An evaluative study of a mobile application for middle school students struggling with English vocabulary learning

Yungwei Hao, Kathryn S. Lee, Szu Ting Chen, Sin Chie Sim

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This study evaluated the effectiveness of a mobile application (app) designed within the framework of cognitive apprenticeship, in order to facilitate students struggling with learning English as a foreign language (EFL). The participants were ten seventh-graders, who were performing significantly below grade level in their EFL classroom. The research questions targeted changes in learning outcomes with the aid of the app, attitudes the participants had towards the learning experience, and student perceptions regarding the design of the app. Data were collected by interviews, observation, surveys, and exams. The results indicated use of the app enhanced EFL learning. Not only did the app provide a feasible path for the students moving from individual learning to cooperative learning, it also bolstered their confidence in learning, ultimately promoting positive attitudes toward EFL learning. Finally, the design of the app was confirmed as an effective tool for mobile instruction, yet student perceptions of the interface design indicated a need for modification to be more adaptive. The findings confirm the legitimacy of the app's instructional design and may provide evidence-based learning materials to scaffold EFL learning.

Original languageEnglish
Pages (from-to)208-216
Number of pages9
JournalComputers in Human Behavior
Volume95
DOIs
Publication statusPublished - 2019 Jun 1

Fingerprint

Mobile Applications
Vocabulary
Learning
Students
Application programs
Scaffolds
Middle School
Vocabulary Learning
English Vocabulary
Illegitimacy
Language
Observation

Keywords

  • APP
  • English as a foreign language (EFL)
  • Low student performance
  • Middle school
  • Mobile learning
  • Technology integration

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. / Hao, Yungwei; Lee, Kathryn S.; Chen, Szu Ting; Sim, Sin Chie.

In: Computers in Human Behavior, Vol. 95, 01.06.2019, p. 208-216.

Research output: Contribution to journalArticle

@article{23a110eb93614440ab4167f36d6d9b5f,
title = "An evaluative study of a mobile application for middle school students struggling with English vocabulary learning",
abstract = "This study evaluated the effectiveness of a mobile application (app) designed within the framework of cognitive apprenticeship, in order to facilitate students struggling with learning English as a foreign language (EFL). The participants were ten seventh-graders, who were performing significantly below grade level in their EFL classroom. The research questions targeted changes in learning outcomes with the aid of the app, attitudes the participants had towards the learning experience, and student perceptions regarding the design of the app. Data were collected by interviews, observation, surveys, and exams. The results indicated use of the app enhanced EFL learning. Not only did the app provide a feasible path for the students moving from individual learning to cooperative learning, it also bolstered their confidence in learning, ultimately promoting positive attitudes toward EFL learning. Finally, the design of the app was confirmed as an effective tool for mobile instruction, yet student perceptions of the interface design indicated a need for modification to be more adaptive. The findings confirm the legitimacy of the app's instructional design and may provide evidence-based learning materials to scaffold EFL learning.",
keywords = "APP, English as a foreign language (EFL), Low student performance, Middle school, Mobile learning, Technology integration",
author = "Yungwei Hao and Lee, {Kathryn S.} and Chen, {Szu Ting} and Sim, {Sin Chie}",
year = "2019",
month = "6",
day = "1",
doi = "10.1016/j.chb.2018.10.013",
language = "English",
volume = "95",
pages = "208--216",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - An evaluative study of a mobile application for middle school students struggling with English vocabulary learning

AU - Hao, Yungwei

AU - Lee, Kathryn S.

AU - Chen, Szu Ting

AU - Sim, Sin Chie

PY - 2019/6/1

Y1 - 2019/6/1

N2 - This study evaluated the effectiveness of a mobile application (app) designed within the framework of cognitive apprenticeship, in order to facilitate students struggling with learning English as a foreign language (EFL). The participants were ten seventh-graders, who were performing significantly below grade level in their EFL classroom. The research questions targeted changes in learning outcomes with the aid of the app, attitudes the participants had towards the learning experience, and student perceptions regarding the design of the app. Data were collected by interviews, observation, surveys, and exams. The results indicated use of the app enhanced EFL learning. Not only did the app provide a feasible path for the students moving from individual learning to cooperative learning, it also bolstered their confidence in learning, ultimately promoting positive attitudes toward EFL learning. Finally, the design of the app was confirmed as an effective tool for mobile instruction, yet student perceptions of the interface design indicated a need for modification to be more adaptive. The findings confirm the legitimacy of the app's instructional design and may provide evidence-based learning materials to scaffold EFL learning.

AB - This study evaluated the effectiveness of a mobile application (app) designed within the framework of cognitive apprenticeship, in order to facilitate students struggling with learning English as a foreign language (EFL). The participants were ten seventh-graders, who were performing significantly below grade level in their EFL classroom. The research questions targeted changes in learning outcomes with the aid of the app, attitudes the participants had towards the learning experience, and student perceptions regarding the design of the app. Data were collected by interviews, observation, surveys, and exams. The results indicated use of the app enhanced EFL learning. Not only did the app provide a feasible path for the students moving from individual learning to cooperative learning, it also bolstered their confidence in learning, ultimately promoting positive attitudes toward EFL learning. Finally, the design of the app was confirmed as an effective tool for mobile instruction, yet student perceptions of the interface design indicated a need for modification to be more adaptive. The findings confirm the legitimacy of the app's instructional design and may provide evidence-based learning materials to scaffold EFL learning.

KW - APP

KW - English as a foreign language (EFL)

KW - Low student performance

KW - Middle school

KW - Mobile learning

KW - Technology integration

UR - http://www.scopus.com/inward/record.url?scp=85063114778&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85063114778&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2018.10.013

DO - 10.1016/j.chb.2018.10.013

M3 - Article

AN - SCOPUS:85063114778

VL - 95

SP - 208

EP - 216

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -