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Li Yan

Mobile-assisted vocabulary learning: Investigating both receptive and productive vocabulary knowledge. Li Yan School of International Education Sias International University. 01. A definition.

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Li Yan

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  1. Mobile-assisted vocabulary learning: Investigating both receptive and productive vocabulary knowledge Li Yan School of International Education Sias International University

  2. 01 A definition Mobile-assisted language learning (MALL) is the use of mobile technologies in language learning, especially in situations where device portability offers specific advantages. The main advantages are considered to be ready access to relevant help or information; more flexible use of time and space; adaptation to personal habits, motivations and preferences; continuity between learning in different settings; and greater opportunity for sustained language practice while carrying out everyday activities such as walking, waiting, or commuting. Kenning (2007, p. 192) emphasizes the opportunity for “situated learning anchored in a real-world setting” and the value of mobile technology for immediate problem solving. (Kukulska-Hulme, 2012)

  3. MALL for vocabulary learning 01 Flashcard apps Learning beyond the classroom e.g. Thornton & Houser, 2005 e.g. Nikoopour＆Kazemi, 2014

  4. The need for the current study Most studies exlusively focus on learners' advances in receptive vocabulary knowledge (e.g. the connection of meaning and form)

  5. The need for the current study This study compares: The effectiveness between a mobile application (Zhimi) and paper word cards on advanced learners' academic vocabulary levels. Both in terms of: Receptive knowledge improvements (connection of meaning and form) Productive knowledge improvements (the ability to form correct collocations)

  6. Research questions 1.Differences in the overall vocabulary level of using the mobile application and word cards 2. Differences in terms of acquiring receptive knowledge (the connection between meaning and form) and productive knowledge (collocational use) 3.Possible differences in the speed of using the two tools

  7. 02 Method 1 0 点击文本框即可进行编辑输入相关内容 6

  8. 02 Method

  9. 02 Method

  10. Instruments Mobile Application (Zhimi) Spacing Algorithms Chinese definitions Collocations Retrieve the meaning of a collocation Machine pronounciation Form a collocation Click here to see the Chinese meanings Check understanding

  11. Instruments Word Cards Chinese definitions Phonetic symbols Collocations

  12. Tests Instruments 50 items that the students were less familiar with 5 packs of 10 items, 1 pack per day Modeled on the depth of knowledge test (Scarcella ＆ Zimmerman, 1996)

  13. Instruments Tests

  14. Instruments Tests Receptive knowledge section: Modeled on Schmitt and Clapham's Academic Vocabulary Test (2001) Productive knowledge section: Grammatical collocation-Bahns (1993) and Ha (1988) Lexical collocation-Sentence translation test

  15. Instruments Qualitative interviews and Self-reports Aim: Explore participants' attitudes towards the use of mobile applications when learning vocabulary Aim: Investigate any possible difference in learning speed between the experimental group and the control group

  16. 03 Results and Discussion Both groups have a higher average score in the post-test than the pre-test. Table 1：Pre and Post-test Results of the Participants (Total scores)

  17. 03 Results and Discussion Both groups have a higher average score in the post-test than the pre-test.

  18. 03 Results and Discussion Mobile group has better performance than the word cards group in the post-test. (In both receptive and productive sections) No significant difference in the vocabulary level in the pre-test ( Receptive: t(86)= -0.35; p>0.05; Productive: t(86)=-0.07; p>0.05) A significant difference in the post-test (Receptive: t (86) = -2.16; p<0.05; Productive: t (86) =-2.28; p<0.05)

  19. 03 Results and Discussion Mobile group has better performance than the word cards group in the post-test. (In both receptive and productive sections) Self-evaluation when retrieving More accurate spacing of repetition Repeating the same material Variable types of repetition (more elaborative, process in more depth) Prounounce through phonetic symbols Machine pronounciation

  20. The difference between the two groups was not consistent. 03 Results and Discussion No significant difference in the learning speed between the two groups.

  21. 03 Results and Discussion No significant difference in the learning speed between the two groups. “I need to spend too much time reviewing old items, sometimes I felt bored.” (Interviewee, Participant 1) Possible reasons:

  22. Attitudes towards mobile learning enjoyable, motivated, interested “like advancing in the game” “convenient to take along ” “tend to be more self-disciplined”

  23. 04 Limitations and conclusion

  24. 04 Advantages of the mobile application

  25. 04 Disadvantages of the mobile application

  26. References

  27. Thank you!

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