نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشکده ی علوم انسانی، دانشگاه آزاد اسلامی، واحد تهران غرب
2 دانشکده ی زبان های خارجی، دانشگاه خوارزمی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
With the rapid development of ubiquitous learning, the emerging technologies contribute significantly to English language learning. An increasing number of studies began to discover the effects of computer and mobile language learning on the second language areas and skills. With each language area, the relevant technologies are embedded in the context of English pedagogy to facilitate the efficiency of learning. However, to date, it seems that no research has been conducted to examine the effectiveness of dynamic methods of English vocabulary learning. To shed light on the pre-existed pedagogical values of computer and mobile language learning for the second language vocabulary, the study pursued the purpose of investigating the effectiveness of diverse teaching methods of computer-assisted, mobile-based, and dictionary-use on students long-term retention of 330 words of Coxheads (2000) academic word list. To this end, 264 freshman university students were randomly distributed into four groups and received new academic words either on paper or through computer and SMS. After learning the words of each sublist, periodical tests were given from the proposed system for the learned vocabulary to test whether students have learned the new English vocabulary over time. The findings of the current research revealed that the regular distribution of the second language academic words via the flexible proposed learning modes led to better vocabulary retention over time. The findings indicated that the students recognized more vocabulary for the recall test, given one month after the end of the training period. However, the results suggested that those received online instruction via computer-supported learning recalled vocabulary better when compared to their counterparts. The usability and convenience of the flexible proposed technology-enhanced learning modes support an overall positive response from university students. To conclude, technologies in use for English vocabulary learning promote long-term retention of vocabulary. It is, therefore, suggested that teacher education and training in the area of technology in use for second language vocabulary learning requires further research.
کلیدواژهها [English]
)
