Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children
DOI:
https://doi.org/10.1558/cj.v33i2.26072Keywords:
Language Learning Apps, Listening Comprehension, Mobile-Assisted Language Learning, Vocabulary RecallAbstract
In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children’s use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants’ (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension.References
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