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Article: Using PDA for undergraduate student incidental vocabulary testing

TitleUsing PDA for undergraduate student incidental vocabulary testing
Authors
KeywordsDictionary use
EFL
Incidental vocabulary learning
Mobile technology
PDA use
Issue Date2008
PublisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=REC
Citation
ReCALL, 2008, v. 20 n. 3, p. 290-314 How to Cite?
AbstractRecent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students’ dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.
Persistent Identifierhttp://hdl.handle.net/10722/60002
ISSN
2015 Impact Factor: 1.128
2015 SCImago Journal Rankings: 1.412

 

DC FieldValueLanguage
dc.contributor.authorSong, Yen_HK
dc.contributor.authorFox, Ren_HK
dc.date.accessioned2010-05-31T04:01:56Z-
dc.date.available2010-05-31T04:01:56Z-
dc.date.issued2008en_HK
dc.identifier.citationReCALL, 2008, v. 20 n. 3, p. 290-314en_HK
dc.identifier.issn0958-3440en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60002-
dc.description.abstractRecent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students’ dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.-
dc.languageengen_HK
dc.publisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=RECen_HK
dc.relation.ispartofReCALLen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsReCALL. Copyright © Cambridge University Press.-
dc.subjectDictionary use-
dc.subjectEFL-
dc.subjectIncidental vocabulary learning-
dc.subjectMobile technology-
dc.subjectPDA use-
dc.titleUsing PDA for undergraduate student incidental vocabulary testingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0958-3440&volume=20&issue=3&spage=290&epage=314&date=2008&atitle=Using+PDA+for+undergraduate+student+incidental+vocabulary+testingen_HK
dc.identifier.emailSong, Y: songyj@hkusua.hku.hken_HK
dc.identifier.emailFox, R: bobfox@hku.hk-
dc.identifier.authorityFox, R=rp00899en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1017/S0958344008000438-
dc.identifier.hkuros164747en_HK
dc.identifier.volume20-
dc.identifier.issue3-
dc.identifier.spage290-
dc.identifier.epage314-

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