The Effect of Mobile Multimodal Learning Applications on Chinese EFL Students’ Vocabulary Learning
This research aimed to explore the effect of using a mobile learning application on students’ vocabulary learning at Xi’an Fanyi University, China. A quasi-experimental research design was used for this study. The sample consisted of 68 students majored in translation at Xi’an Fanyi University. The experimental class used the Baicizhan App to learn vocabulary in an intensive reading class, while the control class uses traditional methods to learn vocabulary. Pre-test and post-test were carried out for both classes, and the target vocabulary (vocabulary for TEM 4--Test for English Major band (4) was tested, and a questionnaire survey was conducted on 95 students from the second-year students in the University. The results from the T-test indicate that the post-test scores of the experimental class are significantly higher than those of the control class, which shows that learning with the Baicizhan App is more effective for Chinese EFL students’ vocabulary learning. However, the results from the questionnaire survey showed that 95.1% of the students believed that mobile learning apps are helpful for vocabulary learning, while 4.9% of the respondents thought that they were unhelpful. Chi-square test supports that there was extremely statistical significance between the two groups (P < 0.01). Therefore, Chinese EFL students commonly believe that mobile learning apps are helpful for vocabulary learning. The results support the use of mobile learning applications in learning language in general and vocabulary for specific. Further research should be undertaken to investigate and evaluate the effectiveness of using mLearning based on demographic variables and other factors.
Keywords: multimodal learning, Baicizhan learning app, vocabulary learning.
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