Using Visual Vocabulary App as a Metacognitive Strategy in EFL Learning: A Case of Pre-Service Teachers

Abstract

This study examined the effectiveness of using the Visual Vocabulary app as a metacognitive strategy for learning English as a Foreign Language (EFL) vocabulary. The participants included 42 EFL pre-service teachers aged 18 -25 years old, who had an A1+ Common European Framework of References (CEFR) proficiency level and were enrolled in the second semester of an English program at a private university in Loja, Ecuador. These students were divided into experimental (20) and control group (22) by using purposeful sampling. Additionally, two teachers, who were in charge of planning and applying the activities in the classroom, participated in this study. A quasi-experimental approach was used, in which pre and post-tests, questionnaires and teacher's interviews were applied to the participants. In the experimental group, students employed the Visual Vocabulary app as a didactic resource twice a week to increase their lexical knowledge, which allowed them to have control over their own thinking and decisions related to the development of learning activities. As for the control group, they received the same time of instruction but they did not use the app in their classes; instead, they worked on regular classroom activities. The results indicate that the Visual Vocabulary app was effective as a metacognitive strategy to enhance EFL vocabulary learning, and students showed a positive attitude towards the use of this tool. Furthermore, this app was a motivating tool for vocabulary learning, being useful for providing immediate feedback and helping students build their confidence to develop their language skills.

Using m-learning in teacher education: A systematic review of demographic details, research methodologies, pre-service teacher outcomes, and advantages and challenges

“…Table 2 shows that eight out of the 27 studies on m-learning in teacher training specifically identify the kind of mobile devices they used, while the remaining studies only refer to the utilization of various mobile technologies in general. In particular, smartphone use in m-learning is emphasized in five studies by Cabrera-Solano et al (2019, Handal et al (2019, Kalogiannakis and Papadakis (2019), Kearney and Maher (2019), and Parmigiani et al (2019). Meanwhile, six studies by Allen and Hadjistassou (2018), Galway et al (2020), Handal et al (2019), Kalogiannakis and Papadakis (2019), Kearney and Maher (2019), and Naylor and Gibbs (2018) use tablets (or iPads) as the primary learning tool in computer science.…”

“…The group of tools used to communicate and exchange learning materials reported in included studies includes and Gibbs (2018) 1 3 Edutopia, Edmodo (Kearney & Maher, 2019), Email (Haerazi et al, 2020), Facebook (Kearney & Maher, 2019), Google Classroom (Islamoglu et al, 2021), Google Drive (Parmigiani et al, 2019), LinkedIn (Kearney & Maher, 2019), Pinterest (Kearney & Maher, 2019), Twitter (Kearney & Maher, 2019), Youtube (Kearney & Maher, 2019), WhatsApp (Annamalai, 2018;Haerazi et al, 2020;Soler Costa et al, 2020). The set of tools used to perform learning tasks and activities include ActionTrack (Kärki et al, 2018), Kahoot (Uzunboylu et al, 2020), mobileassisted language learning MALL (Li et al, 2021;Nariyati et al, 2020;Pratiwi et al, 2020), Moodle (Allen & Hadjistassou, 2018;Soler Costa et al, 2020), mobile laboratory learning in science (Srisawasdi et al, 2018), Udictionary ( Haerazi et al, 2020), visual vocabulary app (Cabrera-Solano et al, 2019), AR technology (Gómez-García et al, 2021). In particular, most of the above tools are easily accessible on mobile devices and are provided free of charge.…”

“…In particular, most of the above tools are easily accessible on mobile devices and are provided free of charge. This makes it easier to apply m-learning to teacher education (Cabrera-Solano et al, 2019;Uzunboylu et al, 2020).…”

“…These studies have quite a large difference in sample size in which the study with the largest sample size is 429 participants, and the smallest is six. There are 13 studies conducted with a sample size larger than 100 (Aman et al al., 2020;Asghar et al, 2021;Ata & Cevik, 2019;Gómez-García et al, 2021;Handal et al, 2019;Islamoglu et al, 2021;Kärki et al, 2018;Li et al, al., 2019;Li et al, 2021;Papadakis, 2018;Soler Costa et al, 2020;Srisawasdi et al, 2018;Townsend, 2018), respectively, seven studies were performed with sample sizes from 50 to less than 100 participants (Haerazi et al, 2020;Inel-Ekici & Ekici, 2022;Kalogiannakis & Papadakis 2019;Nariyati et al, 2020;Parmigiani et al, 2019;Pratiwi et al, 2020;Qarkaxhja et al, 2021) and less than 50 participants (Allen & Hadjistassou, 2018;Annamalai, 2018;Cabrera-Solano et al, 2019;Galway et al, 2020;Kearney & Maher, 2019;Naylor & Gibbs, 2018;Uzunboylu et al, 2020). Research designs like surveys and interviews are typically used in studies with large sample sizes.…”

INOVASI PEMBELAJARAN IPA MELALUI MODEL ERCoRe TERHADAP KETERAMPILAN METAKOGNITIF SISWA KELAS VIII SMP NEGERI 1 PAREPARE

“…Menurut Wiliams (2012) manfaat dari membuat mind map adalah membuat siswa menjadi lebih paham tentang apa yang telah dipelajari dan juga bagaimana mereka berpikir (metakognitif). Memberikan kegiatan tersebut memungkinkan siswa untuk menunjukkan apa yang mereka tahu, berpikir tentang hal yang cukup berguna untuk proses kognitif dan menemukan pendekatan yang paling tepat untuk belajar (Cabrera-Solano et al, 2019).…”