Effect of using texting on vocabulary instruction for English learners

Cummins, J. & Jia, L. (2019).Effect of using texting on vocabulary instruction for English learners. Language Learning & Technology, 23(2),43-64.

This small-scale research study conducted at a Canadian university focused on how the use of text messaging can support English language learners in developing and enhancing academic vocabulary acquisition.  Using a random control trial design, the researchers compared the student’s target vocabulary learning gains with and without the text messaging intervention. Results indicated that with the intervention students learned more target words, (direct effect) however there was no difference noted in more general academic vocabulary learning (transfer effect). Although this research was based in an academic setting it has interesting implications for vocabulary learning in all ESL settings, pointing to the potential for the use of text messaging as a useful tool to support and enhance vocabulary acquisition.

Retrievable from : https://www.researchgate.net/publication/333815117_Effect_of_using_texting_on_vocabulary_instruction_for_English_learners

 

The Use of Dictionary Applications on Smartphones as a Tool to Enhance English Vocabulary Learning Skills

Charernsuk,J.,Surasin,J.,Kewara,P. The Use of Dictionary Applications on Smartphones as a Tool to Enhance English Vocabulary Learning Skills. HRD Journal, 10 (1),8-21

This study explored the use of dictionary applications on smartphones to support vocabulary acquisition. Using both quantitative (pre-and post- testing) and qualitative (researcher observation and semi-structured interviews with student participants) the researchers report that the use of dictionary applications by students did result in enhanced vocabulary acquisition and in helping students to improve their English pronunciation skills. The researchers also noted that although students were initially uncertain about how to use the applications, with experience they became quite comfortable in their use, and that their willingness to engage in more autonomous language learning increased.  Based on their observations the researchers recommend that instructors wishing to introduce dictionary applications on smartphones devote some time to thoroughly reviewing the applications for appropriateness to avoid initial confusion.  Although this study was conducted in a Gr. 9 English language class in Thailand, given the ubiquity of smartphones and the availability of a range of dictionary applications, this study demonstrates the usefulness of this tool  in vocabulary acquisition and points to the potential of using dictionary applications that will be of interest for instructors at all levels of English language teaching and learning.

Retrievable from: http://hrdjournal.buu.ac.th/public/backend/upload/onlinejournal/file/14062019_156049645556314400.pdf