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Research Article

The Effect of Mobile Application Types on Learner’s Vocabulary Ability and Affective Domain

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.4 (2022.12)바로가기
  • 페이지
    pp.1219-1233
  • 저자
    Gyung-mo Yang, Jiyoung Bae
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A423748

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원문정보

초록

영어
This study aims to examine the effect of mobile application types on learners’ vocabulary ability and affective domain. Using two different types of mobile applications, ClassCard and Kahoot!, this study investigates how flashcard-type and game-type mobile applications affect students’ vocabulary retention and factors related to affective domain. One hundred forty-one participants in S public girl’s high school in South Korea participated in this study, and they were divided into ClassCard and Kahoot! group based on their pre-test vocabulary scores. Results collected from pre-, post-, and delayed-post vocabulary tests and pre- and post- surveys were analyzed using SPSS program. Independent sample t-test was used to compare and contrast the results between the ClassCard and Kahoot group, and paired sample t-test and repeated measures ANOVA were conducted to analyze in detail the effect of each mobile application. The results have shown that there are no significant differences between the two experimental groups in terms of vocabulary retention and affective factors. However, in-depth analysis of each application showed significant improvement in all areas.

목차

Abstract
Introduction
Literature Review
Mobile-assisted Language Learning
Vocabulary Learning with Mobile Application
ClassCard and Kahoot!
Research Design and Methodology
Research Questions
Participants
Procedures of the Study
Instruments
Data Analysis
Results and Discussion
Comparison of Results of Students’ Vocabulary Learning
Comparison of Results of Students’ Affective Domain
Discussion and Implications
Conclusion
The Authors
References

키워드

mobile application vocabulary retention affective domain

저자

  • Gyung-mo Yang [ Sejong Girls’ Highschool, Korea ]
  • Jiyoung Bae [ Kongju National University, Korea ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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