The effect of Mobile-Assisted Language Learning (MALL) on EFL learners’ Collocation Learning

Kübra Okumuş Dağdeler, Mustafa Yavuz Konca, Hakan Demiröz

Abstract


The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledge improvement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental research design consisting of an experimental and a control group with 73 participants studying at two state universities in Turkey. During the application that lasted for 14 weeks, the experimental group tried to learn 40 collocations via CollocatApp, while control group used worksheets. The data were gathered through Collocation Achievement Test (CAT) developed by the researchers and Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1996).CAT was used for measuring receptive vocabulary knowledge of learners, and VKS was used for testing productive vocabulary knowledge. The findings showed that there was a significant difference between the experimental group and control group in terms of receptive vocabulary knowledge in the posttest. However, there was no difference between groups in retention tests. At the dimension of productive vocabulary knowledge, it was seen that there was no difference between the use of mobile applications and worksheets in terms of productive vocabulary knowledge. Thus, it was concluded that using mobile applications was an effective way of improving vocabulary knowledge receptively for only short-term memory.


Keywords


collocations, mobile-assisted language learning (MALL), vocabulary knowledge, EFL.

Full Text:

PDF

References


Ağca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia–Social and Behavioral Sciences, 83, 781–785. doi: 10.1016/j.sbspro.2013.06.147

Alemi, M., Sarab, M., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99–109. Doi: 10.5539/ies.v5n6p99

Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of Mobile Assisted Language Learning (MALL) in L2 listening comprehension. Procedia-Social Behavioral Sciences, 98, 1836-1843.doi: 10.1016/j.sbspro.2014.03.613

Bárcena, E. et al. (2015). State of the art of language learning design using mobile technology: sample apps and some critical reflection. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, (pp. 36-43). Dublin: Researchpublishing.net. doi: 10.14705/rpnet.2015.000307

Başoğlu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3), 1–7. Retrieved from https://eric.ed.gov/?id=EJ898010

Bornstein, A. (n.d.). Memorizing vocabulary and languages. VideoJug, Retrieved from http://www.videojug.com/interview/memorizing-vocabulary-and-languages

Bruton, A. (2009). The Vocabulary Knowledge Scale: A critical analysis. Language Assessment Quarterly, 6, 288-297. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15434300902801909?journalCode=hlaq20

Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.doi: 10.1016/j.compedu.2007.06.011

Cohen, J. (1960). A coefficient of agreement for nominal scales, Educational and Psychological Measurement, 20(1),37-46.doi: 10.1177/001316446002000104

Çavuş, 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.doi:10.1111/j.14678535.2007.00801.x

Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile application in everyday context. 10th World Conference on Mobile and Contextual Learning: mLearn 2011 Conference Proceedings, China, 24-31.

Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), Retrieved from

http://opensiuc.lib.siu.edu/tpr/vol52/iss2/5/

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(1), 66-81. doi: 10.1111/j.1467-8535.2011.01260.x

Hu, Z. (2013). Vocabulary learning assisted by mobile phones: Perceptions of Chinese adult learners. Journal of Cambridge Studies, 8(1), 139 – 154. Doi: 10.17863/CAM.1468.

Huang, Y-M., Huang, Y-M., Huang, S-H. & Lin Y-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58, 273-282. Doi:10.1016/j.compedu.2011.08.008

Hubbard, P. (Ed.) (2009). Computer-assisted Language Learning: Critical Concepts in Linguistics, Volumes I-IV. London & New York: Routledge.

Jee, M. J. (2011). Web 2.0 technology meets Mobile Assisted Language Learning. The IALLT Journal, 41(1), 161-175. Retrieved from http://ialltjournal.org/index.php/ialltjournal/article/view/127

Kukulska-Hulme, A., & Shield, L. (2008). An overview of Mobile Assisted Language Learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. doi: 10.1017/S0958344008000335

Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning, 54 (3), 399-436. doi: 10.1111/j.0023-8333.2004.00260.x

Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.

