On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners

Abstract

Abstract-The augmented interest, at the wake of the new millennium, apropos different modes of computer assisted instruction gave rise to the naissance of a new generation of CALL-based research known as MALL. As research over MALL might be said to still be in its infancy, a multitude of untouched areas remain to be dealt with, among which mention can be made of the way mobile assisted programs can bring about a better implementation of vocabulary instruction. Hence, in the current study, the viable effect of using MALLoperated vocabulary instruction technique on the process of vocabulary acquisition has been scrutinized. To this aim, forty elementary learners (all females) studying at the Iran Language Institute (Mohabad branch, Iran) were selected. To tap the data, the researchers utilized a variety of instruments including questionnaire, interviews, and a multiple-choice vocabulary test. The statistical analysis was mainly carried out through the use of ANCOVA. In tandem with the gained upshots, it was revealed that treatment through the application of mobile assisted vocabulary learning had been quite effective in improving learners' vocabulary acquisition. The results also indicated that the use of this technique had been effective in changing the learners' attitudes towards the proper use of mobile phones for pedagogical purposes.

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

“…Another explanation for the results of this study is that multimedia glosses might have responded to participants' preferences to use technology in learning which might have a positive influence on their vocabulary learning. This explanation has been supported by many previous studies which found a significant effect for using technology on vocabulary learning (Alavinia & Qoitassi, 2013;Alemi, Sarab, & Lari, 2012;Chen & Chung, 2012;Fehr et al, 2012;Hayati, Jalilifar, & Mashhadi, 2013;Korat & Shamir, 2012;Maftoon, Hamidi, & Sarem, 2015;Mahsefat & Homaie, 2012;Nikoopour & Kazemi, 2014;Sun & Yang, 2012;Wang & Shih, 2015;Ward & Williams-Rossi, 2012;Yanguas, 2012).…”

Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

“…With the rise in use of technology especially amongst the youth, there is need to explore the potential of mobile phone applications to advance learning for vocabulary acquisition. Learning a new language can be very overwhelming and since using Mobile-Assisted Language Learning (MALL) helps to ease the problems, learning institutions should consider incorporating them into their teaching and learning models/ styles (Alavinia, and Qoitassi, 2013). Using mobile phones in classroom settings is very challenging and may compromise the quality of learning and disrupt the whole process because the phones could be a distraction.…”

Autonomy in Vocabulary Learning of Turkish EFL Learners

“…MALL is considered and proved to be more effective in fostering vocabulary learning through various types of exercises based on multimedia learning than paper based learning and teaching strategies and tools (Altiner, 2011;Alavinia & Qoitassi, 2013;Azabdaftari & Mozaheb, 2012;Chu, 2011;Godwin-Jones, 2011;McLean, Hogg, & Rush, 2013;Motallebzadeh & Ganjali, 2011). The findings report that vocabulary learning through the use of an application on a mobile device is more effective than learning through traditional methods and strategies.…”