Using Mobile Devices for Vocabulary Learning Outside the Classroom: Improving the English as Foreign Language Learners’ Knowledge of High-Frequency Words

Abstract

The present study investigated the impacts of mobile assisted vocabulary learning via digital flashcards (DFs). The data were collected from 44 adult English as Foreign Language (EFL) learners in three intact classes in a private language teaching institute in Iran, randomly assigned to experimental (N = 27) and control (N = 17) learning conditions. The experimental group used a freely available DF application (i.e., NGSL builder) to learn items from a recently developed corpus-based word list for high-frequency vocabulary in English (NGSL). The treatment was implemented as out-of-the-classroom learning activities where the EFL learners used DFs to augment their vocabulary knowledge, and their learning gains were compared to the control group that received regular English language education. The participants’ vocabulary knowledge was tested in pre-, post-, and delayed post-tests, and the findings indicated that using DFs for outside the classroom vocabulary learning contributed significantly to short- and long-term improvements in the knowledge of high-frequency words. The study provided empirical evidence for the affordances of mobile assisted vocabulary learning for learning a considerable proportion of core vocabulary and has some implications for addressing the vocabulary learning needs of EFL learners.

Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development

“…In this regard, EAP programs might benefit from systematically integrating mobile-assisted vocabulary learning beyond-the-classroom instructional programs for scaffolding vocabulary learning in short-time periods. Earlier studies have indicated that such interventions are helpful for learning a substantial number of words by EFL students [7,8,64,65], and the growing evidence for the effectiveness of such platforms for learning academic words provides EAP programs with new opportunities for supporting university students [21]. (2023) 2:5…”

“…The above body of knowledge highlights that the process of self-regulated vocabulary learning influences the degree of learners' self-efficacy and motivation, which in turn leads to the growth of learners' vocabulary knowledge. In addition, the existing literature foregrounds that SRL ability significantly affects learning performance in an autonomous learning scenario, particularly the ability to learn English vocabulary [7,8,[20][21][22]. Nonetheless, using the affordances of mobile devices for scaffolding academic vocabulary development is a relatively under-researched area [21].…”

“…Given that vocabulary knowledge serves as the foundation for developing second language (L2) knowledge in general [1,2], a great deal of research in L2 education has targeted finding effective methods and pedagogical techniques for facilitating the development of vocabulary knowledge [3][4][5][6][7][8]. Despite significant progress in this area, vocabulary learning has remained one of the significant challenges that EFL (English as a Foreign Language) learners confront during their L2 literacy development [9].…”

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study

“…First, the study revealed that adequate understanding of lectures in English requires a large vocabulary size. This is specifically important for non-native speakers of English as their vocabulary growth and development takes considerable time spanning over several years ( Webb and Chang, 2012 ; Rahmani et al, 2022 ; Xodabande et al, 2022 ; Zakian et al, 2022 ). With the growing appeal of MOOCs for delivering high-quality education for diverse populations and life-long learners around the world, there is an increasing need to prepare learners for dealing with the vocabulary demands of the video lectures.…”

Using Mobile Applications for Teaching English Vocabulary to Young Language Learners (YLLs): Investigating the Short- and Long-term Impacts

“…Given the increasingly developing significance of technological advancements, educational research and practice have emphasized using such developments for enhancing educational standards (Colpaert, 2020). Among the various technological developments, mobile technologies have gained an immense attention from scholars, researchers, and practitioners, in redefining the way education should be delivered (L. Hsu, 2016;Rahmani et al, 2022;Zakian et al, 2022;Zare & Derakhshan, 2022). Due to their accessibility, ease of use, and portability, mobile applications have been extended to various educational environments and have specifically reshaped Mobile Assisted Language Learning (MALL) as "the use of handheld technologies such as smartphones, tablets or gaming devices in a language learning context" (Hsu, 2016, p. 2).…”