Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development
The present study explored the impact of mobile-assisted self-regulated learning (SRL) on developing university students’ knowledge of academic vocabulary in English. The participants were 49 students in experimental (N = 28) and control (N = 21) learning conditions. Those in the experimental group...
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| Published in | Discover education Vol. 2; no. 1; pp. 1 - 10 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Cham
Springer International Publishing
04.01.2023
Springer |
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| Online Access | Get full text |
| ISSN | 2731-5525 2731-5525 |
| DOI | 10.1007/s44217-023-00028-z |
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| Abstract | The present study explored the impact of mobile-assisted self-regulated learning (SRL) on developing university students’ knowledge of academic vocabulary in English. The participants were 49 students in experimental (N = 28) and control (N = 21) learning conditions. Those in the experimental group studied 70 academic words using digital flashcards application installed on their mobile devices (i.e., smartphones), and the control group learned the same words using traditional materials (i.e., word lists). The participants’ vocabulary knowledge was tested before and after the treatment, and their test scores were analyzed using mixed between-within-subjects analysis of variance (ANOVA). The findings indicated a significant main effect for time in both SRL interventions, as both strategies were effective in scaffolding university students’ academic vocabulary development, and the learning gains were significant in post- and delayed post-tests. Additionally, the findings revealed a significant main effect for mobile-assisted SRL in that participants in the experimental group outperformed those in the control group on post-treatment tests. Accordingly, the results provide empirical evidence for the effectiveness of mobile-assisted vocabulary learning in the SRL mode. The study offers implications for addressing the academic vocabulary learning needs of English as a Foreign Language (EFL) university students. |
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| AbstractList | Abstract The present study explored the impact of mobile-assisted self-regulated learning (SRL) on developing university students’ knowledge of academic vocabulary in English. The participants were 49 students in experimental (N = 28) and control (N = 21) learning conditions. Those in the experimental group studied 70 academic words using digital flashcards application installed on their mobile devices (i.e., smartphones), and the control group learned the same words using traditional materials (i.e., word lists). The participants’ vocabulary knowledge was tested before and after the treatment, and their test scores were analyzed using mixed between-within-subjects analysis of variance (ANOVA). The findings indicated a significant main effect for time in both SRL interventions, as both strategies were effective in scaffolding university students’ academic vocabulary development, and the learning gains were significant in post- and delayed post-tests. Additionally, the findings revealed a significant main effect for mobile-assisted SRL in that participants in the experimental group outperformed those in the control group on post-treatment tests. Accordingly, the results provide empirical evidence for the effectiveness of mobile-assisted vocabulary learning in the SRL mode. The study offers implications for addressing the academic vocabulary learning needs of English as a Foreign Language (EFL) university students. The present study explored the impact of mobile-assisted self-regulated learning (SRL) on developing university students’ knowledge of academic vocabulary in English. The participants were 49 students in experimental (N = 28) and control (N = 21) learning conditions. Those in the experimental group studied 70 academic words using digital flashcards application installed on their mobile devices (i.e., smartphones), and the control group learned the same words using traditional materials (i.e., word lists). The participants’ vocabulary knowledge was tested before and after the treatment, and their test scores were analyzed using mixed between-within-subjects analysis of variance (ANOVA). The findings indicated a significant main effect for time in both SRL interventions, as both strategies were effective in scaffolding university students’ academic vocabulary development, and the learning gains were significant in post- and delayed post-tests. Additionally, the findings revealed a significant main effect for mobile-assisted SRL in that participants in the experimental group outperformed those in the control group on post-treatment tests. Accordingly, the results provide empirical evidence for the effectiveness of mobile-assisted vocabulary learning in the SRL mode. The study offers implications for addressing the academic vocabulary learning needs of English as a Foreign Language (EFL) university students. |
