The Effectiveness of Using Mobile-Based Flashcard App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Reza Vaseghi
1
(University of Mazandaran)
Bahareh Babaei Bigham Lahiji
2
(Lahijan Branch, Islamic Azad University, Lahijan, Iran.)
الکلمات المفتاحية: Mobile-Assisted Language Learning (MALL), Mobile-Based Flashcard App, Vocabulary Learning, EFL Learners,
ملخص المقالة :
The advent of technology and the internet has fundamentally transformed foreign language acquisition, particularly by enhancing the convenience of vocabulary learning. Consequently, mobile-assisted language learning (MALL) has garnered significant attention as a beneficial resource for language learners. In light of this, the present study aimed to examine the potential impact of utilizing a Mobile-Based Flashcard Application on the vocabulary learning and retention of Iranian EFL learners. This study employed a quasi-experimental design, with participants selected through convenience sampling. The participants were 40 intermediate EFL learners who were selected based on the Oxford Placement Test. Then, the participants were randomly divided into two groups of study namely experimental and control. The participant in the experimental group underwent an eight-session treatment including learning vocabulary based on using the Anki mobile App. In the control group, however, the participants gained new vocabulary by conventional methods. Upon completion of the treatment, an immediate and delayed post-test was administered to evaluate participants' vocabulary learning and retention. The findings of the study indicated that the use of the Anki mobile application led to a significant enhancement in learners' vocabulary acquisition and retention. The findings of this research highlight the potential of educational software, specifically the Anki mobile app, as a valuable tool for English instructors to enhance vocabulary learning.
Ali, Z. and Mohamad Ghazali, A.I. (2016), Learning technical vocabulary through a mobile app: English language teachers’ perspectives. International Journal of Language Education and Applied Linguistics (IJLEAL), Vol. 4, pp. 80-91. https://doi.org/10.15282/ijleal.v4.487
Al Yafei, O., & Osman, M. E. (2016). Mobile Phone Apps: An Emerging E-Platform for Vocabulary Learning and Retention. Journal of Applied Linguistics and Language Research, 3(7), 286-308
Ankitects Pty Ltd. (2021). AnkiDroid Flashcards (Version 2.15.6) [Mobile app]. Googl Play Store. https://play.google.com/store/apps/details?id=com.ichi2.anki&hl=en _US&gl=US
Ashcroft, R. J., Cvitkovic, R., & Praver, M. (2016). Digital Flashcard L2 Vocabulary Learning Out-Performs Traditional Flashcards at Lower Proficiency Levels: A Mixed-Methods Study of 139 Japanese University Students. The EuroCALL Review, 26(1), 14-28. http://dx.doi.org/10.4995/eurocall.2018.7881
Azabdaftari, B., & Mozaheb, M. A. (2012). Comparing vocabulary learning of EFL learners by using two different strategies: Mobile learning vs. flashcards. The Eurocall Review, 20(2), 47-59. http://dx.doi.org/10.4995/eurocall.2012.11377
Basoglu, E. B., & Akdemir, O. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology-TOJET, 9(3), 1-7. http://www.tojet.net/ articles/v9i3/931.pdf
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge. https://doi.org/10.4324/9781315833774
Cahyono, B. Y., & Widiati, U. (2015). The teaching of EFL vocabulary in the Indonesian context: the state of the art. TEFLIN Journal, 19(1), 1- 17. https://doi.org/10.15639/teflinjournal.v19i1/1- 17
Fageeh, A. A. I. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal, 4(4).
Folse, K. S. (2004). Myths about teaching and learning second language vocabulary: What recent research says. TESL reporter, 37, 13-13.
Gürkan, S. (2018). The effects of a mobile assisted vocabulary learning application on vocabulary learning. Turkish Online Journal of Qualitative Inquiry, 9(3), 288-311. https://doi.org/10.17569/tojqi.407512
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267.