Liu, P. L., & Chen, C-J. (2014). Learning English through actions: A study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-17. doi: 10.1080/10494820.2014.959976

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer-assisted Learning, 24(6), 515–525. Doi:10.1111/j.1365-2729.2008.00289.x

McMillan, J. H., & Schumacher, S. (2006). Research education: Evidence-based inquiry (6th ed.). USA: Pearson.

Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319. Doi:10.5121/ijdps.2012.3126

Nino, A. (2015). Language learners’ perceptions and experiences on the use of mobile applications for independent language learning in higher education. The IAFOR Journal of Education, Technologies & Education Special Edition, 73-84. Retrieved from https://files.eric.ed.gov/fulltext/EJ1100623.pdf

O'Dell, F., & McCarthy, M. (2008). English collocations in use: Advanced. Cambridge: Cambridge University Press.

O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., & Sharples, M. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved from

http://www.mobilearn.org/download/results/public_deliverables/MOBIlearn_D4.1_Final.pdf

Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia – Social and Behavioral Sciences, 98, 1469–1474.doi: 10.1016/j.sbspro.2014.03.567

Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile applications on English vocabulary acquisition. Jurnal Teknologi, 68(2), 73–83.doi:10.11113/jt.v68.2912

Rodríguez-Arancón, P., Arús, J., & Calle-Martínez, C. (2013). The use of current mobile applications in EFL. Procedia - Social and Behavioral Sciences, 103, 1189-1196. Doi:10.1016/j.sbspro.2013.10.446.

Saran, M., Seferoglu, G., & Cagiltay, K. (2012). Mobile language learning: Contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181–190. Retrieved from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=01195646&AN=74731081&h=SGYe6I7Ov2ZoPQTvSBfJgTaGTQFdzsDWVayQExfAho8z0%2fr4T3FCs6EWXLRQIn2A2xuJVx2bk4MDQHfh1sEyVg%3d%3d&crl=f&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d01195646%26AN%3d74731081

Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48, 281-317.doi:10.1111/1467-9922.00042

Schmitt. N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64 (4), 913–951.doi:10.1111/lang.12077

Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık.

Soleimani, E., Ä°smail, K., & Mustaffa, R. (2014). The acceptance of Mobile Assisted Language Learning (MALL) among postgraduate ESL students in UKM. Procedia- Social and Behavioral Sciences, 118, 457-462.doi:10.1016/j.sbspro.2014.02.062

Song, Y., & Fox, R. (2005). Integrating m-technology into Web-based ESL vocabulary learning for working adult learners. Paper presented at Wireless and Mobile Technologies in Education, Tokushima.

Steel, C. (2012). Fitting learning into life: Language students' perspectives on benefits of using mobile apps. In Brown, M. Hartnett, M. and Stewart, T. (Eds.) Future challenges, sustainable futures (pp. 875-880). Proceedings Ascilite Welllington.

Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone based vocabulary tutor. Computer-Assisted Language Learning, 20(4), 365–383. doi:10.1080/09588220701745817

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning &Technology, 14(2), 95-110. Retrieved from https://eric.ed.gov/?id=EJ895975

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer-assisted Learning, 21(3), 217–228.doi:10.1111/j.1365-2729.2005.00129.x

Titova, S., & Samoylenko, O. (2017). An enquiry-based approach to develop language skills in mobile-supported classrooms. Journal of Language and Education, 3(3), 39-49. doi:10.17323/2411-7390-2017-3-3-39-49.

Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30, 79-95.doi:10.1017/S0272263108080042

Wesche, M., & Paribakht, S. T. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13–40.

Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PLoS ONE, 10(5), 1–12. doi:10.1371/journal.pone.0128762.

Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10(3), 203–214. Retrieved from https://files.eric.ed.gov/fulltext/EJ944968.pdf


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies