Vocabulary Learning Strategies in ESP Context: Knowledge and Implication

Zahrani, Sahar M. Al; Chaudhary, Anjum

doi:10.2139/ssrn.4085859

Cited by 1 publication

(2 citation statements)

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“…These findings emphasize the importance of minimizing screen distractions to optimize learning time, increase productivity, and improve learning outcomes. Previous studies have shown that multimodal learning approaches and metacognitive strategies are effective in enhancing vocabulary acquisition and fostering motivation among students (Abdelrady et al, 2022;Al-Zahrani & Chaudhary, 2022;Montero-SaizAja, 2022). This study addresses the potential of MAVL in optimizing vocabulary instruction and promoting language proficiency in EFL settings, while also emphasizing the importance of minimizing screen distractions for efficient learning (Rahmani et al, 2022;Sana'ati et al, 2019).…”

Section: Discussionmentioning

confidence: 92%

“…These studies highlighted the importance of incorporating diverse methods and strategies to enhance vocabulary learning in EFL contexts. In addition, metacognitive strategies, such as goal setting, information organization, and self-monitoring, have been proven effective in vocabulary acquisition in ESP contexts (Al-Zahrani & Chaudhary, 2022). Mobile devices have become valuable tools for selfregulated and self-directed vocabulary learning, offering engaging learning opportunities and dynamic assessment strategies (Rahmani et al, 2022).…”

Section: Mobile Instructions and Vocabulary Learningmentioning

confidence: 99%

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Screen distractions and vocabulary gains in Memrise mobile-assisted vocabulary learning (MAVL) setting

Abidin

2023

J. Eng. Foreign. Lang.

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Despite the significance of investigating the impact of screen distractions on mobile-assisted vocabulary learning (MAVL), research in this area is limited. This experimental study investigated the impact of screen distractions on participants’ Memrise MAVL experience. It employed an exploratory case study design in an EFL flipped classroom setting and examined the impact of a two-week Memrise MAVL experience on participants' vocabulary gains, time spent on the process, engagement with screen activities, and the effect of screen distractions. The results showed no significant differences in the completion of target units between the control and experimental groups. However, there was a significant difference in the total amount of screen distractions among individuals in both groups. The study also found significant correlations between participants’ total finished target words and other dependent variables. The linear regression test indicated a strong correlation between total screen distractions and participants' finished target words. Although screen distractions did not significantly affect individual performance on vocabulary gains, they did contribute to the total time spent on the process. Overall, this study highlights the potential of mobile-based apps in self-directed and independent vocabulary learning within the flipped classroom setting.

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