Araştırma Makalesi
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Mobil Destekli Okumanın İngilizce Öğrenenlerin Kelime Bilgisi Gelişimi Üzerindeki Etkilerinin Araştırılması

Yıl 2022, Cilt: 12 Sayı: 3, 573 - 590, 15.12.2022
https://doi.org/10.19126/suje.1105559

Öz

Son yıllarda, mobil teknolojilerin yaygınlaşması, dünya çapında eğitim uygulamalarını dönüştürüyor. Bu bağlamda öğrenciler, okuma ve yazma etkinliklerinin çoğunu yaptıkları derslere mobil veya tablet cihazları ile katılmaktadırlar. Bu, okuryazarlığın çok modlu, akışkan, sosyokültürel ve dinamik sosyal uygulamalar olarak yeni bir anlayışla sonuçlanmıştır. Bu arada, mobil destekli dil öğrenimi katlanarak gelişti ve uygulamasının geleneksel materyallere kıyasla dil eğitiminde genel olarak etkili olduğu bildirildi. Bu araştırma kapsamında, mevcut çalışma, mobil destekli okumanın İngilizce öğrenenlerin kelime hazinesi gelişimi üzerindeki etkilerini inceledi. Araştırmanın katılımcıları, bir deney ve bir kontrol grubuna ayrılmış 52 yetişkin dil öğrenicisidir. Deney grubundaki katılımcılar, bir dizi seçilmiş ve basitleştirilmiş haber raporlarını okumak için mobil cihazlar kullandılar, ancak kontrol grubu, 10 hafta boyunca aynı içeriği okumak için geleneksel basılı materyalleri kullandı. Katılımcıların kelime kazanımları ön ve son testlerde karşılaştırıldı ve bulgular iki grubun kelime bilgisini geliştirdiğini, ancak deney grubunun daha fazla kelime öğrendiğini ve son testte kontrol grubundan daha iyi performans gösterdiğini gösterdi. Bulgular, cep telefonlarının yabanci dil okumasını iyileştirmedeki önemli katkısını ve kelime hazinesi gelişimi üzerindeki ilişkili etkileri vurguladı. Çalışmanın dil öğretmenleri ve diğer dilleri konuşanlara İngilizce öğretiminde materyal geliştirme için çıkarımları vardır.

