The Effect of Mobile Technology on Vocabulary Development of English Language Learners: A Case Study of A2 Adult Learners
DOI:
https://doi.org/10.57125/FED.2024.06.25.10Keywords:
Mobile-Assisted Language Learning (MALL), vocabulary learning, vocabulary knowledge, vocabulary extension activityAbstract
In today's digital age, technology can provide many opportunities for language learners, and the widespread use of mobile devices may be a viable solution to their challenges. This study aimed to determine the effectiveness of Mobile Assisted Vocabulary Application (MAVA) in developing language learners’ vocabulary knowledge and their attitudes towards the vocabulary extension activities. To reach these aims a quasi-experimental study was followed with the data collected through pre-post tests and semi-structured interviews. The researcher designed vocabulary extension activities in two distinct formats to allow learners to practice the newly acquired vocabulary items as extracurricular tasks. The experimental group completed vocabulary extension activities on their mobile devices while the control group completed similar tasks using pen and paper. Pre- and post-tests were administered to both groups to assess their vocabulary knowledge before and after the intervention. The results indicated that there was no significant difference between the two groups in terms of achievement. The students from both groups exhibited relatively higher results on the post-test. Upon analysing the individual subsections of the pre-test and post-test, it became apparent that students in the experimental group displayed relatively higher scores in the reading and pronunciation subsections of the post-test, whereas the control group exhibited higher scores only in the reading subsection. It can be posited that the MAVA had a more positive effect on the students’ abilities to pronounce them correctly, in contrast to the effects observed with vocabulary worksheets. A semi-structured interview was conducted to determine the attitudes of the learners in experimental group towards MAVA. Qualitative data from the interview suggested that MAVA had superior features by allowing the learners to use it at their convenience and ubiquitously acquire new vocabulary items.
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