| Summary: | 碩士 === 東吳大學 === 英文學系 === 104 === Many studies have confirmed the benefits of using computers in EFL learning. Along with the ongoing efforts exploring the role of computer as a tool in vocabulary learning, only limited research has focused on the application of smart phone to vocabulary learning. To examine the effectiveness of using smart phone in vocabulary learning, this study compared a control and an experimental group in a public senior high school in the northern Taiwan. The research methods included a pre- and post-test, a perceptions questionnaire, and a semi-structured interview.
The vocabulary app applied in the study is only available in Apple smart phone and it possesses features of sound, image, and mnemonic. Thirty-three senior high school students participated in this 12-week study. The participants were asked to learn 90 assigned words. Specifically, the experimental group learned the vocabulary via smart phone app, while the control group learned the vocabulary through paper-based material. The study began with a pre-test in order to evaluate the participants’ English ability before the study. During the study, the researcher used an app called Line to monitor both groups’ learning; the participants were asked to learn the assigned vocabulary for at least 15 minutes a day. After 12 weeks of self-study, the participants were asked to have a post-test in order to examine their performance in learning vocabulary. The questions of the post-test are the same as those of the pre-test but the orders of the choices were changed.
The finding showed that both groups had significant gains in their vocabulary learning. However, the performance of the experimental group had much more significant gains. Regarding the participants’ perceptions in learning vocabulary via smart phone, the data gathered from the questionnaire revealed that most participants considered that learning vocabulary via smart phone was convenient, and they were more willing to learn vocabulary via this method. However, the participants considered that the defect of using smart phone in learning vocabulary was electricity consumption. Besides, the participants felt that learning vocabulary via smart phone was harmful to their eyes. To find out more in-depth information on the use of the app in learning vocabulary, the researcher conducted a semi-structured interview. The results showed that the most preferred feature of the app by most of the interviewees was mnemonic. The interviewees also felt that the images of the app were interesting and impressive. When it comes to the limitations of the app, the interviewees considered the amount of vocabulary to learn for free on the app was not enough. If they would like to learn more words, they have to pay extra NT$ 120 dollars. Besides, the interviewees considered that the app did not provide a sentence for each word as a defect since they did not know how to use it in a context.
Overall, by comparing the participants’ performance between the experimental group and control group, this study shows that using smart phone in learning vocabulary is a bit more efficient than using paper material. Besides, through the perceptions questionnaire the participants reported that they are satisfied with learning vocabulary via smart phone. Finally, the participants also suggested some extra features for the app to enhance the efficiency of vocabulary learning.
|
|---|
