Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge
Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the eff...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-12-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024000268 |
| _version_ | 1797281167005712384 |
|---|---|
| author | Niloufar Koleini Tahereh Boroughani Zohreh R. Eslami Ismail Xodabande |
| author_facet | Niloufar Koleini Tahereh Boroughani Zohreh R. Eslami Ismail Xodabande |
| author_sort | Niloufar Koleini |
| collection | DOAJ |
| description | Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction. |
| first_indexed | 2024-03-07T16:52:41Z |
| format | Article |
| id | doaj.art-02cc0be4f4af43299bfac118d0da7f9c |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-07T16:52:41Z |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-02cc0be4f4af43299bfac118d0da7f9c2024-03-03T04:30:17ZengElsevierInternational Journal of Educational Research Open2666-37402024-12-017100344Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledgeNiloufar Koleini0Tahereh Boroughani1Zohreh R. Eslami2Ismail Xodabande3Independent researcher, Isfahan, IranBilingual/ESL Education, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, TX, USABilingual/ESL Education, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, TX, USADepartment of Foreign Languages, Kharazmi University, Tehran, Iran; Corresponding author.Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.http://www.sciencedirect.com/science/article/pii/S2666374024000268Mobile-assisted language learning (MALL)Technical vocabularySecond language vocabulary acquisitionDigital flashcardsSecond language learningeducational technology |
| spellingShingle | Niloufar Koleini Tahereh Boroughani Zohreh R. Eslami Ismail Xodabande Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge International Journal of Educational Research Open Mobile-assisted language learning (MALL) Technical vocabulary Second language vocabulary acquisition Digital flashcards Second language learning educational technology |
| title | Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge |
| title_full | Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge |
| title_fullStr | Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge |
| title_full_unstemmed | Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge |
| title_short | Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge |
| title_sort | exploring the impacts of mobile assisted learning on university students technical vocabulary knowledge |
| topic | Mobile-assisted language learning (MALL) Technical vocabulary Second language vocabulary acquisition Digital flashcards Second language learning educational technology |
| url | http://www.sciencedirect.com/science/article/pii/S2666374024000268 |
| work_keys_str_mv | AT niloufarkoleini exploringtheimpactsofmobileassistedlearningonuniversitystudentstechnicalvocabularyknowledge AT taherehboroughani exploringtheimpactsofmobileassistedlearningonuniversitystudentstechnicalvocabularyknowledge AT zohrehreslami exploringtheimpactsofmobileassistedlearningonuniversitystudentstechnicalvocabularyknowledge AT ismailxodabande exploringtheimpactsofmobileassistedlearningonuniversitystudentstechnicalvocabularyknowledge |