What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception

Text messaging has become enormously popular as the primary means of written communication among adolescents and young adults from different first language (L1) backgrounds. A growing body of research has reported on the positive effects of texting-based instruction on English language learners\u27 (ELLs) vocabulary learning. This article investigates the role of ELLs\u27 learning behavior interacting with and their perception of texting-based instruction for their academic vocabulary acquisition. A total of 108 undergraduate ELLs registered in six English for academic purpose (EAP) classes from a large Canada university participated in a 2-month intervention study that aimed to teach academic and low frequency words embedded within their assigned course readings. Correlation and regression analyses were applied to students\u27 learning behaviors and perceptions, and their learning gain of target vocabulary (direct effect) and its subsequent impact on academic vocabulary learning (transfer effect). The results indicated that the frequency of their reading of text messages with word instruction is positively correlated with and a predictor of their target vocabulary learning outcome. The findings are discussed along with pedagogical implications and suggestions for future research

A texting-based vocabulary intervention for university English language learners

We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article (Li & Deng, 2018).Li, J. & Deng, QZ. (2018). What influences the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception, Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.01

A texting-based vocabulary intervention for university English language learners

We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article (Li & Deng, 2018).Li, J. & Deng, QZ. (2018). What influences the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception, Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.017THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV

A texting-based vocabulary intervention for university English language learners

We examined the role of university English language learners’ (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre- and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants’ technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article (Li & Deng, 2018).Li, J. & Deng, QZ. (2018). What influences the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception, Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.017THIS DATASET IS ARCHIVED AT DANS/EASY, BUT NOT ACCESSIBLE HERE. TO VIEW A LIST OF FILES AND ACCESS THE FILES IN THIS DATASET CLICK ON THE DOI-LINK ABOV