The Effects of Using MALL Applications to Teach Vocabulary to EFL Learners in UTAS, Oman

Hisham Bakhit Al Shahri
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Abstract

This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.
使用MALL应用程序对阿曼UTAS英语学习者进行词汇教学的效果
本研究旨在评估阿曼一所公立大学将不同类型的智能手机应用程序(即基于游戏、抽认卡和自定进度的应用程序)纳入词汇教学和学习的有效性。过去的研究表明,移动辅助语言学习(MALL)应用程序促进了第二语言学习(Stockwell, 2010)。因此,许多教师选择使用基于智能手机的应用程序,如Kahoot、Quizlet和Memrise,来吸引学生进入课堂,激励他们学习词汇。本文研究了教师使用移动应用程序对学生学习学术词汇的影响和有效性有多深,以及如何尽可能有效地利用这些应用程序。该研究采用半结构化访谈的方式,采访了8位阿曼塔斯大学的讲师。访谈的重点是使用频率、效率、个人经验和未来有效实施这些应用程序的想法。结果表明,智能手机词汇学习应用对词汇教学、学术学习技能的提高和学术词汇记忆水平的提高具有积极的影响。研究还提出了在词汇学习和教学中有效使用移动应用程序的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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