Using mobile applications for self-directed learning of academic vocabulary among university students

ABSTRACT

The current study investigated the contribution of a mobile application for self-directed and autonomous learning of academic vocabulary among English as a Foreign language (EFL) university students. Furthermore, we examined the long-term impacts of mobile-assisted vocabulary learning, by using a pre-, post-, and delayed post-test design. The participants were 38 third- and fourth-year university students in experimental (N = 20) and control (N = 18) groups, selected based on convenience sampling procedures. During a semester, students in the experimental group used a mobile application (i.e. AWL builder), while the control group used traditional materials. The participants’ receptive vocabulary knowledge was tested three times. The findings revealed that both groups improved their vocabulary knowledge (Sig. < 0.000). Nonetheless, the participants in the experimental group attained better results in both post- and delayed post-test, and the observed mean differences were statistically significant (Sig. < 0.000, Partial Eta Squared = 0.356). Moreover, a significant effect for time was found for mobile-assisted vocabulary learning (Sig. < 0.000, Partial Eta Squared = 0.907). The results highlight the potential offered by mobile applications for self-directed learning of academic vocabulary and promise implications for EFL vocabulary learning.

KEYWORDS:

• MALL
• CALL; academic vocabulary
• self-directed learning
• mobile applications
• e-learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ismail Xodabande

Ismail Xodabande is a PhD candidate of Applied Linguistics at Kharazmi University, Tehran, Iran. He is interested in conducting research on the application of various educational technologies in foreign language education, Mobile Assisted Language Learning (MALL), and corpus-based study of vocabulary in ESP. He has published in these areas in Cogent Education, Computer Assisted Language Learning, and MEXTESOL journal.

Mahmood Reza Atai

Mahmood Reza Atai is Professor of Applied Linguistics at Kharazmi University, Tehran, Iran. He is editor of the Iranian Journal of Applied Linguistics and has been a member of the editorial board for some international journals. Furthermore, he has served as a member of the scientific committee of some international conferences. His publications include five co/authored EAP textbooks for university students and several articles on ESP/EAP themes including needs analysis, genre analysis, course design, teacher education, and programme evaluation. His recent articles appear in English for Specific Purposes, Journal of English for Academic Purposes, System, RELC Journal, and Teacher Development.