Kaynakça

  • AbuSa’aleek, A. O. (2014). A Review of Emerging Technologies: Mobile Assisted Language Learning (MALL). Asian Journal of Education and E-Learning, 2(6), 469–475.
  • Auer, N. (2014). Reading on Tablets: Students’ awareness and use of foreign language reading strategies. In R. Ørngreen & K. T. Levinsen (Eds.), Proceedings of the 13th European Conference on e‐Learning ECEL‐2014 (pp. 624–633). Academic Conferences and Publishing International Limited.
  • Benson, P. (2011). Teaching and Researching Autonomy in Language Learning (2nd ed.). Routledge.
  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, 17(3), 157–225. https://doi.org/10125/44344
  • Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
  • Chapelle, C. A. (2009). The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning. The Modern Language Journal, 93(s1), 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x
  • Chen, H.-I. (2013). Identity practices of multilingual writers in social networking spaces. Language, Learning and Technology, 17(2), 143–170. https://doi.org/10125/44328
  • Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: a meta-analysis. Educational Technology Research and Development, 68, 1769–1789. https://doi.org/10.1007/s11423-020-09801-5
  • Chwo, G. S. M., Marek, M. W., & Wu, W.-C. V. (2018). Meta-analysis of MALL research and design. System, 74, 62–72. https://doi.org/10.1016/j.system.2018.02.009
  • Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61, 31–42. https://doi.org/10.1016/j.system.2016.07.007
  • Demouy, V., & Kukulska‐Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 217–232. https://doi.org/10.1080/02680513.2010.511955
  • Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
  • Elola, I., & Oskoz, A. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 36, 52–60. https://doi.org/10.1016/j.jslw.2017.04.002
  • Farr, F., & Murray, L. (2016). Introduction: Language learning and technology. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 1–6). Routledge. https://doi.org/10.4324/9781315657899-10
  • Garrett, N. (2009). Technology in the Service of Language Learning: Trends and Issues. The Modern Language Journal, 93(s1), 697–718. https://doi.org/10.1111/j.1540-4781.2009.00968.x
  • Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 199, 225–230. https://doi.org/10.1016/j.sbspro.2015.07.510
  • Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11.
  • Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
  • Grigoryan, T. (2020). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 1–23. https://doi.org/10.1080/02680513.2020.1718488
  • Gutiérrez-Colón, M., Frumuselu, A. D., & Curell, H. (2020). Mobile-assisted Language learning to enhance L2 reading comprehension: a selection of implementation studies between 2012–2017. Interactive Learning Environments, 1–9. https://doi.org/10.1080/10494820.2020.1813179
  • Hamdan, K., & Amorri, A. (2014). Means of Enhancing Students’ Reading Proficiency Using Mobile Learning. EDULEARN14 Proceedings: 6th International Conference on Education and New Learning Technologies, 5135–5145.
  • Hsu, C.-K., Hwang, G.-J., & Chang, C.-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327–336. https://doi.org/10.1016/j.compedu.2012.12.004
  • Hwang, G.-J., & Fu, Q.-K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861
  • Ishikawa, Y., Smith, C., Kondo, M., Akano, I., Maher, K., & Wada, N. (2014). Development and Use of an EFL Reading Practice Application for an Android Tablet Computer. International Journal of Mobile and Blended Learning, 6(3), 35–51. https://doi.org/10.4018/ijmbl.2014070103
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
  • Khubyari, L., & Narafshan, M. H. (2016). A Study on the Impact of MALL (Mobile Assisted Language Learning) on EFL learners’ Reading comprehension. International Journal of English Language Teaching, 4(2), 58–69.
  • Lafford, B. A. (2009). Toward an Ecological CALL: Update to Garrett (1991). The Modern Language Journal, 93(s1), 673–696. https://doi.org/10.1111/j.1540-4781.2009.00966.x
  • Lai, A. (2016). Mobile immersion: an experiment using mobile instant messenger to support second-language learning. Interactive Learning Environments, 24(2), 277–290. https://doi.org/10.1080/10494820.2015.1113706
  • Levy, M. (2009). Technologies in Use for Second Language Learning. The Modern Language Journal, 93(s1), 769–782. https://doi.org/10.1111/j.1540-4781.2009.00972.x
  • Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48–59. https://doi.org/10.1016/j.compedu.2014.05.004
  • Lin, C. (2017). Learning English with electronic textbooks on tablet PCs. Interactive Learning Environments, 25(8), 1035–1047. https://doi.org/10.1080/10494820.2016.1242505
  • Lin, J.-J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359
  • Liu, G.-Z., Hwang, G.-J., Kuo, Y.-L., & Lee, C.-Y. (2014). Designing dynamic English: a creative reading system in a context-aware fitness centre using a smart phone and QR codes. Digital Creativity, 25(2), 169–186. https://doi.org/10.1080/14626268.2013.836110
  • Meskill, C., & Quah, J. (2012). Researching Language Learning in the Age of Social Media. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 39–54). Bloomsbury Academic.
  • Morris, L., & Cobb, T. (2004). Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees. System, 32(1), 75–87. https://doi.org/10.1016/j.system.2003.05.001
  • Nation, I. S. P. (2012). The BNC/COCA word family lists. https://www.victoria.ac.nz/__data/assets/pdf_file/0004/1689349/Information-on-the-BNC_COCA-word-family-lists-20180705.pdf
  • Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
  • Nazari, M., & Xodabande, I. (2020). L2 Teachers’ Mobile-related Beliefs and Practices: Contributions of a Professional Development Initiative. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1799825
  • Pallant, J. (2016). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Routledge.
  • Pennington, M. C. (2003). The impact of the computer in second language writing. In B. Kroll (Ed.), Exploring the Dynamics of Second Language Writing (pp. 287–310). Cambridge University Press. https://doi.org/10.1017/CBO9781139524810.019
  • Plana, M. G.-C., Gimeno, A., Appel, C., Hopkins, J., Escofet, M. I. G., & Figueras, I. T. (2016). Improving Learners’ Reading Skills Through Instant Short Messages: A Sample Study Using WhatsApp. In A. Gimeno, M. Levy, F. Blin, & D. Barr (Eds.), WorldCALL : Sustainability and Computer-Assisted Language Learning (1st ed., pp. 266–281). Bloomsbury Academic.
  • Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193
  • Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46(1), 5–22. https://doi.org/10.1177/0033688214561621
  • Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
  • Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007). Language Teaching, 50(2), 212–226. https://doi.org/10.1017/S0261444815000075
  • Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal, 95(i), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x
  • Shraim, K. Y. (2014). A Case Study of Mobile Technology-enabled English Language Learning: the Amazon Kindle e-Reader Initiative in Palestine. International Journal of Interactive Mobile Technologies (IJIM), 8(3), 25–31. https://doi.org/10.3991/ijim.v8i3.3770
  • Stockwell, G. (2013). Mobile-Assisted Language Learning. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 201–216). Bloomsbury Academic.
  • Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68–84. https://doi.org/10.1016/j.edurev.2015.09.001
  • Taj, I. H., Ali, F., Sipra, M., & Ahmad, W. (2017). Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level. Arab World English Journal (AWEJ), 8(1), 108–129.
  • Webb, S., & Nation, I. S. P. (2017). How Vocabulary is Learned. Oxford University Press.
  • Webb, S., Sasao, Y., & Ballance, O. J. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL - International Journal of Applied Linguistics, 168(1), 33–69. https://doi.org/10.1075/itl.168.1.02web
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  • Wrigglesworth, J., & Harvor, F. (2018). Making their own landscape: smartphones and student designed language learning environments. Computer Assisted Language Learning, 31(4), 437–458. https://doi.org/10.1080/09588221.2017.1412986
  • Wu, Q. (2015a). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170–179. https://doi.org/10.1016/j.compedu.2015.02.013
  • Wu, Q. (2015b). Pulling Mobile Assisted Language Learning (MALL) into the Mainstream: MALL in Broad Practice. PLoS ONE, 10(5), e0128762. https://doi.org/10.1371/journal.pone.0128762
  • Xodabande, I., & Atai, M. R. (2020). Using mobile applications for self-directed learning of academic vocabulary among university students. Open Learning: The Journal of Open, Distance and e-Learning, 1–18. https://doi.org/10.1080/02680513.2020.1847061

