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Effect of using texting on vocabulary instruction for English learners

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dc.contributor.author Li, Jia
dc.contributor.author Cummins, Jim
dc.date.accessioned 2019-05-23T19:58:47Z
dc.date.available 2019-05-23T19:58:47Z
dc.date.issued 2019-06-01
dc.identifier.citation Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning & Technology, 23(2), 43–64. https://doi.org/10125/44682
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/44682
dc.description.abstract This article reports on a study that examined the effectiveness of an intervention using text messages to enhance the academic vocabulary acquisition of English language learners (ELLs). With a random control trial design, we compared students’ learning gain of target vocabulary (direct effect) and its subsequent impact on academic vocabulary learning (transfer effect) with and without the intervention treatment. The study included 108 undergraduate ELLs in a large Canadian university in Ontario. The intervention was aligned with the lesson plans of two comparable content-based courses on English for academic purposes required for the ELLs and aimed at teaching frequently used academic words embedded within the assigned course readings. The results indicated that, with the intervention, students learned significantly more target words. However, there was no difference between the treatment and control groups on academic vocabulary post-test performance measuring the transfer effect. The pedagogical implication of the findings and suggestions for future research are discussed.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher University of Texas at Austin Center for Open Educational Resources and Language Learning
dc.subject English Language Learners
dc.subject Text Messages
dc.subject Academic Vocabulary Acquisition
dc.subject Intervention Study
dc.title Effect of using texting on vocabulary instruction for English learners
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/44682
prism.volume 23
prism.number 2
prism.startingpage 43
prism.endingpage 64
Appears in Collections: Volume 23 Number 2, June 2019


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