An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile‑Assisted Language Learning in Blended Learning Settings

2020 ◽  
Vol 37 (3) ◽  
pp. 254-276
Author(s):  
Takeshi Sato ◽  
Fumiko Murase ◽  
Tyler Burden
Keyword(s):  
Empirical Study ◽  
Blended Learning ◽  
Language Learning ◽  
Learner Autonomy ◽  
Vocabulary Recall ◽  
Mobile Assisted Language Learning

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

scholarly journals Vocabulary Learning Assisted with Smart Phone Application

2018 ◽  
Vol 8 (11) ◽  
pp. 1511
Author(s):  
Zhimei Lei
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Smart Phone ◽  
Smart Phones ◽  
Mobile Assisted Language Learning ◽  
Before And After ◽  
Smart Phone Application

Plenty of study has been done about the Mobile Assisted Language Learning (MALL), which still hasn’t found its way into the English vocabulary learning. This empirical study aims to explore an effective way of vocabulary learning through the APP of WeChat on smart phones which are prevalently used among college students. 30 students participated in a WeChat group and were given word tests before and after the research respectively. A questionnaire survey was done a month later. The empirical result shows that it is easy for students to accept this new way of learning and most of them could follow the schedule. They have enhanced their self-regulation study ability and are encouraged to explore various methods to improve their study via smart phone Apps.

Effect of Annotation Preferences of the EFL Students’ on Their Level of Vocabulary Recall and Retention

2018 ◽  
Vol 57 (6) ◽  
pp. 1436-1467
Author(s):  
Serkan Gürkan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chi Square ◽  
Vocabulary Recall ◽  
Mobile Assisted Language Learning ◽  
Efl Students ◽  
Technological Improvements ◽  
Annotation Use ◽  
Education Process ◽  
Better Than

The contemporary era brings technology into every part of our lives. As a result of technological improvements, education process has been affected and the use of technological devices is inevitable. Teaching language has also been affected by this movement. Thus, Mobile-Assisted Language Learning has gained importance through the recent years. Within light of these, the aim of this study is to understand the effect of annotation use on vocabulary recall and retention levels of English as a foreign language students. A software called Vocastyle was developed for this study. It included annotations that helped students to learn and remember new vocabulary items. The participants of the study were 122 students of a state elementary school in which multimedia learning is benefited at a major city of Turkey. In order to understand whether the use of annotations caused any difference between students’ level of vocabulary recall and retention, the pre-, post-, and delayed posttests were applied. Quantitative data analyses were done via descriptive statistics, chi-square, multivariate analysis of variance, and Kruskal–Wallis and Mann–Whitney U tests. The results implied that learners who used multimedia annotations recalled and retained better than the learners who used paper-based annotations and who received no treatment at all.

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