Mobile-Assisted Vocabulary Learning: A Review Study

Afzali, Parichehr; Shabani, Somayeh; Basir, Zohreh; Ramazani, Mohammad

doi:10.7575/aiac.alls.v.8n.2p.190

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…They are also the most analysed by research (Afzali et al, 2017). Afzali et al (2017) reiterated another meta-analysis through indexing bases such as Science Direct, Wiley, and Scopus and found that data from several countries confirm that learning other languages and respective vocabularies has greater gains with digital inputs (from the MALL method) than with physical inputs (flashcards, for example). One of the biggest limitations of these studies is the use of English as the MALL's target language.…”

Section: Contact and Working Hours: Flipped Classroom Approachmentioning

confidence: 99%

Untitled

2023

EUROPEAN J ED RES

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In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match "tailored" psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students' needs, especially with migration backgrounds.

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Section: Contact and Working Hours: Flipped Classroom Approachmentioning

confidence: 99%

Untitled

2023

EUROPEAN J ED RES

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“…In other words, it can let users determine their own learning goals, select what they want to learn and assess their progress by themselves. Second, mobile learning apps can provide users immediate feedback (Afzali et al, 2017). Immediate feedback plays an important role in language learning as it can help language learners correct their mistakes and lead learners to the right way.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Vocabulary-Learning App Preferences Among Mandarin English Language Learners

Sun

2024

Int. J. Res. Publ. Rev.

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“…The term 'Mobile Assisted Language Learning' (MALL) was first introduced by Chinnery (2006) who believed that portable devices can be successfully employed in language learning contexts. Therefore, there is a growing interest in the use of mobile phones to learn EFL in varied contexts and among different age groups (Afzali, Shabani, Basir & Ramazani, 2017;Pérez-Paredes & Zhang, 2022). MALL refers to the availability of learning opportunities wherever and whenever a learner wishes to with the help of mobile devices (Geddes, 2004).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a Proposed Program Integrating MALL & Reciprocal Listening to Podcasts in Fostering EFL Faculty of Biotechnology Students’ HOTS, Vocabulary Acquisition and Speaking Fluency

Helal

2023

CDELT Occasional Papers in the Development of English Education

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The aim of the current study was to develop Egyptian first year EFL Faculty of Biotechnology students' higher order thinking skills (HOTS), vocabulary acquisition and speaking fluency through a proposed program integrating mobile-assisted language learning (MALL) and reciprocal listening to podcasts. The study followed the pretest/ posttest one experimental group design. The study group consisted of forty students; they were taught by the researcher throughout the fall semester of the academic year 2021-2022 according to the proposed program. The study tools included a pre-/post-higher order thinking skills test, a pre-/post vocabulary acquisition test, a pre-post speaking fluency test, a rubric for measuring the study participants' HOTS and a speaking fluency rubric. Results indicated that there were statistically significant differences between the study group students' pre-tests and posttests scores in favour of the post-tests scores. Therefore, it was concluded that the proposed program was effective in developing the study group students' HOTS, vocabulary and oral fluency.

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Mobile-Assisted Vocabulary Learning: A Review Study

Cited by 10 publications

References 13 publications

Untitled

Untitled

The Influence of Vocabulary-Learning App Preferences Among Mandarin English Language Learners

Effectiveness of a Proposed Program Integrating MALL & Reciprocal Listening to Podcasts in Fostering EFL Faculty of Biotechnology Students’ HOTS, Vocabulary Acquisition and Speaking Fluency

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