Mobile-assisted language learning: effects on EFL vocabulary learning

The study examined the effect of self-paced use of smartphones as mobile learning tools on English as a foreign language (EFL) vocabulary learning. Ninety-three Taiwanese college students were assigned to two vocabulary learning groups. An independent-samples t-test performed on the groups' vocabulary pretest scores showed no significant difference between the two groups in terms of entry ability of English vocabulary at the outset of the experiment. During the 15-week treatment, the experimental group studied vocabulary through the mobile vocabulary learning application program whereas the control group studied the same learning materials in a paper-based format. After the study, the vocabulary posttest was administered to the two groups and their vocabulary scores were analysed and compared. The data showed a significant difference emerged between the groups, while the experimental group scored significantly higher than the control group. In addition, results of a post-treatment questionnaire given to the experimental group indicated positive learner attitudes towards mobile-assisted vocabulary learning.