The present study examines whether using a smart device helps English underachievers learn vocabulary better and pay more attention to their learning. As background theories, Flow Theory by Csikszentmihalyi and Task-induced Involvement Load Hypothesis by Laufer and Hulstijn were used. As a learning ...
The present study examines whether using a smart device helps English underachievers learn vocabulary better and pay more attention to their learning. As background theories, Flow Theory by Csikszentmihalyi and Task-induced Involvement Load Hypothesis by Laufer and Hulstijn were used. As a learning tool, Smart Learning was added. The participants were 3rd graders in lower level classes in a boys’ middle school. The experiment was conducted using a regular middle school curriculum during Spring semester (March~July 2016) and ten students in each of the four lower level classes participated. Before and after the experiment, surveys were conducted to see whether there would be any changes in their attitude about their English lessons and in their motivation in English study. Following a pre-test, ten target words were selected from each of the four chapters in the textbook. Both the experimental and the control group studied the same vocabulary, the former using a tablet PC and the latter without a tablet PC. Experimental groups became control groups in the next lesson to give every participant an equal opportunity. The researcher observed the students’ attitude using a classroom observation scheme to see whether students were more motivated and had a flow experience when using smart devices. After each lesson, both the experimental and the control groups took a post-test immediately. Two weeks later after each lesson, delayed post-tests were administered. Following the vocabulary lesson, both groups studied the reading passage in the main text with the teacher and took two kinds of post-tests immediately, one for receptive vocabulary knowledge and the other for productive vocabulary knowledge. After each experimental lesson, one voluntary interviewee from the class was interviewed to find out whether there was any change in their attitude toward their English lessons, in their motivation, and in their self-confidence. The results of the survey showed that the experimental group had more positive attitudes toward the English lessons, academic self-efficacy, and worry about the class than beforehand. The results of the observation journal and interview analysis showed that most of them were more motivated and had a flow experience when using smart devices. In addition, some of the participants began to use learning strategies, to raise their academic self-efficacy. At the end of the experiment the post-tests and the delayed post-tests were analyzed. The result showed that the experimental group gained better grades in both the post-tests and the delayed post-tests. They also showed that the experimental group had much better grades in the receptive test than in the productive one. However, when comparing the post-tests and the delayed post-tests grades for each group, there was not a significant difference in the productive vocabulary knowledge. This may mean that learners with low English proficiency learn vocabulary better when using smart devices, but they still need support to put their vocabulary knowledge into their long term memory.
The present study examines whether using a smart device helps English underachievers learn vocabulary better and pay more attention to their learning. As background theories, Flow Theory by Csikszentmihalyi and Task-induced Involvement Load Hypothesis by Laufer and Hulstijn were used. As a learning tool, Smart Learning was added. The participants were 3rd graders in lower level classes in a boys’ middle school. The experiment was conducted using a regular middle school curriculum during Spring semester (March~July 2016) and ten students in each of the four lower level classes participated. Before and after the experiment, surveys were conducted to see whether there would be any changes in their attitude about their English lessons and in their motivation in English study. Following a pre-test, ten target words were selected from each of the four chapters in the textbook. Both the experimental and the control group studied the same vocabulary, the former using a tablet PC and the latter without a tablet PC. Experimental groups became control groups in the next lesson to give every participant an equal opportunity. The researcher observed the students’ attitude using a classroom observation scheme to see whether students were more motivated and had a flow experience when using smart devices. After each lesson, both the experimental and the control groups took a post-test immediately. Two weeks later after each lesson, delayed post-tests were administered. Following the vocabulary lesson, both groups studied the reading passage in the main text with the teacher and took two kinds of post-tests immediately, one for receptive vocabulary knowledge and the other for productive vocabulary knowledge. After each experimental lesson, one voluntary interviewee from the class was interviewed to find out whether there was any change in their attitude toward their English lessons, in their motivation, and in their self-confidence. The results of the survey showed that the experimental group had more positive attitudes toward the English lessons, academic self-efficacy, and worry about the class than beforehand. The results of the observation journal and interview analysis showed that most of them were more motivated and had a flow experience when using smart devices. In addition, some of the participants began to use learning strategies, to raise their academic self-efficacy. At the end of the experiment the post-tests and the delayed post-tests were analyzed. The result showed that the experimental group gained better grades in both the post-tests and the delayed post-tests. They also showed that the experimental group had much better grades in the receptive test than in the productive one. However, when comparing the post-tests and the delayed post-tests grades for each group, there was not a significant difference in the productive vocabulary knowledge. This may mean that learners with low English proficiency learn vocabulary better when using smart devices, but they still need support to put their vocabulary knowledge into their long term memory.
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