Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children

Authors

  • Joe Terantino Kennesaw State University

DOI:

https://doi.org/10.1558/cj.v33i2.26072

Keywords:

Language Learning Apps, Listening Comprehension, Mobile-Assisted Language Learning, Vocabulary Recall

Abstract

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.

Author Biography

  • Joe Terantino, Kennesaw State University
    Joe Terantino is the director of the Foreign Language Resource Center & Critical Languages Program at Kennesaw State University. He also serves as coordinator for the MAT in Foreign Languages and as online language coordinator for the department. He is a passionate user and researcher of instructional technology and social media who enjoys the challenge of tinkering with new technologies. In particular, he is interested in guiding others to develop technology-based materials and to integrate technology in language teaching and learning. His current research is focused on online and mobile assisted language learning.

References

Browne, C., & Culligan, B. (2008). Combining technology and IRT testing to build student knowledge of high frequency vocabulary. The JALT CALL Journal, 4(2), 3–16.

Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language, Learning & Technology, 17(3), 157–225.

Burston, J. (2014). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103–125. Retrieved from http://dx.doi.org/10.11139/cj.31.1.103-125

Chen, C., & Chung, C. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645. Retrieved from http://dx.doi.org/10.1016/j.compedu.2007.06.011

Chen, C., & Li, Y. (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments 18(4), 341–364. Retrieved from http://dx.doi.org/10.1109/ICALT.2007.202

Chinnery, B. H. (2006). Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9–16. Retrieved from http://llt.msu.edu/vol10num1/emerging/default.html

deHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 74–94. Retrieved from http://llt.msu.edu/vol14num2/dehaanreedkuwada.pdf

Drinkwater, D. (2013). New study shows schools are starting to spend big on iPads and other tablets. Tab Times. Retrieved from http://tabtimes.com/news/ittech-stats-research/2013/04/30/new-study-shows-schools-are-starting-spend-big-ipads-and-other

Glaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research. Piscataway, NJ: Transaction Books.

Godwin-Jones, R. (2005). Messaging, gaming, peer-to-peer sharing: Language learning strategies and tools for the millennial generation. Language Learning & Technology, 9(1), 17–22. Retrieved from http://llt.msu.edu/vol9num1/emerging/default.html

Hays, A. (2004). Foundations for research: Methods of inquiry in education and social sciences. Mahwah, NJ: Lawrence Erlbaum.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. Retrieved from http://dx.doi.org/10.1017/S0958344009000202

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525. Retrieved from http://dx.doi.org/10.1111/j.1365-2729.2008.00289.x

Maxwell, J. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.

Mayoral, P., Flores, E., Gonzalez, J., & Sebire, R. (2012). Babies using iPad apps in a foreign language-learning environment. EDULEARN12 Proceedings, 3450–3459.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.

Nah, F. F. H., Telaprolu, V. R., Rallapalli, S., & Venkata, P. R. (2013). Gamification of education using computer games. In S. Yamamoto (Ed.), Human interface and the management of information: Information and interaction for learning, culture, collaboration and business (pp. 99–107). Berlin: Springer. Retrieved from http://dx.doi.org/10.1007/978-3-642-39226-9_12

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

Rainie, L., & Smith, A. (2013). Tablet and E-reader ownership update. PewResearch Internet Project. Retrieved from http://www.pewinternet.org/2013/10/18/tablet-and-e-reader-ownership-update/

Rhodes, N. C., & Pufahl, I. (2010). Foreign language teaching in US schools: Results of a national survey. Executive summary. Center for Applied Linguistics. Retrieved from http://www.cal.org/projects/archive/flsurvey.html

Saran, M., & Seferoglu, G. (2010). Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe University Faculty of Education Journal, 38, 252–266.

Song, M., & Zhang, S. (2008). EFM: A model for educational game design. In Z. Pan, X. Zhang, A. El Rhalibi, W. Woo, & Y. Li (Eds.), Technologies for e-learning and digital entertainment. Berlin: Springer. Retrieved from http://dx.doi.org/10.1007/978-3-540-69736-7_54

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110. Retrieved from http://llt.msu.edu/vol14num2/stockwell.pdf

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228. Retrieved from http://dx.doi.org/10.1111/j.1365-2729.2005.00129.x

White, E. L., & Gillard, S. (2011). Technology-based literacy instruction for English language learners. Journal of College Teaching & Learning, 8(6), 1–6.

Yang, C., & Xie, Y. (2013). Learning Chinese idioms through iPads. Language Learning & Technology, 17(2), 12–22. Retrieved from http://llt.msu.edu/issues/june2013/yangxie.pdf

Yildiz, S. (2012, May). Use of iPad applications to introduce English as Foreign Language to young Turkish learners. Paper presented at CALICO, South Bend, IN.

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.

Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal on Educational Technology, 10(3), 203–214. Retrieved from http://files.eric.ed.gov/fulltext/EJ944968.pdf

Downloads

Published

2016-05-28

Issue

Section

Spotlight

How to Cite

Terantino, J. (2016). Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children. CALICO Journal, 33(2), 260-277. https://doi.org/10.1558/cj.v33i2.26072