Effect of Texting on Spanish Learners’ Vocabulary Acquisition and Motivation
Keywords:mobile language learning, second language acquisition, texting, vocabulary
While mobile devices have become increasingly integral to students’ lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results support the idea that nontraditional writing tasks can provide a beneficial supplement to traditional classroom instruction, offering a place for peer-to-peer interaction, which has been shown to increase learners’ vocabulary and potentially motivation. Future research regarding the use of texting in language learning, and the extent to which it could replace traditional writing assignments, is undoubtedly warranted.
Alepsis, E., Virvou, M., & Troussas, C. (2014). Collaborative learning: Group interaction in an intelligent mobile-assisted multiple language learning system. Informatics in Education – an International Journal, 13(2), 279–292. https://doi.org/10.15388/ infedu.2014.08 DOI: https://doi.org/10.15388/infedu.2014.17
Amer, M. (2014). Language learners’ usage of a mobile learning application for learning idioms and collocations. CALICO Journal, 31(3), 285–302. https://doi.org/10.11139/ cj.31.3.285-302 DOI: https://doi.org/10.11139/cj.31.3.285-302
Burston, J. (2014). A survey of MALL curriculum integration: What the published research doesn’t tell. CALICO Journal, 31(3), 303–322. https://doi.org/10.11139/cj.31.3.303-322 DOI: https://doi.org/10.11139/cj.31.3.303-322
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language, Learning & Technology, 10(1), 9.
Gimranova, A., Nurmanova, M., & Cohen Miller, A. S. (2017). Texting to motivate language learning: WhatsApp group chats and near peer role modeling (NPRM). LEARNing Landscapes, 11(1), 121–135. https://doi.org/10.36510/learnland.v11i1.927 Google Hangouts (n.d.). https://hangouts.google.com DOI: https://doi.org/10.36510/learnland.v11i1.927
Horstmanshof, L. (2004). Using SMS as a way of providing connection and community for first year students. In R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Phillips (Eds.), Beyond the comfort zone (pp. 423–427). Proceedings of the 21st ASCILITE Conference. http://ascilite.org.au/conferences/perth04/procs/pdf/horstmanshof.pdf
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485 DOI: https://doi.org/10.1080/09588221.2011.649485
Kennedy, C., & Levy, M. (2008). L’italiano al telefonino: Using SMS to support beginners’ language learning. Recall, 20(3), 315–330. https://doi.org/10.1017/S0958344008000530 DOI: https://doi.org/10.1017/S0958344008000530
Kiernan, P. J., & Aizawa, K. (2004). Cell phones in task based learning: Are cell phones useful language learning tools? Recall, 16(1), 71–84. https://doi.org/10.1017/S0958344004000618 DOI: https://doi.org/10.1017/S0958344004000618
Kim, H.-S. (2011). Effects of SMS text messaging on vocabulary learning. Multimedia-Assisted Language Learning, 14(2), 159–180. https://doi.org/10.15702/mall.2011.14.2.159 DOI: https://doi.org/10.15702/mall.2011.14.2.159
Lai, A. (2016). Mobile immersion: An experiment using mobile instant messenger to support second-language learning. Interactive Learning Environments, 24(2), 277–290. https://doi.org/10.1080/10494820.2015.1113706 DOI: https://doi.org/10.1080/10494820.2015.1113706
Li, J., & Deng, Q. (2018). Priorities for vocabulary intervention design using texting—Data to examine the critical role of language learners’ behaviors and perceptions. Data in Brief, 20, 200–203. https://doi.org/10.1016/j.dib.2018.07.067 DOI: https://doi.org/10.1016/j.dib.2018.07.067
Li, J., Cummins, J., & Deng, Q. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners’ perspective. Computer Assisted Language Learning, 30(8), 816–843. https://doi.org/10.1080/09588221.2017.1366923 DOI: https://doi.org/10.1080/09588221.2017.1366923
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1–25. https://doi.org/10.1558/ cj.v32i1.25962 DOI: https://doi.org/10.1558/cj.v32i1.25962
Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364–369. https://doi.org/10.1111/j.1944-9720.2008.tb03297.x DOI: https://doi.org/10.1111/j.1944-9720.2008.tb03297.x
Lord, G., & Harrington, S. (2013). Online communities of practice and second language phonological acquisition. International Journal of Computer Assisted Language Learning and Teaching, 3(3), 34–55. https://doi.org/10.4018/ijcallt.2013070103 DOI: https://doi.org/10.4018/ijcallt.2013070103
McSweeney, M. (2017). I text English to everyone: Links between second-language texting and academic proficiency. Languages, 2(3), 7. https://doi.org/10.3390/languages2030007 DOI: https://doi.org/10.3390/languages2030007
Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357–372. https://doi.org/10.1017/S0958344017000167 DOI: https://doi.org/10.1017/S0958344017000167
Moura, A., & Carvalho, A. A. (2010). Mobile learning: Using SMS in educational contexts. In N. Reynolds (Ed.), Key competencies in the knowledge society (pp. 281–291). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-15378-5_27 DOI: https://doi.org/10.1007/978-3-642-15378-5_27
Norbrook, H., & Scott, P. (2015). Motivation in mobile modern foreign language learning. Journal of Education and Practice, 6(31).
Payne, S., & Whitney, P. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage memory, and interlanguage development. CALICO Journal, 20(1), 7–32. https://doi.org/10.1558/cj.v20i1.7-32 DOI: https://doi.org/10.1558/cj.v20i1.7-32
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9–70). Technical Report #11. Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.
Steel, C. (2012). Fitting learning into life: Language students’ perspectives on benefits of using mobile apps (pp. 875–880). In M. Brown, M. Hartnett, & T. Stewart (Eds.), Future challenges, sustainable futures. Proceedings of the ASCILITE Conference. http://www. ascilite.org/conferences/Wellington12/2012/images/custom/steel,_caroline_-_fitting_ learning.pdf
Stockwell, G., & Liu, Y. C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2), 299–322. https://doi.org/10.1558/cj.v32i2.25000 DOI: https://doi.org/10.1558/cj.v32i2.25000
Tabatabaei, O., & Goojani, A. H. (2012). The impact of text-messaging on vocabulary learning of Iranian EFL learners. Cross-Cultural Communication, 8(2), 47–55. doi:10.3968/j. ccc.1923670020120802.1689
Terantino, J., & Graf, K. (2011). Using Facebook in the language classroom as part of the net generation curriculum. Language Educator (November).
Thomas, K., & Muñoz, M. A. (2016). Hold the phone! High school students’ perceptions of mobile phone integration in the classroom. American Secondary Education, 44(3), 19.
Tran, P. (2018). Enhancing online language learning task engagement through social interaction. Australian Journal of Applied Linguistics, 1(2), 88–101. https://doi.org/10.29140/ ajal.v1n2.78 DOI: https://doi.org/10.29140/ajal.v1n2.78
Wenger, E. (1998). Communities of practice: Learning, meaning and identity (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803932 DOI: https://doi.org/10.1017/CBO9780511803932
Wu, Q. (2015). Pulling mobile assisted language learning (MALL) into the mainstream: MALL in broad practice. PLoS ONE, 10(5), e0128762. https://doi.org/10.1371/journal. pone.0128762 DOI: https://doi.org/10.1371/journal.pone.0128762