What shapes tertiary learners' experiences and challenges in mobile-assisted seamless vocabulary learning? A case of Chinese as a foreign language

Abstract

The mobile-assisted seamless learning approach shows great promise in significantly enhancing vocabulary development among second language learners, particularly through artifact creation and engaging activities This study explores the experiences of tertiary-level learners studying Chinese as a Foreign Language (CFL) using a mobile-assisted seamless Chinese vocabulary learning (SCVL) approach. Specifically, the study examines the perspectives, reflections, and learning processes of CFL learners enrolled in a 16-week SCVL program. The research utilizes a qualitative design with inductive thematic analysis to analyze data collected from semi-structured interviews and reflective journals. The study involved a cohort of 32 intermediate-level students from three Chinese classes, with participants representing diverse Chinese proficiency levels. A purposive sampling method was used to select students who had actively engaged in the SCVL program. Thematic analysis of the data revealed two key themes: (1) affective engagement, which highlights students' emotional involvement and motivation in the seamless learning environment, and (2) issues and challenges, which focuses on the difficulties students encountered, such as technological barriers and frustration with peer reviews. Despite these challenges, the findings indicate that most students found the SCVL approach enjoyable and beneficial in enhancing their vocabulary learning, with many expressing positive views about the integration of mobile-assisted learning tools. This study contributes to the growing body of research on seamless learning by providing in-depth insights into the experiences of tertiary-level CFL learners. It offers novel contributions to the field by addressing the gaps in previous studies that have not fully captured students' perspectives and challenges in using mobile-assisted seamless learning for vocabulary acquisition. The findings have important pedagogical implications, particularly for enhancing the design and implementation of seamless learning environments in language education.