어휘 목록과 모바일 앱을 활용한 영어 어휘 학습의 비교 연구
A comparative study of English vocabulary learning between mobile application and vocabulary list
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초록
Mobile learning has created a new wave learning environment. This paper demonstrates that mobile apps could become useful tools for learning and teaching English vocabulary. Participants were divided into four groups: two Vocabulary List groups comprised of one group of low proficiency students and one group of high proficiency students, and two Mobile Application groups likewise comprised of one low proficiency group and one high proficiency group. The Vocabulary List groups received paper handouts in order to study the target words while the Mobile Application groups learned the words using the app. The research questions were as follows: 1) Are there any means-based discrepancies in vocabulary learning between the before and after test scores?; 2) Are there any significant differences in vocabulary learning between the Vocabulary List groups and the mobile app groups?; and 3) What are college students’ perceptions toward mobile learning? Results showed that both methods were effective for learning English vocabulary regardless of student proficiency levels. However, the groups using the mobile app performed significantly better than those using vocabulary lists. Furthermore, students learning words using the app registered positive attitudes toward mobile learning and considered smartphones to be a powerful medium for future learning.
Abstract
Mobile learning has created a new wave learning environment. This paper demonstrates that mobile apps could become useful tools for learning and teaching English vocabulary. Participants were divided into four groups: two Vocabulary List groups comprised of one group of low proficiency students and one group of high proficiency students, and two Mobile Application groups likewise comprised of one low proficiency group and one high proficiency group. The Vocabulary List groups received paper handouts in order to study the target words while the Mobile Application groups learned the words using the app. The research questions were as follows: 1) Are there any means-based discrepancies in vocabulary learning between the before and after test scores?; 2) Are there any significant differences in vocabulary learning between the Vocabulary List groups and the mobile app groups?; and 3) What are college students’ perceptions toward mobile learning? Results showed that both methods were effective for learning English vocabulary regardless of student proficiency levels. However, the groups using the mobile app performed significantly better than those using vocabulary lists. Furthermore, students learning words using the app registered positive attitudes toward mobile learning and considered smartphones to be a powerful medium for future learning.
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