| dc.description.abstract | Vocabulary learning is a continual, constructive aspect of language learning, wherein exposure to words at different times and contexts is a critical prerequisite to increased knowledge. Such learning is important to other aspects of language acquisition, but it is considered a common problem among many learners of English as a Foreign Language (EFL). The use of mobile technology has made advances in providing tools for supporting second language aspects. Research has shown that the popularity of Web 2.0 technologies can help introduce different vocabulary learning conditions outside the classroom at varying periods, thereby enabling students to consolidate learning and elaborate on word meaning and use (Webb, 2007).In relation to the issues described above, this study was conducted in an endeavour to maximise the benefits of mobile technology use for language learning using some principles of sociocultural theory as bases. The study addresses two main questions for the aims of assessing the impact of using mobile microblogging as a tool for enhancing the depth of vocabulary knowledge, investigating learners’ attitudes and opinions regarding the use of mobile microblogging as a tool for learning English in general and for vocabulary learning development in particular, and exploring learners’ experiences of such use in supporting vocabulary learning. To these ends, this study applies a mixed methodology incorporating both a quasi-experiment and survey data. The intervention involved 60 students from a Saudi university, who were divided into an experimental group (n = 36) and a control group (n = 24). A non-equivalent pre- and post-test control group design was implemented during a seven-week intervention period. The experimental group was given Twitter account by which to supplement their vocabulary learning outside the classroom, whereas the control group did not receive special intervention. Data were collected online through two identical vocabulary measurement tests intended to assess three word knowledge aspects at two mastery levels (i.e. recognition/receptive versus recall/productive) for 25 target words. These tests were administered immediately before (pre-test) learning and after seven weeks (post-test). Post-intervention questionnaires were administered, and post-intervention interviews were conducted. The qualitative data were analysed thematically, and the quantitative data were analysed using descriptive and inferential statistical procedures. Mann–Whitney and Wilcoxon signed-rank tests were carried out to examine changes in the students’ vocabulary knowledge. The quantitative analysis showed that although both groups’ depth of vocabulary knowledge improved between the pre- and post-tests, they exhibited no statistically significant difference in gains derived on all word knowledge aspects. All the cases exhibited small effect sizes. These statistical findings, however, were not reflected by the survey responses. That is, the survey data pointed to the promise of mobile microblogging as a supplementary material outside the class that can aid L2 learners in improving some aspects of their vocabulary knowledge.
The richness of the qualitative data revealed the complexity of the process by which vocabulary learning developed as well as notable variations in the participants’ learning processes. These data clarified how and why vocabulary knowledge development was affected by their experiences. The findings also highlighted the participants’ positive experiences and attitudes towards the social interaction arising from mobile microblogging, which provided them with numerous opportunities to foster L2 vocabulary learning and underscored the important role of social interaction and engagement in vocabulary knowledge development. Finally, an interesting outcome was that most of the EFL learners, regardless of level of proficiency, had limited and lack of productive vocabulary knowledge. Recommendations for further research and pedagogical implications for language teachers, students and curriculum designers are proposed and discussed. | en_GB |
