Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention : Business Vocabulary Acquisition

Kohnke, Lucas; Zhang, Ruofei; Zou, Di

doi:10.18823/asiatefl.2019.16.2.16.683

Cited by 31 publications

(33 citation statements)

References 34 publications

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“…'Weiner attribution theory (1992) was used as a framework that provided failure or success reasons or explanations for people in education ( Bouchaib, Ahmadou & Abdelkader, 2018 ). Moreover, WhatsApp and Google were used to enhance the reading ability to measure learner autonomy ( Hazaea & Alzubi, 2018 ) and retain business vocabulary, whereby an application ‘Excel@EnglishPolyU’ was developed and tested with undergraduate students ( Kohnke, Zhang & Zou, 2019 ). To design and implement a mobile-based English vocabulary application for distance learning students in South Africa, ‘VocUp’ was developed, and its evaluation measures usability, scalability, reliability, and flexibility ( Makoe & Shandu, 2018 ).…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…Game-based applications Excel@ EnglishPolyU, Alphabet vs. Aliens, and Books vs. Brains@PolyU, business vocabulary after completing level challenges may acquire by the learners ( Kohnke, Zhang & Zou, 2019 ). Similarly, an application, ‘PHONE Words,’ was developed by Alice English Education Studio for vocabulary learning, designed with game functions (MEVLA-GF) and without game functions (MEVLA-NGF) to investigate the perceptions and measure the learning performance of learners.…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…The methodology is the basic techniques or methods used to identify, collect, retrieve, and interpret information on the topic ( Paul, 2000 ). A quantitative study using a quasi-experiment (Pre-test and Post-test) was conducted by ( Hsu, Hwang & Chang, 2013 ) ( Wu, 2018 ) ( Chang et al, 2013 ) ( Kalogirou, Beauchamp & Whyte, 2017 ) ( Fisser, Voogt & Bom, 2012 ) to collect data through questionnaires whereas, a quantitative study using questionnaire only was conducted by ( Zhang, 2016 ) ( Kohnke, Zhang & Zou, 2019 ) ( Bourekkache & Kazar, 2020 ). A mixed-method approach was used ( Amer, 2014 ) ( Botero, Questier & Zhu, 2018 ) ( Ou-Yang & Wu, 2016 ; Quan, 2016 ) ( Önal, Çevik & Şenol, 2019 ; Zhang & Pérez-Paredes, 2019 ) ( Ishaq et al, 2020b ) to conduct interviews and questionnaire for the collection of information, whereas a qualitative approach in which interviews were conducted by ( Hazaea & Alzubi, 2018 ) ( Makoe & Shandu, 2018 ).…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

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Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

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Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

View full text Add to dashboard Cite

show abstract

“…Nowadays, there has been a tendency to investigate MALL mainly in the area of vocabulary [22,23], but most recently, it has extended to listening and the implementation of podcasts [24,25]. However, when it comes to reading, research is limited, as identified by very few research studies for the years of 2012-2017 [5].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Klímová

Zamborová

2020

Education Sciences

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Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

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“…And this is exactly what we established in this study, there is a statistically-significant difference in the experimental group"s vocabulary knowledge over time, as gleaned from the score difference between the pretest and posttest. The above reasoning and design (establishing gain in partially-learned L2 forms through diachronic within-group difference) are frequently seen in empirical studies published in many prestigious journals such as the Journal of Asia TEFL, Language Learning, Language Teaching Research (partially-learned L2 vocabulary: Kohnke, Zhang, & Zou, 2019;partially-learned L2 morphosyntax: L2 Revesz, 2012;Wacha & Liu, 2017). The concern that participants" existing knowledge of target L2 vocabulary prior to the treatment may be a confounding variable selectively affecting high and lowachiever"s gains can be alleviated because, as noted in the first paragraph of the Results section, there was no statistic difference between the high-and low-achievers.…”

Section: Vocabulary Assessmentmentioning

confidence: 99%

Effects of Flipped Classroom on High- and Low-achievers’ English Vocabulary Learning

Yang

Liu²,

Todd³

2019

The Journal of AsiaTEFL

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The flipped classroom, an approach that extends learning beyond the classroom, has been extensively and empirically researched in the science and math disciplines. However, whether the flipped classroom is feasible in senior high school education-where variation in student performance is of particular concern-has yet to be examined. In this light, this study set out to verify the feasibility and effectiveness of the flipped classroom in high school education, and to compare its effects with conventional lecture-based instruction on high school students with different levels of foreign language (English) vocabulary knowledge. After six weekly sessions, it was found that both methods of instruction were effective in promoting vocabulary gains. However, the flipped classroom was better able to reduce variation among students in a multi-level class. Importantly, although both high and low achievers benefited from the flipped classroom instruction and were left with a positive attitude toward the additional workload it entailed, the effect of the flipped classroom seems to be more manifest in low achievers. Based on the above findings and the results of questionnaire data, the pedagogical implications are discussed.

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Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention : Business Vocabulary Acquisition

Cited by 31 publications

References 34 publications

Mobile-assisted and gamification-based language learning: a systematic literature review

Mobile-assisted and gamification-based language learning: a systematic literature review

Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

Effects of Flipped Classroom on High- and Low-achievers’ English Vocabulary Learning

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