| ArticleNumber | 5 |
| Author | Boroughani, Tahereh Karimpour, Sedigheh Xodabande, Ismail |
| Author_xml | – sequence: 1 givenname: Tahereh surname: Boroughani fullname: Boroughani, Tahereh organization: Texas A&M University – sequence: 2 givenname: Ismail surname: Xodabande fullname: Xodabande, Ismail email: ismail.kh.tefl@gmail.com organization: Kharazmi University – sequence: 3 givenname: Sedigheh surname: Karimpour fullname: Karimpour, Sedigheh organization: Mazandaran University of Medical Sciences |
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| Keywords | EAP Vocabulary learning strategies Self-regulated learning (SRL) Mobile-assisted vocabulary learning Digital flashcards Academic vocabulary Word cards |
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S. P. NationLearning vocabulary in another language20132CambridgeCambridge University Press10.1017/CBO978113985865610.1017/CBO9781139858656 MahdiHSEffectiveness of mobile devices on vocabulary learning: a meta-analysisJ Educ Comput Res201756113415410.1177/0735633117698826 ChenC-MChenL-CYangS-MAn English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivationComput Assist Lang Learn201932323726010.1080/09588221.2018.1485708 CoxheadAA new academic word listTESOL Q200034221323810.2307/3587951 SzudarskiPBarclaySVocabulary theory, patterning and teaching2021BristolMultilingual Matters10.21832/SZUDAR374310.21832/9781788923750 WescheMParibakhtTSAssessing second language vocabulary knowledge: depth versus breadthCan Mod Lang Rev199653113401 Council of Europe (28_CR52) 2001 A Şahin Kızıl (28_CR47) 2018; 31 J Burston (28_CR12) 2013; 17 LJ Zhang (28_CR44) 2019; 84 28_CR38 Y Li (28_CR53) 2022; 34 J Clenton (28_CR2) 2020 I Xodabande (28_CR20) 2022 X Yang (28_CR24) 2021; 8 P Szudarski (28_CR6) 2018 S Evans (28_CR33) 2011; 30 I. 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| References_xml | – reference: EvansSMorrisonBThe first term at university: implications for EAPELT J201065438739710.1093/elt/ccq072 – reference: GreenCLambertJAdvancing disciplinary literacy through English for academic purposes: discipline-specific wordlists, collocations and word families for eight secondary subjectsJ English Acad Purp20183510511510.1016/j.jeap.2018.07.004 – reference: Kukulska-HulmeAWill mobile learning change language learning?ReCALL200921215716510.1017/S0958344009000202 – reference: WuQPulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practicePLoS ONE2015105e012876210.1371/journal.pone.0128762 – reference: ChoiYZhangDLinC-HZhangYSelf-regulated learning of vocabulary in English as a foreign languageAsian EFL J20182015482 – reference: RahmaniAAsadiVXodabandeIUsing mobile devices for vocabulary learning outside the classroom: improving the English as foreign language learners’ knowledge of high-frequency wordsFront Psychol202210.3389/fpsyg.2022.899885 – reference: MiltonJMeasuring second language vocabulary acquisition2009BristolMultilingual Matters10.21832/978184769209210.21832/9781847692092 – reference: MizumotoAEffects of self-regulated vocabulary learning process on self-efficacyInnov Lang Learn Teach20137325326510.1080/17501229.2013.836206 – reference: GardnerDDaviesMA new academic vocabulary listAppl Linguist201435330532710.1093/applin/amt015 – reference: YuATraininGA meta-analysis examining technology-assisted L2 vocabulary learningReCALL202234223525210.1017/S0958344021000239 – reference: BurstonJGiannakouKMALL language learning outcomes: a comprehensive meta-analysis 1994–2019ReCALL202110.1017/S0958344021000240 – reference: CoxheadAA new academic word listTESOL Q200034221323810.2307/3587951 – reference: PaquotMAcademic vocabulary in learner writing: from extraction to analysis2010LondonContinuum International Publishing Group – reference: ZhangLJThomasNQinTLLanguage learning strategy research in system: looking back and looking forwardSystem201984879210.1016/j.system.2019.06.002 – reference: HylandKTsePIs there an ‘academic vocabulary’?TESOL Q200741223525310.1002/j.1545-7249.2007.tb00058.x – reference: Brandt WC. Measuring student success skills: a review of the literature on self-direction. 2020. http://files.eric.ed.gov/fulltext/ED607782.pdf. 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| SubjectTerms | Academic vocabulary Computers and Education Digital flashcards EAP Education Mobile-assisted vocabulary learning Self-regulated learning (SRL) Sociology of Education Word cards |
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| Title | Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development |
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