phones
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 10 (2011) 3, S.203-214 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Experimental Groups; Control Groups; Instructional Effectiveness; Vocabulary Development; English (Second Language); Telecommunications; Handheld Devices; Teaching Methods; Learning Strategies; Foreign Countries; Comparative Analysis; Educational Technology; College Students; China + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Unterrichtsmedien; Collegestudent
Abstract	The purpose of this study is to reexamine the effectiveness of vocabulary learning via mobile phones. Students (N=78) from two intact classes of sophomores at a Chinese university were assigned to two groups: the SMS group (the experimental group) and the paper group (the control group). Then, they were administered a pretest to identify the level of their prior vocabulary knowledge. The results revealed that there was no significant difference (p greater than 0.05) between the SMS group (Mean=33.34, SD=14.30) and the paper group (Mean=37.13, SD=15.21). Next, they were put into two intervention conditions. The SMS group studied a selected list of vocabulary via mobile phone SMS text messages while the paper group worked on the same list of vocabulary through paper material in a self-regulated manner. Results showed that there was a significant difference (p less than 0.05) in the posttests but not in the delayed tests (p greater than 0.05) between the two groups. The study concludes that vocabulary learning through these two methods is effective in their own way and that a blended approach to vocabulary learning may better help increase the effectiveness from the perspective of sustained retention rates. Finally, the limitations of this study and suggestions for future studies are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10