Investigating the Impacts of Mobile Assisted Reading on EFL Learners’ Vocabulary Knowledge Development

Yıl 2022, Cilt: 12 Sayı: 3, 573 - 590, 15.12.2022
https://doi.org/10.19126/suje.1105559

Öz

Abstract. In recent years, the proliferation of mobile technologies is transforming educational practices around the world. In this regard, students are attending classes with their mobile or tablet devices, on which they do most of their reading and writing activities. This has resulted in new understanding of literacy as being multimodal, fluid, sociocultural, and dynamic social practices. Meanwhile, mobile-assisted language learning developed exponentially, and its implementation has been reported to be generally effective in language education compared to traditional materials. Within this line of research, the current study examined the impacts of mobile assisted reading on English language learners’ vocabulary development. The participants of the research were 52 adult language learners divided into one experimental and one control groups. The participants in the experimental group employed mobile devices for reading a number of selected and simplified news reports, however, the control group used traditional print-based materials for reading the same content over the course of 10 weeks. The participants’ vocabulary gains were compared in pre- and post-tests and the findings indicated that the two groups improved their vocabulary knowledge, but the experimental group learned more vocabulary items and outperformed the control group on post-test. The findings highlighted the significant contribution of mobile phones in improving second language reading with associated impacts on vocabulary development. The study has implications for language teachers and materials development in teaching English to speakers of other languages.

