Supporting self-directed vocabulary study: Towards effective design of OERs for mobile learning environments

Ingrid Barth, Bin Zou, Elana Spector-Cohen, Rosalie Sitman

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Although open educational resources (OERs) can help bridge high-school - university vocabulary gaps, optimal utilization of OERs requires effective self-directed learning. This bi-national two-year study adopted a design-based research paradigm to collect Chinese university students' (n = 358) perceptions regarding design factors that support self-directed vocabulary learning in mobile learning environments (MLEs). Results showed that additional scaffolding after Year One in the form of L1 translations of highfrequency academic words significantly correlated with improved performance on basic level vocabulary exercises and pop quizzes. However, results suggest that moving mobile learning into the mainstream will require (1) design features that provide additional scaffolding for more complex vocabulary learning, (2) clearer guidelines for students on integrating desktop and mobile devices and (3) ongoing guidance from teachers to develop students' capacity for self-directed learning to ensure optimal benefit from independent study of vocabulary OERs.

Original languageEnglish
Title of host publicationRecent Developments in Technology-Enhanced and Computer-Assisted Language Learning
PublisherIGI Global
Pages48-71
Number of pages24
ISBN (Electronic)9781799812845
ISBN (Print)9781799812821
DOIs
StatePublished - 6 Dec 2019

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