Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-10T16:05:46.517Z Has data issue: false hasContentIssue false
  • English
  • Français

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

Published online by Cambridge University Press:  11 May 2021

Yan Li Open the ORCID record for Yan Li [Opens in a new window]  and
Christoph A. Hafner Open the ORCID record for Christoph A. Hafner [Opens in a new window]
Yan Li
Affiliation:
The University of Sydney, Australia (yali2433@uni.sydney.edu.au)
Christoph A. Hafner
Affiliation:
City University of Hong Kong, Hong Kong (elhafner@cityu.edu.hk)
Get access Rights & Permissions [Opens in a new window]

Abstract

Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Keywords

mobile-assisted vocabulary learningword cardsreceptive and productive vocabulary knowledge
Type
Research Article
Information
ReCALL , Volume 34 , Issue 1 , January 2022 , pp. 66 - 80
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alemi, M. & Lari, Z. (2012) SMS vocabulary learning: A tool to promote reading comprehension in L2. International Journal of Linguistics, 4(4): 275–287. https://doi.org/10.5296/ijl.v4i4.2318 CrossRefGoogle Scholar
Arndt, H. L. & Woore, R. (2018) Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3): 124–142. https://doi.org/10125/44660 Google Scholar
Baddeley, A. D. (1997) Human memory: Theory and practice. Hove: Psychology Press.Google Scholar
Baddeley, A., Gathercole, S. & Papagno, C. (1998) The phonological loop as a language learning device. Psychological Review, 105(1): 158–173. https://doi.org/10.1037/0033-295X.105.1.158 CrossRefGoogle ScholarPubMed
Bahns, J. (1993) Lexical collocations: A contrastive view. ELT Journal, 47(1): 56–63. https://doi.org/10.1093/elt/47.1.56 CrossRefGoogle Scholar
Barcroft, J. (2007) Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1): 35–56. https://doi.org/10.1111/j.1467-9922.2007.00398.x CrossRefGoogle Scholar
Barcroft, J. (2015) Lexical input processing and vocabulary learning. Philadelphia: John Benjamins. https://doi.org/10.1075/lllt.43 CrossRefGoogle Scholar
Başoğlu, E. B. & Akdemir, Ö. (2010) A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3): 1–7. http://www.tojet.net/articles/v9i3/931.pdf Google Scholar
Berman, R. & Cheng, L. (2010) English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1): 25–40. https://journals.lib.unb.ca/index.php/CJAL/article/view/19830 Google Scholar
Coxhead, A. (2000) A new academic word list. TESOL Quarterly, 34(2): 213–238. https://doi.org/10.2307/3587951 CrossRefGoogle Scholar
Craik, F. I. M. & Lockhart, R. S. (1972) Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6): 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X CrossRefGoogle Scholar
Dizon, G. & Tang, D. (2017) Comparing the efficacy of digital flashcards versus paper flashcards to improve receptive and productive L2 vocabulary. The EuroCALL Review, 25(1): 3–15. https://doi.org/10.4995/eurocall.2017.6964 CrossRefGoogle Scholar
Ellis, N. C. (1995) The psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning, 8(2–3): 103–128. https://doi.org/10.1080/0958822940080202 CrossRefGoogle Scholar
Ellis, N. C. (1996) Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18(1): 91–126. https://www.jstor.org/stable/44487860 CrossRefGoogle Scholar
Evans, S. & Morrison, B. (2011) The first term at university: Implications for EAP. ELT Journal, 65(4): 387–397. https://doi.org/10.1093/elt/ccq072 CrossRefGoogle Scholar
Gu, P. Y. (2003) Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2): 1–25. https://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a4/ Google Scholar
Ha, M. (1988) Acquisition of collocations: Investigation of relative difficulty among different types of collocations. University of Hawaii, unpublished manuscript.Google Scholar
Henriksen, B. (1999) Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2): 303–317. https://www.jstor.org/stable/44486441 CrossRefGoogle Scholar
Hill, J., Lewis, M. & Lewis, M. (2000) Classroom strategies, activities and exercises. In Lewis, M. (ed.), Teaching collocation: Further developments in the lexical approach. Hove, England: Language Teaching Publications, 88–117.Google Scholar
Hulstijn, J. H. (2001) Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 258–286. https://doi.org/10.1017/CBO9781139524780 CrossRefGoogle Scholar
Karpicke, J. D. & Roediger, H. L. (2008) The critical importance of retrieval for learning. Science, 319(5865): 966–968. https://doi.org/10.1126/science.1152408 CrossRefGoogle ScholarPubMed
Kennedy, C. & Levy, M. (2008) L’italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL, 20(3): 315–330. https://doi.org/10.1017/S0958344008000530 CrossRefGoogle Scholar
Kim, H. & Kwon, Y. (2012) Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1): 31–57. https://doi.org/10.15702/mall.2012.15.1.31 Google Scholar
Kukulska-Hulme, A., Lee, H. & Norris, L. (2017) Mobile learning revolution: Implications for language pedagogy. In Chapelle, C. A. & Sauro, S. (eds.), The handbook of technology and second language teaching and learning. Hoboken: Wiley Blackwell, 217–233. https://doi.org/10.1002/9781118914069.ch15 CrossRefGoogle Scholar