Kaynakça

  • AbuSa’aleek, A. O. (2014). A Review of Emerging Technologies: Mobile Assisted Language Learning (MALL). Asian Journal of Education and E-Learning, 2(6), 469–475.
  • Auer, N. (2014). Reading on Tablets: Students’ awareness and use of foreign language reading strategies. In R. Ørngreen & K. T. Levinsen (Eds.), Proceedings of the 13th European Conference on e‐Learning ECEL‐2014 (pp. 624–633). Academic Conferences and Publishing International Limited.
  • Benson, P. (2011). Teaching and Researching Autonomy in Language Learning (2nd ed.). Routledge.
  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, 17(3), 157–225. https://doi.org/10125/44344
  • Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
  • Chapelle, C. A. (2009). The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning. The Modern Language Journal, 93(s1), 741–753. https://doi.org/10.1111/j.1540-4781.2009.00970.x
  • Chen, H.-I. (2013). Identity practices of multilingual writers in social networking spaces. Language, Learning and Technology, 17(2), 143–170. https://doi.org/10125/44328
  • Chen, Z., Chen, W., Jia, J., & An, H. (2020). The effects of using mobile devices on language learning: a meta-analysis. Educational Technology Research and Development, 68, 1769–1789. https://doi.org/10.1007/s11423-020-09801-5
  • Chwo, G. S. M., Marek, M. W., & Wu, W.-C. V. (2018). Meta-analysis of MALL research and design. System, 74, 62–72. https://doi.org/10.1016/j.system.2018.02.009
  • Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61, 31–42. https://doi.org/10.1016/j.system.2016.07.007
  • Demouy, V., & Kukulska‐Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 217–232. https://doi.org/10.1080/02680513.2010.511955
  • Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
  • Elola, I., & Oskoz, A. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 36, 52–60. https://doi.org/10.1016/j.jslw.2017.04.002
  • Farr, F., & Murray, L. (2016). Introduction: Language learning and technology. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 1–6). Routledge. https://doi.org/10.4324/9781315657899-10
  • Garrett, N. (2009). Technology in the Service of Language Learning: Trends and Issues. The Modern Language Journal, 93(s1), 697–718. https://doi.org/10.1111/j.1540-4781.2009.00968.x
  • Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 199, 225–230. https://doi.org/10.1016/j.sbspro.2015.07.510
  • Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11.
  • Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
  • Grigoryan, T. (2020). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 1–23. https://doi.org/10.1080/02680513.2020.1718488
  • Gutiérrez-Colón, M., Frumuselu, A. D., & Curell, H. (2020). Mobile-assisted Language learning to enhance L2 reading comprehension: a selection of implementation studies between 2012–2017. Interactive Learning Environments, 1–9. https://doi.org/10.1080/10494820.2020.1813179
  • Hamdan, K., & Amorri, A. (2014). Means of Enhancing Students’ Reading Proficiency Using Mobile Learning. EDULEARN14 Proceedings: 6th International Conference on Education and New Learning Technologies, 5135–5145.
  • Hsu, C.-K., Hwang, G.-J., & Chang, C.-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327–336. https://doi.org/10.1016/j.compedu.2012.12.004
  • Hwang, G.-J., & Fu, Q.-K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861
  • Ishikawa, Y., Smith, C., Kondo, M., Akano, I., Maher, K., & Wada, N. (2014). Development and Use of an EFL Reading Practice Application for an Android Tablet Computer. International Journal of Mobile and Blended Learning, 6(3), 35–51. https://doi.org/10.4018/ijmbl.2014070103
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
  • Khubyari, L., & Narafshan, M. H. (2016). A Study on the Impact of MALL (Mobile Assisted Language Learning) on EFL learners’ Reading comprehension. International Journal of English Language Teaching, 4(2), 58–69.
  • Lafford, B. A. (2009). Toward an Ecological CALL: Update to Garrett (1991). The Modern Language Journal, 93(s1), 673–696. https://doi.org/10.1111/j.1540-4781.2009.00966.x
  • Lai, A. (2016). Mobile immersion: an experiment using mobile instant messenger to support second-language learning. Interactive Learning Environments, 24(2), 277–290. https://doi.org/10.1080/10494820.2015.1113706
  • Levy, M. (2009). Technologies in Use for Second Language Learning. The Modern Language Journal, 93(s1), 769–782. https://doi.org/10.1111/j.1540-4781.2009.00972.x
  • Lin, C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48–59. https://doi.org/10.1016/j.compedu.2014.05.004
  • Lin, C. (2017). Learning English with electronic textbooks on tablet PCs. Interactive Learning Environments, 25(8), 1035–1047. https://doi.org/10.1080/10494820.2016.1242505
