모바일 장문메시지의 활용이 대학생의 영어어휘학습에 미치는 영향
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Nowadays learning methods with ICT are now facing the transitional stage from web-based learning using stand-alone computers to a new approach of learning with mobile phone devices and wireless networks. The purpose of the present study was to investigate the effects of using mobile LMS (Long Message Service) lessons on college students’ vocabulary learning. The LMS lessons for college students consisted of limited lexical information on mobile phone screens. The approach of this study extended Levy and Kennedy’s (2008) and Thornton and Houser’s (2005) studies. Seventy-two EFL college students in a TOEIC course participated in this experiment. The participants were randomly assigned to three groups as follows; (1) LMS lessons through one-sided messages (i.e., teachers’ message only), (2) LMS lessons through two-sided messages (i.e., teacher-student interactive message), and (3) a control group using paper materials. Results showed that using LMS lessons is more effective than using paper materials on the vocabulary learning, but there were no signigicant differences in performance between the experiment one-sided and two-sided. Students in the experimental groups also showed positive attitude toward learning vocabulary via LMS than the control group.
Abstract
Nowadays learning methods with ICT are now facing the transitional stage from web-based learning using stand-alone computers to a new approach of learning with mobile phone devices and wireless networks. The purpose of the present study was to investigate the effects of using mobile LMS (Long Message Service) lessons on college students’ vocabulary learning. The LMS lessons for college students consisted of limited lexical information on mobile phone screens. The approach of this study extended Levy and Kennedy’s (2008) and Thornton and Houser’s (2005) studies. Seventy-two EFL college students in a TOEIC course participated in this experiment. The participants were randomly assigned to three groups as follows; (1) LMS lessons through one-sided messages (i.e., teachers’ message only), (2) LMS lessons through two-sided messages (i.e., teacher-student interactive message), and (3) a control group using paper materials. Results showed that using LMS lessons is more effective than using paper materials on the vocabulary learning, but there were no signigicant differences in performance between the experiment one-sided and two-sided. Students in the experimental groups also showed positive attitude toward learning vocabulary via LMS than the control group.
참고문헌 (27)
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