Priorities for vocabulary intervention design using texting — Data to examine the critical role of language learners׳ behaviors and perceptions
We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 1081 ELLs from six undergraduate classes taking two comparable undergradua...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2018-10-01
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| Series: | Data in Brief |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2352340918308461 |
| Summary: | We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 1081 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article [4]. |
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| ISSN: | 2352-3409 |