Learning Across Contexts: A Multiple Case Study of Mobile Dictionary in Chinese EFL learners’ Incidental and Intentional Vocabulary Learning
World Conference on Mobile and Contextual Learning,
In this digital era, mobile technologies can help learners intentionally and incidentally acquire L2 vocabulary both in formal and informal learning settings, allowing them to maximise short periods of time. As mobile dictionaries have become popular L2 learning and referencing tools, this paper primarily focused on four Chinese EFL learners’ incidental and intentional L2 vocabulary learning process and progress with the assistance of a mobile dictionary. The study has two learning stages: the incidental stage and the intentional stage, employing a quasi-experimental design to collect both quantitative and qualitative data. At the incidental learning stage, all participants were asked to complete: (1) pre-, immediate post- and delayed post-vocabulary tests; (2) a reading comprehension task with a bilingualised mobile dictionary; (3) a self-report questionnaire; and (4) a semi-structured interview. At the intentional learning stage, a word list with the same information in the word entries and an audio recording of word pronunciation were distributed to the participants. In the ensuing 14 days, they took charge of their vocabulary learning, using the word list on their smartphones to learn the 14 target words. They completed the self-report questionnaire to report their daily mobile-assisted vocabulary learning and attended the final vocabulary test. The findings show that mobile dictionaries could benefit incidental vocabulary learning, especially in the short term. However, the effects were subject to learner’s use. In the self-directed intentional vocabulary learning, participants were active, and their vocabulary test performance progressed.
Zhang, D. & Wu, J.G. (2019). Learning Across Contexts: A Multiple Case Study of Mobile Dictionary in Chinese EFL learners’ Incidental and Intentional Vocabulary Learning. In Proceedings of World Conference on Mobile and Contextual Learning 2019 (pp. 4-11).