Factores que determinan la baja utilización de herramientas móviles por parte de estudiantes en su aprendizaje de vocabulario en lengua inglesa

The article is based on the results of a large scale mixed methods study which took place in Romania in 2014. The study explored high school students’ use of digital vocabulary English learning strategies and the attitudes of Romanian students towards learning vocabulary in second language acquisition with digital tools. The results of the main study indicated that the participants had a low usage of digital tools and strategies in their vocabulary learning and that the majority of the participants showed neutral attitudes towards the use of mobile assisted learning (MALL) tools in their vocabulary learning. The data also revealed that certain factors determine students’ low usage of digital tools in second language acquisition in their vocabulary learning. These factors were: the lack of a ‘culture’ associated with the use of digital tools in the language classroom, personal learning style, some pedagogical issues associated with digital tools, lack of teacher guidance, the view of digital tools as simply entertaining tools, students’ multitasking behavior in association with the use of their device, a preference for unconscious learning of vocabulary and the level of motivation to use technology for second language acquisition.El artículo se basa en los resultados de un estudio a gran escala con métodos mixtos que tuvo lugar en Rumanía en 2014. El estudio exploró la utilización de estrategias digitales para el aprendizaje de vocabulario en lengua inglesa por parte de estudiantes de secundaria y las actitudes de los estudiantes rumanos hacia el aprendizaje del vocabulario de un segundo idioma con herramientas digitales. Los resultados del estudio principal indican que los participantes tenían un bajo uso de herramientas y estrategias digitales en su aprendizaje de vocabulario y que la mayoría de los participantes mostraron actitudes neutrales hacia el uso de herramientas móviles (MALL) en su aprendizaje del vocabulario. Los datos también revelaron que ciertos factores determinan el poco uso de los alumnos de las herramientas digitales en la adquisición de un segundo idioma en relación al aprendizaje del vocabulario. Estos factores son: la falta de una “cultura” asociada con el uso de herramientas digitales en la clase de lengua, el estilo personal de aprendizaje, algunas cuestiones pedagógicas asociadas a las herramientas digitales, la falta de la guía del profesor, la percepción de las herramientas digitales como meras herramientas de entretenimiento, un comportamiento multitarea de los estudiantes en relación con el uso de su dispositivo, una preferencia por el aprendizaje inconsciente del vocabulario y el nivel de motivación para utilizar la tecnología para la adquisición de un segundo idioma

The vocabulary learning behavior of Romanian high school students in a digital context

This thesis investigates the vocabulary learning behavior of Romanian high school students in a digital context. The research identifies the vocabulary learning strategies used by EFL high school students and focuses on how the choice of vocabulary learning strategies varies across four independent variables: students’ age, gender, academic profile (math-ICT, humanities, science and economic-technical) and language program (intensive English, bilingual, normal). These variables are hypothesized to influence learners’ vocabulary behavior. Furthermore, the study examines the technology enhanced tools (computer and mobile assisted language learning tools) used by these students in their vocabulary learning as well as their attitudes towards using technology in vocabulary learning. Likewise, the study analyzes how students’ choice of technology enhanced tools and their attitudes towards them vary across the four independent variables. The study is a mixed methods investigation with 1,239 participants (60% female, 40% male, aged 14-19 years old) learning English as a foreign language in nine Romanian secondary schools. Of the 1,239 participants who filled in the self-reported questionnaire, 43 also participated in focus group discussions prior to the administration of the questionnaire. The quantitative data were analyzed using descriptive and inferential statistics procedures whereas the qualitative data were analyzed thematically. The results from both phases were integrated in the results chapter. The main findings indicated that Romanian high school students prefer social strategies, followed by determination, metacognitive, cognitive and memory strategies. However, the usage of the strategies in these categories is medium towards low. As for individual vocabulary learning strategies, the participants reported that the impact of a new word, English media, guessing from context, associating the word with a picture and using cognates are frequently used strategies. The results also indicated that students’ use of vocabulary learning strategies varies across the four independent variables. As far as the use of digital tools for vocabulary learning, the findings indicated that the students in this particular cultural context use few available digital tools with a preference for online dictionaries, games and social networking web sites. The results showed that overall Romanian students are not very familiar with computer and mobile assisted language learning tools, their attitudes towards the use of digital tools for vocabulary learning are neutral and they mostly associate the use of personal devices with their personal space, suggesting that they may not want to embed learning in their everyday activities. The results enrich existing knowledge of vocabulary learning strategies in a Romanian cultural context and they also give us an insight into how high school students use computer and mobile assisted language tools in their vocabulary learning. Implications for theory and practice are also discussed

State of the art of language learning design using mobile technology: sample apps and some critical reflection

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on

Factors determining students’ low usage of mobile tools in their English vocabulary learning

The article is based on the results of a large scale mixed methods study which took place in Romania in 2014. The study explored high school students’ use of digital vocabulary English learning strategies and the attitudes of Romanian students towards learning vocabulary in second language acquisition with digital tools. The results of the main study indicated that the participants had a low usage of digital tools and strategies in their vocabulary learning and that the majority of the participants showed neutral attitudes towards the use of mobile assisted learning (MALL) tools in their vocabulary learning. The data also revealed that certain factors determine students’ low usage of digital tools in second language acquisition in their vocabulary learning. These factors were: the lack of a ‘culture’ associated with the use of digital tools in the language classroom, personal learning style, some pedagogical issues associated with digital tools, lack of teacher guidance, the view of digital tools as simply entertaining tools, students’ multitasking behavior in association with the use of their device, a preference for unconscious learning of vocabulary and the level of motivation to use technology for second language acquisition.El artículo se basa en los resultados de un estudio a gran escala con métodos mixtos que tuvo lugar en Rumanía en 2014. El estudio exploró la utilización de estrategias digitales para el aprendizaje de vocabulario en lengua inglesa por parte de estudiantes de secundaria y las actitudes de los estudiantes rumanos hacia el aprendizaje del vocabulario de un segundo idioma con herramientas digitales. Los resultados del estudio principal indican que los participantes tenían un bajo uso de herramientas y estrategias digitales en su aprendizaje de vocabulario y que la mayoría de los participantes mostraron actitudes neutrales hacia el uso de herramientas móviles (MALL) en su aprendizaje del vocabulario. Los datos también revelaron que ciertos factores determinan el poco uso de los alumnos de las herramientas digitales en la adquisición de un segundo idioma en relación al aprendizaje del vocabulario. Estos factores son: la falta de una “cultura” asociada con el uso de herramientas digitales en la clase de lengua, el estilo personal de aprendizaje, algunas cuestiones pedagógicas asociadas a las herramientas digitales, la falta de la guía del profesor, la percepción de las herramientas digitales como meras herramientas de entretenimiento, un comportamiento multitarea de los estudiantes en relación con el uso de su dispositivo, una preferencia por el aprendizaje inconsciente del vocabulario y el nivel de motivación para utilizar la tecnología para la adquisición de un segundo idioma

MOBILE LEARNING IN THE FOREIGN LANGUAGE CLASSROOM – CHALLENGES AND OPPORTUNITIES

The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students’ own devices through the implementation of a Bring Your Own Device Policy (BYOD) within foreign language lessons