  • Lin, J.-J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359
  • Liu, G.-Z., Hwang, G.-J., Kuo, Y.-L., & Lee, C.-Y. (2014). Designing dynamic English: a creative reading system in a context-aware fitness centre using a smart phone and QR codes. Digital Creativity, 25(2), 169–186. https://doi.org/10.1080/14626268.2013.836110
  • Meskill, C., & Quah, J. (2012). Researching Language Learning in the Age of Social Media. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 39–54). Bloomsbury Academic.
  • Morris, L., & Cobb, T. (2004). Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees. System, 32(1), 75–87. https://doi.org/10.1016/j.system.2003.05.001
  • Nation, I. S. P. (2012). The BNC/COCA word family lists. https://www.victoria.ac.nz/__data/assets/pdf_file/0004/1689349/Information-on-the-BNC_COCA-word-family-lists-20180705.pdf
  • Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
  • Nazari, M., & Xodabande, I. (2020). L2 Teachers’ Mobile-related Beliefs and Practices: Contributions of a Professional Development Initiative. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1799825
  • Pallant, J. (2016). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Routledge.
  • Pennington, M. C. (2003). The impact of the computer in second language writing. In B. Kroll (Ed.), Exploring the Dynamics of Second Language Writing (pp. 287–310). Cambridge University Press. https://doi.org/10.1017/CBO9781139524810.019
  • Plana, M. G.-C., Gimeno, A., Appel, C., Hopkins, J., Escofet, M. I. G., & Figueras, I. T. (2016). Improving Learners’ Reading Skills Through Instant Short Messages: A Sample Study Using WhatsApp. In A. Gimeno, M. Levy, F. Blin, & D. Barr (Eds.), WorldCALL : Sustainability and Computer-Assisted Language Learning (1st ed., pp. 266–281). Bloomsbury Academic.
  • Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193
  • Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46(1), 5–22. https://doi.org/10.1177/0033688214561621
  • Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854–881. https://doi.org/10.1080/09588221.2018.1456465
  • Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2017). How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007). Language Teaching, 50(2), 212–226. https://doi.org/10.1017/S0261444815000075
  • Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal, 95(i), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x
  • Shraim, K. Y. (2014). A Case Study of Mobile Technology-enabled English Language Learning: the Amazon Kindle e-Reader Initiative in Palestine. International Journal of Interactive Mobile Technologies (IJIM), 8(3), 25–31. https://doi.org/10.3991/ijim.v8i3.3770
  • Stockwell, G. (2013). Mobile-Assisted Language Learning. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 201–216). Bloomsbury Academic.
  • Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68–84. https://doi.org/10.1016/j.edurev.2015.09.001
  • Taj, I. H., Ali, F., Sipra, M., & Ahmad, W. (2017). Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level. Arab World English Journal (AWEJ), 8(1), 108–129.
  • Webb, S., & Nation, I. S. P. (2017). How Vocabulary is Learned. Oxford University Press.
  • Webb, S., Sasao, Y., & Ballance, O. J. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL - International Journal of Applied Linguistics, 168(1), 33–69. https://doi.org/10.1075/itl.168.1.02web
  • Wong, L.-H., & Looi, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381. https://doi.org/10.1016/j.compedu.2011.06.007
  • Wrigglesworth, J., & Harvor, F. (2018). Making their own landscape: smartphones and student designed language learning environments. Computer Assisted Language Learning, 31(4), 437–458. https://doi.org/10.1080/09588221.2017.1412986
  • Wu, Q. (2015a). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170–179. https://doi.org/10.1016/j.compedu.2015.02.013
  • Wu, Q. (2015b). Pulling Mobile Assisted Language Learning (MALL) into the Mainstream: MALL in Broad Practice. PLoS ONE, 10(5), e0128762. https://doi.org/10.1371/journal.pone.0128762
  • Xodabande, I., & Atai, M. R. (2020). Using mobile applications for self-directed learning of academic vocabulary among university students. Open Learning: The Journal of Open, Distance and e-Learning, 1–18. https://doi.org/10.1080/02680513.2020.1847061
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mohammadreza Valizadeh 0000-0002-4312-9731

Yayımlanma Tarihi 15 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 3

Kaynak Göster

APA Valizadeh, M. (2022). Investigating the Impacts of Mobile Assisted Reading on EFL Learners’ Vocabulary Knowledge Development. Sakarya University Journal of Education, 12(3), 573-590. https://doi.org/10.19126/suje.1105559