Laufer, B. & Waldman, T. (2011) Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61(2): 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.x CrossRefGoogle Scholar
Laufer, B., Elder, C., Hill, K. & Congdon, P. (2004) Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2): 202–226. https://doi.org/10.1191/0265532204lt277oa CrossRefGoogle Scholar
Lewis, M. (1996) Implications of a lexical view of language. In Willis, D. & Willis, J. (eds.), Challenge and change in language teaching. Oxford: Macmillan Heinemann English Language Teaching, 10–16.Google Scholar
Lewis, M. & Hill, J. (eds.) (1997) Dictionary of selected collocations. Hove: Language Teaching Publications.Google Scholar
Lu, M. (2008) Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6): 515–525. https://doi.org/10.1111/j.1365-2729.2008.00289.x CrossRefGoogle Scholar
Ma, X. & Yodkamlue, B. (2019) The effects of using a self-developed mobile app on vocabulary learning and retention among EFL learners. PASAA: A Journal of Language Teaching and Learning in Thailand, 58: 164–203. https://www.culi.chula.ac.th/publicationsonline/files/article/7Y66iWo0MATue41246.pdf CrossRefGoogle Scholar
Mayer, R. E. (2002) Multimedia learning. Psychology of Learning and Motivation, 41: 85–139. https://doi.org/10.1016/S0079-7421(02)80005-6 CrossRefGoogle Scholar
Melka, F. (1997) Receptive vs. productive aspects of vocabulary. In Schmitt, N. & McCarthy, M. (eds.), Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press, 84–102.Google Scholar
Morris, C. D., Bransford, J. D. & Franks, J. J. (1977) Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5): 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9 CrossRefGoogle Scholar
Nakata, T. (2008) English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 20(1): 3–20. https://doi.org/10.1017/S0958344008000219 CrossRefGoogle Scholar
Nakata, T. (2017) Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning. Studies in Second Language Acquisition, 39(4): 653–679. https://doi.org/10.1017/S0272263116000280 CrossRefGoogle Scholar
Nakata, T. (2020) Learning words with flash cards and word cards. In Webb, S. (ed.), The Routledge handbook of vocabulary studies. Abingdon: Routledge, 304–319. https://doi.org/10.4324/9780429291586-20 Google Scholar
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 CrossRefGoogle Scholar
Nikoopour, J. & Kazemi, A. (2014) Vocabulary learning through digitized & non-digitized flashcards delivery. Procedia - Social and Behavioral Sciences, 98: 1366–1373. https://doi.org/10.1016/j.sbspro.2014.03.554 CrossRefGoogle Scholar
Read, J. (2004) Plumbing the depths: How should the construct of vocabulary knowledge be defined? In Bogaards, P. & Laufer, B. (eds.), Vocabulary in a second language: Selection, acquisition, and testing. Amsterdam: John Benjamins, 209–227. https://doi.org/10.1075/lllt.10.15rea CrossRefGoogle Scholar
Saran, M. & Seferoğlu, G. (2010) Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe University Journal of Education, 38: 252–266.Google Scholar
Scarcella, R. & Zimmerman, C. (1998) Academic words and gender: ESL student performance on a test of academic lexicon. Studies in Second Language Acquisition, 20(1): 27–49. http://www.jstor.org/stable/44486382 CrossRefGoogle Scholar
Schmitt, N. (2000) Vocabulary in language teaching. Cambridge: Cambridge University Press.Google Scholar
Schmitt, N. (2010) Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan. https://doi.org/10.1057/9780230293977 CrossRefGoogle Scholar
Schmitt, N. (2014) Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4): 913–951. https://doi.org/10.1111/lang.12077 CrossRefGoogle Scholar
Schmitt, N., Schmitt, D. & Clapham, C. (2001) Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1): 55–88. https://doi.org/10.1177/026553220101800103 CrossRefGoogle Scholar
Sinclair, J. (1991) Corpus, concordance, collocation. Oxford: Oxford University Press. Google Scholar
Song, Y. & Fox, R. (2008) Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3): 290–314. https://doi.org/10.1017/S0958344008000438 CrossRefGoogle Scholar
Tabatabaei, O. & Goojani, A. H. (2012) The impact of text-messaging on vocabulary learning of Iranian EFL learners. Cross-Cultural Communication, 8(2): 47–55. http://dx.doi.org/10.3968/j.ccc.1923670020120802.1689 Google Scholar
Thornton, P. & Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3): 217–228. https://doi.org/10.1111/j.1365-2729.2005.00129.x CrossRefGoogle Scholar
Wang, B. T., Teng, C. W. & Chen, H. T. (2015) Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2): 100–104. https://doi.org/10.7763/IJIET.2015.V5.484 CrossRefGoogle Scholar
Webb, S. A. (2009) The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern Language Review, 65(3): 441–470. https://doi.org/10.3138/cmlr.65.3.441 CrossRefGoogle Scholar
Zhang, H., Song, W. & Burston, J. (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10(3): 203–214. http://www.tojet.net/articles/v10i3/10323.pdf Google Scholar
Supplementary material: File

Li and Hafner supplementary material

Li and Hafner supplementary material

Download Li and Hafner supplementary material(File)
File 37.2 KB