M-learning Effect of English Vocabulary on College Students’ Cognitive and Affective Domain
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The purpose of this paper is to examine the use of mobile devices to prepare college freshmen for TOEIC vocabulary and their attitude toward the use of mobile devices for learning. To this end, 32 students enrolled in freshmen English elective courses were selected to experience M-learning of vocabulary. To measure their vocabulary increase and attitude towards M-learning, a pre-post vocabulary test was given and a pre-post attitude survey was conducted on the 32 participants. The findings are: A significant improvement was found in students’ vocabulary increase, and positive changes of the attitude was also noted in their pre-post survey comparison. The current study supports these positive effects are determined by the ubiquity and mobility as prime factors in using M-learning as found in Jung(2009). It also concurs with O(2014), in that after a semester of M-learning experience, students liked the current approach in accessibility to the learning contents anywhere anytime. However, to draw a definite conclusion for the causation of M-learning for these positive changes, a further study is suggested in a more controlled and independently paired inter-group comparison unlike the current single group pre-post comparison.
Abstract
The purpose of this paper is to examine the use of mobile devices to prepare college freshmen for TOEIC vocabulary and their attitude toward the use of mobile devices for learning. To this end, 32 students enrolled in freshmen English elective courses were selected to experience M-learning of vocabulary. To measure their vocabulary increase and attitude towards M-learning, a pre-post vocabulary test was given and a pre-post attitude survey was conducted on the 32 participants. The findings are: A significant improvement was found in students’ vocabulary increase, and positive changes of the attitude was also noted in their pre-post survey comparison. The current study supports these positive effects are determined by the ubiquity and mobility as prime factors in using M-learning as found in Jung(2009). It also concurs with O(2014), in that after a semester of M-learning experience, students liked the current approach in accessibility to the learning contents anywhere anytime. However, to draw a definite conclusion for the causation of M-learning for these positive changes, a further study is suggested in a more controlled and independently paired inter-group comparison unlike the current single group pre-post comparison.
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