MALL-Based Instruction and AWL vocabulary Acquisition: An Intervention Study with B1 EFL Learners
DOI:
https://doi.org/10.23857/dc.v12i1.4713Palabras clave:
Mobile-Assisted Language Learning, vocabulary acquisition, Academic Word List, EFL learners, quasi-experimental study, online learningResumen
This quasi-experimental mixed-methods research determined the effectiveness of Mobile-Assisted Language Learning (MALL) package (Quizlet meaning/context, Wordela spelling) in enhancing acquisition of Academic Word List (AWL) Sub-lists 1-2 among online B1 EFL learners at a state-operated Ecuadorian university. Sixty-five students (experimental n = 34; control n = 31) participated in a four-week intervention in regular online course delivery. Quantitative results were determined by matched pre- and post-tests to measure meaning recognition and orthographic accuracy. Implementation of fidelity was measured through app logs and LMS logs. The findings indicated that the results were statistically significant in the experimental group (p =. 010) with moderate effect size, whereas no meaningful progress was indicated in the control group (control). Descriptively, the post-test scores were higher in the MALL group, but the difference was not significant (p =.135), indicating that the overall effect of the study conditions was moderate. The overall perceptions of usability and vocabulary support as noted by students were generally positive, and the instructors saw pedagogical value despite some issues regarding connectivity and consistency of use. Comprehensively, the results indicate that vocabulary development may be stimulated in an online EFL situation with the help of the structured integration of MALL tools by practicing repeated exposure and retrieval.
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