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667. https://doi.org/10.1080/19345747.2021.1917028
Honarzad, R., & Soyoof, A. (2020). Vocabulary learning and retention: A comparison between a serious game and mobile application. International Journal of Pedagogies & Learning, 15(1), 81-100. https://www.adamhousepress. com.au/wpcontent/ uploads/2021/01/5_Honarzad_final.pdf
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558. https://doi.org/10.1111/0023-8333.00164
Jeong, K. O. (2022). Facilitating sustainable self-directed learning experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894. https://doi.org/10.3390/su14052894
Kohnke, L., Zou, D., & Zhang, R. (2021). Exploring discipline-specific vocabulary retention in L2 through app design: Implications for higher education students. RELC Journal, 52(3), 539-556. https://doi.org/10.1177%2F0033688219899740
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169–187. https://doi.org/10.1017/S0958344012000055
Kose, T., & Mede, E. (2018). Investigating the use of a mobile flashcard application Rememba on the vocabulary development and motivation of EFL learners. MEXTESOL Journal, 42(4), 1-26. http://www.mextesol.net/journal/public/files/ 67c4bbe76da5d01b1d80b613e97d07ec.pdf
Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL, 34(1), 66-80. https://doi.org/10.1017/S0958344021000161
Mahdi, H. S. (2018). Effectiveness of mobile devices on vocabulary learning: A meta-analysis. Journal of Educational Computing Research, 56(1), 134-154. https://doi.org/10.1177/0735633117698826
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
Nakata, T. (2011). Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software. Computer Assisted Language Learning, 24(1), 17-38. https://doi.org/10.1080/09588221.2010.520675
Nation, I. S. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.
Parsayi, F., & Soyoof, A. (2018). Video games: the interface between language learning and storytelling. International Journal of Pedagogies & Learning, 13(2), 103-118. https://www.adamhousepress.com.au/wp-content/uploads/2018/12/3_Parsayi.pdf
Pavlik, P. I., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101. https://doi.org/10.1037/1076-898X.14.2.101
Pechenkin, A., Korotkova, I., & Mirontseva, S. (2018). How to upload study information on QUIZLET. com. In ProfMarket: Education. Language. Success (pp. 358-361).
Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. (2021, March). Utilizing TikTok application as media for learning English pronunciation. In International Conference on Education of Suryakancana (IConnects Proceedings). https://doi.org/10.35194/ CP.V0I0.1374
Putri, E. (2022). An impact of the use Instagram application towards students vocabulary. Pustakailmu. id, 2(2), 1-10. http://pustakailmu.id/index.php/pustakailmu/article/ view/88
Quan, Z. (2019). The potential of mobile-based and pattern-oriented concordancing for assisting upper-intermediate ESL students in their academic writing (Doctoral dissertation, Auckland University of Technology). https://hdl.handle.net/10292/12244
Rizwan, A. (2021). Effect of digital flashcard on low frequency vocabulary retention by graduate students. International Journal of Infrastructure Research and Management, 9 (1), 7-18. https://iukl.edu.my/rmc/wp-content/uploads/sites/4/2021/ 10/Ahmed-Rizwan-1.pdf
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer. https://doi.org/10.1057/9780230293977
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
Shahbaz, M., & Khan, R. M. I. (2017). Use of mobile immersion in foreign language teaching to enhance target language vocabulary learning. MIER Journal of Educational Studies Trends and Practices, 66-82. https://doi.org/10.52634/mier/2017/v7/i1/1448
Soyoof, A. (2018). Video game and culture: A case study of EFL student players’ views on their acquisition of cultural knowledge and sensitivity. International Journal of Pedagogies and Learning, 13(2), 91-102. https://www.adamhousepress.com.au/wpcontent/ uploads/2018/12/2_Soyoof.pdf
Soyoof, A. (2022). Iranian EFL students’ perception of willingness to communicate in an extramural digital context. Interactive Learning Environments, 1-18. https://doi.org/10.1080/10494820.2021.2024579
Soyoof, A., Reynolds, B. L., Vazquez-Calvo, B., & McLay, K. (2021). Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning, 1-27. https://doi.org/ 10.1080/09588221.2021.1936562
Syndicate, U. C. L. E. (2001). Quick placement test.
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185. http://callej.org/journal/22-1/Waluyo-Bucol2021.pdf
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.
Xodabande, I., Pourhassan, A. A., & Valizadeh, M. (2022). Self-directed learning of core vocabulary in English by EFL learners: comparing the outcomes from paper and mobile application flashcards. Journal of Computers in Education, 9(1), 93-111. https://www.springerprofessional.de/en/self-directed-learning-of-core-vocabularyin- english-by-efl-lear/19560558
Yüksel, H. G., Mercanoğlu, H. G., & Yılmaz, M. B. (2020). Digital flashcards vs. wordlists for learning technical vocabulary. Computer Assisted Language Learning, 1-17. https://doi.org/10.1080/09588221.2020.1854312
Zung, I., Imundo, M. N., & Pan, S. C. (2022). How do college students use digital flashcards during self-regulated learning?. Memory, 30(8) 1-19. https://doi.org/10.1080/09658211.2022.2058553
