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Download full textBanban Li; Wenhan Shen; Yue Ding; Miroslaw Pawlak; Mariusz Kruk – Language Teaching Research Quarterly, 2025
Mobile apps have surged in popularity, enhancing the effectiveness of more traditional second or foreign language (L2) teaching and enabling independent L2 learning. Drawing on control-value theory, the present research examined the role of students' control-value appraisals in enhancing behavioral engagement via enjoyment and boredom in specific…
Descriptors: Foreign Countries, Handheld Devices, Computer Oriented Programs, Electronic Learning
Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using M-Learning
Direct linkJorge Rodríguez-Arce; Esteban Vázquez-Cano; Juan Pablo Cobá Juárez-Pegueros; Salvador González-García – SAGE Open, 2023
Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Vocabulary Development
Xodabande, Ismail; Atai, Mahmood Reza – Open Learning, 2022
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…
Descriptors: Handheld Devices, Computer Oriented Programs, Computer Software, Independent Study
Wang, Zhuo; Hwang, Gwo-Jen; Yin, Zhaoyi; Ma, Yongjun – Educational Technology & Society, 2020
Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors' workload, undermined student motivation or targeted…
Descriptors: Foreign Countries, Independent Study, Electronic Learning, Vocabulary Development
Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven – IAFOR Journal of Education, 2016
In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…
Descriptors: Foreign Countries, Electronic Learning, Independent Study, Vocabulary
Simanjuntak, Risa Rumentha – Teaching English with Technology, 2020
This study investigated the experiences of students in learning specific academic English vocabularies (ESAP) through the use of a mobile dictionary called SPEARA. The mobile app was designed to help the students learn the use of specific words, providing definitions and examples of use from authentic sources. The study aimed at identifying points…
Descriptors: Academic Language, English for Academic Purposes, Second Language Learning, Second Language Instruction
Belamaric Wilsey, Biljana – ProQuest LLC, 2013
Studies of informal language learning and self-instruction with online materials have recently come into prominence. However, those studies are predominantly focused on more commonly taught languages and there is a gap in the literature on less commonly taught languages (LCTL), precisely the languages that are often studied outside of formal…
Descriptors: Second Language Learning, Informal Education, Independent Study, Slavic Languages
