PhotoStudy: Vocabulary Learning and Collaboration on Fixed and Mobile Devices

2006 ◽  
Author(s):  
S. Joseph ◽  
K. Binsted ◽  
D. Suthers
Keyword(s):  
Mobile Devices ◽  
Vocabulary Learning ◽  
Learning And Collaboration

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Using PDA for undergraduate student incidental vocabulary testing

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 290-314 ◽  
Author(s):  
Yanjie Song ◽  
Robert Fox
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Dictionary Use

AbstractRecent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students' dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.

scholarly journals The Role of Music and M-Learning in English: Vocabulary Gain Among Tertiary Students

2017 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Regina Dorairaju ◽  
Manimekalai Jambulingam
Keyword(s):  
Mobile Devices ◽  
Vocabulary Learning ◽  
Private University ◽  
Vocabulary Knowledge ◽  
Personal Digital Assistants ◽  
Mp3 Players ◽  
Post Test ◽  
Number Of Publications ◽  
Positive Outlook

Undoubtedly, mobile technology has started to be visible in the field of education, as can be seen by the increasing number of publications that have appeared in recent years. This can also be proven with the existence of the new term in education – M-learning. Several types of mobile devices are accessible, such as wireless laptops, portable MP3 players, personal digital assistants (PDAs), and electronic dictionaries, although smart phones and iPads are the devices that have started to attract particular attention from educators. It is also noticeable that listening to music is one of the most important features in the aforementioned mobile devices. Against this backdrop, this study explores the benefits of integrating music and mobile devices in English vocabulary learning among tertiary students in a private university in Malaysia. As this study uses quantitative approach, a pre-test and a post-test were used to obtain data to analyse whether there was a gain in students’ vocabulary knowledge after vocabulary lessons using English songs and mobile devices were conducted. In addition, a survey was used to show if students had a positive outlook in learning vocabulary through music and mobile devices. The findings of this study indicated that there was an increase in the students’ vocabulary knowledge and students were enthusiastic to learn vocabulary. Integration of music and mobile devices provide more opportunities to enhance English vocabulary learning and act as a suitable tool for learning anytime and anywhere. Therefore, educators should find innovative ways to use mobile devices to teach the future students.

Vocabulary CALL for Young ESL/EFL Learners

2019 ◽  
pp. 1988-2014
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

Vocabulary CALL for Young ESL/EFL Learners

2014 ◽  
pp. 299-325 ◽  
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

Second Language Vocabulary Acquisition through Mobile Assisted Language Learning

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 439-444
Author(s):  
ASHA MADHAVI PAGADALA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Ubiquitous Learning ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner. 

scholarly journals Software Development of Word Search Game on Smart Phones in English Vocabulary Learning

2021 ◽  
Vol 15 ◽  
pp. 125-130
Author(s):  
Anon Sukstrienwong ◽  
Patravadee Vongsumedh
Keyword(s):  
Software Development ◽  
Mobile Devices ◽  
Daily Life ◽  
Vocabulary Learning ◽  
Smart Phones ◽  
English Learning ◽  
Search Game ◽  
Thai Students ◽  
Research Findings ◽  
Word Search

At present, mobile devices are a medium of learning in school that is enjoyable with educational content. They are becoming as a part of daily life with new software games, which are considered as entertainment. As we all know, a word search game has been implemented on mobile devices for decades. It facilitates English vocabulary acquisition of students. The word search game on mobile devices allows education to be delivered in a more flexible way, anytime and anywhere at the students’ own place. To this paper, a survey is conducted to target Thai students at Bangkok University, Thailand. Therefore the word search game on smart phones embedded with the English dictionary, which helps Thai students to memorize the words is developed. Additionally, the process in developing the word search game on smart phones has been presented. It is expected that our research findings in English learning on mobile devices for Thai students will be further shared in the future.

Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis

2017 ◽  
Vol 56 (1) ◽  
pp. 134-154 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Communication Technologies ◽  
Effect Sizes ◽  
Medium Effect ◽  
Information And Communication ◽  
Moderate Effect

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners’ age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This meta-analysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning ( g = .67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning.

scholarly journals Features and Teaching/Learning Activities Used In Educational Android Mobile Applications to Teach Quranic Arabic Vocabular

2019 ◽  
Vol 8 (5C) ◽  
pp. 1184-1187
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Exploratory Study ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
Sentence Completion ◽  
Area Of Interest ◽  
Devotional Practices ◽  
Teaching Learning

Today, the use of mobile devices such as smartphones and tablets has become truly ubiquitous. This has created an opportunity for mobile learning to prosper. Mobile learning applications have become so popular that there are thousands of developers and tens of thousands of educational apps on numerous subjects, including language learning, which can be easily downloaded and installed on mobile devices. One area of interest for Muslims is Quranic Arabic vocabulary learning. This qualitative exploratory study aims to examine all Quranic Arabic vocabulary learning applications provided on the Google Play Store website through content analysis in order to determine their features and the teaching activities. Data was gathered both from the ‘product detail’ page on the Play Store and from the testing of the application by the researchers. The findings of this study indicate that most Quranic Arabic vocabulary mobile apps deliver their lessons through a textual interface though there are several apps which also include pictures, audio, and videos in their lessons. Many apps also provide exercises in the form of translation, matching items, and sentence completion. However, only four apps provide assessments. As a conclusion, this exploratory study has shed some light on the current state of Quranic Arabic vocabulary mobile apps in terms of their features and activities and it is hoped that more apps will be developed in the near future to cater to the needs of millions of Muslim adults who want to improve their devotional practices.

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