Using iPad to Facilitate English Vocabulary Learning

Wang, B. T.; Teng, Chunyan; Chen, H. T.

doi:10.7763/ijiet.2015.v5.484

Cited by 68 publications

(63 citation statements)

References 13 publications

(18 reference statements)

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“…The findings of the present study are supported by Wang, Teng and Chen (2015) who explored the influence of iPad, a word power application, on learners' vocabulary knowledge. They found that those who exploited this software had better improvement in their vocabulary knowledge over those who did not use it.…”

Section: Discussionsupporting

confidence: 80%

“…Having conducted the study, the researchers came to the conclusion that textual glosses enhanced students' vocabulary knowledge in short term and increased the students' productive vocabulary. Wang, Teng, and Chen (2015) conducted a quasi-experimental study to investigate the effect of iPad App on students' English vocabulary acquisition in a Taiwanese classroom. To this end, two freshman English classes with a total of 74 students in a private university in Taiwan were chosen to be the research participants.…”

Section: International Studiesmentioning

confidence: 99%

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Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

Yunus¹,

Salehi²,

Amini³

2015

ELT

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Computer Assisted Language Learning (CALL) integration in EFL contexts has intensified noticeably in recent years. This integration might be in different ways and for different purposes such as vocabulary acquisition, grammar learning, phonology, writing skills etc. More explicitly, this study is an attempt to explore the effect of using CALL on vocabulary acquisition of EFL learners. It also discusses CALL applications for vocabulary instruction and searches for efficient methods to integrate CALL in vocabulary acquisition. For the discussion, it reviews the results of previous international and Iranian studies on CALL integration in vocabulary instruction to illustrate the state of research in this field. Based on the literature review, it is proposed that further research is required to find out the influences of CALL on different facets of vocabulary knowledge. At the end, some pedagogical implications have been offered for EFL teachers and learners.

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Section: Discussionsupporting

confidence: 80%

Section: International Studiesmentioning

confidence: 99%

Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

Yunus¹,

Salehi²,

Amini³

2015

ELT

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show abstract

“…Hirsh-Pasek et al (2015) suggested that touchscreen apps should be designed to promote active, engaged, meaningful, and social interactive learning. Studies have shown that the embodied touching and interactivity have significant effects on learning (Agostinho et al, 2015; Dubé and McEwen, 2015; Moser et al, 2015; Wang et al, 2015; Huber et al, 2016). The embodied cognition theory proposed that cognitive processes are rooted in the body’s interactions with the world, and cognition should be understood in the context of its relationship to a physical body that interacts with the world (Wilson, 2002; Shapiro, 2010).…”

Section: Introductionmentioning

confidence: 99%

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Wang

Hao

et al. 2016

Front. Psychol.

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Young children are devoting more and more time to playing on handheld touchscreen devices (e.g., iPads). Though thousands of touchscreen apps are claimed to be “educational,” there is a lack of sufficient evidence examining the impact of touchscreens on children’s learning outcomes. In the present study, the two questions we focused on were (a) whether using a touchscreen was helpful in teaching children to tell time, and (b) to what extent young children could transfer what they had learned on the touchscreen to other media. A pre- and post-test design was adopted. After 10 min of exposure to an iPad touchscreen app designed to teach time, three groups of 5- to 6-year-old children (N = 65) were, respectively, tested with an iPad touchscreen, a toy clock or a drawing of a clock on paper. The results revealed that post-test scores in the iPad touchscreen test group were significantly higher than those at pre-test, indicating that the touchscreen itself could provide support for young children’s learning. Similarly, regardless of being tested with a toy clock or paper drawing, children’s post-test performance was also better than pre-test, suggesting that children could transfer what they had learned on an iPad touchscreen to other media. However, comparison among groups showed that children tested with the paper drawing underperformed those tested with the other two media. The theoretical and practical implications of the results, as well as limitations of the present study, are discussed.

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“…There are many Apps for vocabulary learning. Take the App called "WordPower" as an example, by combining sound and pictures in the process of English vocabulary learning, the App improves students' English vocabulary acquisition and enhances students' English learning motivation (6). Another App "SpellBoard" facilitates students to practice English spelling drill anytime and anywhere.…”

Section: App For English Learningmentioning

confidence: 99%

Analysis of Options Promoting Education of English Through ICT

Wang¹,

Dostál²

2017

dtssehs

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The twenty-first century has witnessed great development in information and communication technologies (ICT) which have influenced educational process at an unprecedented pace by changing the traditional teaching environment, learning forms, teaching content and teacher-student interactivity. In this article, we will outline some current popular ICT tools and some future popular ones in education and focus on the impacts of ICT on education of English, aiming to enlighten educators to effectively capitalize on these ICT tools in education of English.During the processing of this study, theoretical methods were used -mainly research takes and findings from papers included in Web of Science and SCOPUS databases. The findings were compared and analyzed in order to deduce new conclusions. Also, a method of induction was also applied.It turns out that modern technology provide a wide range of ICT integration in teaching of English language. However, there are many obstacles which prevent its successful introduction into the teaching. In spite of the fact that ICT integration into education is beneficial, it is possible to come across various difficulties in the integration process, e.g. the lack of qualified language teachers who know how to use modern technology, or the education policy which supports the employment of ICT in the educational process.

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Using iPad to Facilitate English Vocabulary Learning

Cited by 68 publications

References 13 publications

Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

Using Touchscreen Tablets to Help Young Children Learn to Tell Time

Analysis of Options Promoting Education of English Through ICT

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