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Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students
PROCEEDINGS

, , The University of Texas at San Antonio, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Mobile devices may be potentially effective learning tools especially for advancing the vocabulary development of English learners. The purpose of this study was twofold: (1) investigate the understandings of ESL high school students about using iPods for learning vocabulary; and (2) determine achievement differences in ESL high school students’ vocabulary when exposed to two traditional vocabulary instructional frameworks using word walls versus digital word wall instruction. The study followed a mixed method design using both qualitative and quantitative methodologies. The specific strategies used to support vocabulary learning in all three instructional frameworks were based upon the principles of effective vocabulary instruction and the factors related to active student engagement. As a result, findings indicated no differences in the kind of vocabulary instruction to increase word-meaning acquisition. However, students were more engaged in the activities associated with the digital word wall framework--activities involved in developing vocabulary vodcasts.

Citation

Fraga, L. & Harmon, J. (2012). Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1778-1780). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2020 from .