The results indicated mobile-based vocabulary notebooks have positive effects on students’ vocabulary achievement.
📌 3 Maddede Bu Makale
🎯
Amaç & Hipotez:The high demand on the mobile devices like smart phones and ipads in daily life has given a rise to mobile learning trends in second or foreign language learning.
📊
Temel Bulgular & Veri:The main purpose of this study was to investigate the differences in vocabulary achievement level of students keeping mobile-based and paper-based vocabulary notebooks in English language learning.
💡
Sonuç & Katkı:The results indicated mobile-based vocabulary notebooks have positive effects on students’ vocabulary achievement.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri
Abstract
The high demand on the mobile devices like smart phones and ipads in daily life has given a rise to mobile learning trends in second or foreign language learning. The main purpose of this study was to investigate the differences in vocabulary achievement level of students keeping mobile-based and paper-based vocabulary notebooks in English language learning. The study was designed through a mixed method where a pre-post test control group quasiexperimental study was conducted. Data were collected through a vocabulary achievement test used as pre and post tests. The results indicated mobile-based vocabulary notebooks have positive effects on students’ vocabulary achievement.
🔖
Bu Makaleye Atıf Yap
ZENGİN, Ö., AKSU, M. (2022). EMPOWERING THE USE OF MOBILE-BASED VOCABULARY NOTEBOOKS. IOJET, Cilt: 5 - Sayı: 4, 992–1005. https://ajindex.com/articles/542381
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (vol. 2) (pp. 89-195). New York: Academic Press.
Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project summary. London: Learning and Skills Development Agency. Başoğlu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students’ English vocabulary learning: using mobile phones and flash cards. The Turkish Online Journal of Educational Technology, 9(3), 1–7.
Cavus, N., & Ibrahim, D. (2009). “M-learning: An Experiment in Using SMS to Support Learning New English Language Words.” British Journal of Educational Technology; 40(1), 78–91.
Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24, 10–24.
Fageeh, A. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal, 4(4), 420–447.
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44, 66–81. http://dx.doi.org/10.1111/j.1467-8535.2011.01260.x
Houser, C., Thornton, P., & Kluge, D. (2002). Mobile learning: Cell phones and PDAs for education. In Kinshuk, Lewis, R., Akahori, K., Kemp, R., Okamoto, T., Henderson, L., & Lee, C. (Eds.) International Conference on Computers in Education. 3-6
December, Auckland (Vol. 2), 1149-1150. IEEE: Massey University. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and Redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351– 372. Koren, S. (1999). Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching? TESL-EJ, 4(1), A-2, 1–18. Retrieved October 1, 2009, from http://tesl-ej.org/ej13/a2.html
Mayer, R. (1979). Can advance organizers influence meaningful learning? Review of Educational Research, 49(2), 371–383.
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Liu, P.-L., & Chen, C.-J. (2015). Learning English through actions: a study of mobileassisted language learning. Interactive