A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students’ Vocabulary Retention and Second Language Motivation

Abstract

Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors’ workload, undermined student motivation or targeted individual cognitive outcomes only. In this study, a Contribution-oriented Self-Directed Mobile Learning Ecology (CSDMLE) model is proposed for developing student-directed and motivational vocabulary learning activities in groups. Through a mixed-method design, we administered a survey and a vocabulary test to 55 freshmen students in a Chinese university, and conducted follow-up interviews. We found that students in the CSDMLE group outperformed those not in the group in the post-test vocabulary test, but there was no statistically significant difference between the two groups’ delayed vocabulary test or L2 motivation. However, the treatment group displayed a highly favorable attitude toward the learning approach and a strong intention to use it continuously. The findings have implications for technology-supported vocabulary learning activities.

Keywords

• efl
• mobile learning
• vocabulary retention
• l2 motivation