行動科技輔助第二外語字彙學習成效之後設量化分析研究

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行動科技輔助第二外語字彙學習成效之後設量化分析研究

The Effects of Mobile-Assisted Second Language Vocabulary Learning: A Meta-Analysis of the Research

林貞均 , Masters　　Advisor：林惠芬　　

英文

後設分析；行動科技輔助第二外語字彙習得；簡訊服務；多媒體訊息服務；行動應用學習軟體；第二外語字彙； Meta-analysis ； MALL ； SMS ； MMS ； Apps ； Vocabulary

Abstract │ Reference (522) │ Altmetrics

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Recently, Mobile-Assisted Language Learning (MALL) has been popular in SLA field since it has been considered able to facilitate language learning in a more authentic, socially connective, contextually sensitive and personalized mobile mediated language learning environments. Researchers have employed various strategies to examine the advantages and possible limitations of mobile L2 word retention. Among the current mobile L2 vocabulary learning research, Short Message Services (SMS), Multimedia Message Service (MMS) and mobile applications (APPs) are predominant approaches supported by Situated learning theory (Brown et al, 1989), cognitive mechanisms to L2 word retention (Sweller et al, 1998; Nation, 2001; Schmidt, 1990; Paivio, 1991), Behaviorism (Skinner, 1968) and Social Constructivism (Lev Vygotsky, 1978). Despite its seeming appeal to language educators, literature on the effectiveness of mobile L2 vocabulary learning still remained inconclusive. Besides, to date, little research synthesis has been conducted to investigate the effect of mobile-assisted L2 vocabulary learning.
Thus, this meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2005 and 2015 to examine whether there was a connection between the use of mobile technologies and L2 word retention. Results from 29 primary eligible studies showed a positive and large effect from mobile-assisted L2 word learning interventions. Additionally, SMS/MMS mode was found to be more beneficial for L2 word retention than mobile applications (APPs) modes; however, this result should be interpreted as tentative since the number of target words and time were unequal between two modes. Moreover, research settings, treatment durations, learner autonomy, and outcome measurements were found to be variables that would significantly moderate the effectiveness of mobile-assisted L2 word retention. The above results, however, should be viewed as suggestive but definitive due to research flaws found in the primary studies and the small sample size of some categories of moderators under comparison.

Reference ( 522 ) 〈TOP〉

Ablard, K. & Lipschultz, R. (1998). Self-regulated learning in high-achieving
students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology, 90 (2): 94-101.
Agca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with
mobile technologies. Procedia-Social and Behavioral Sciences, 83, 781-785.
Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon. John

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