This study will explore the implementation of technology devices to teach vocabulary. This research proposal intents to collect information about how students use apps, and how this technology helps them to improve the learning process, concern with the acquisition of new vocabulary. “It is understood that using mobile phones and PDA’s (Personal Digital Assistant) as learning tools has many potential benefits to the language learning” (Basoglu & Akdermir, 2010, p. 2). There is a scares implementation of technological devices inside the classroom to teach. Although apps are available for everyone; teachers bear up against them. Basoglu & Akdermir (2010) claim that “with the importance given to foreign language, the development of Information and Communication Technologies (ICTs) has evoked innovations in educational activities (p. 1). Chapter one includes the background of the problem, the problem statement, the purpose statement, the significance of the study to the educational field, the research questions, and a summary.
The use of traditional method to teach vocabulary of a foreign language remains in schools, although technology is involved in all the activities people do every day, as a branch of this phenomenon new software applications have been developed for mobile devices. Thus, technology has become part of the education, especially when it comes to foreign languages. There are many apps designed to learn English: specifically, vocabulary. “Additionally, mobile technology is getting more and more popular and mobile tools” (Basoglu & Akdermir, 2010, p. 1). However, this technology has not been used in the classroom. The implementation of these new technologies and the potential that these represent in the educational field have become of interest for educators, as new generations raises, the use of innovative sources to develop student’s engagement in the process of acquiring a second language have become crucial. This is when devices such as mobile phones became an important source that can be used to benefit the students’ performance in the process of learning English.
Learning vocabulary is the fundamental step to learn a foreign language. The development of Information and Communication Technologies (ICTs) has evoked innovations in educational activities (Basoglu & Akdermir, 2010). Some studies have shown that using apps to learn vocabulary has a more positive influence in students’ learning process than when they learn through traditional methods (Davie & Hilber, 2015). However, vocabulary apps are not being used to teach English; most teachers use flashcards. There are many mobile phones apps designed to teach vocabulary; those apps provide different features in order to make it easier the acquisition of the word, for instance, they contain pictures relative to the word, the pronunciation, and examples in context.
The purpose of this case study will be to describe the use of apps in the language classroom with the objective of improving students’ vocabulary in their learning process. The use of apps will help students to improve their vocabulary, having the opportunities to access at any moment students will be able to practice not just inside but also outside the classroom. This study will be carried out with second grade students, in an urban public school in a Northern city in Colombia. Teaching a second language, in this case English, requires innovations, it means the integration of new tools or strategies (apps) that enhance the process of learning.
Basoglu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3). Retrived from https://search.proquest.com/openview/5fb90b6789b6013fa06f244cd7bf223e/1?pq-origsite=gscholar&cbl=1576361
Bakar, N. A., & Nosratirad, E. (2013). Sustaining vocabulary acquisition through computer game: A case study. Asian Social Science, 9(5), 235. Retrived from https://search.proquest.com/info/openurldocerror
Davie, N., & Hilber, T. (2015). Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary. International Association for Development of the Information Society. Retrived from https://eric.ed.gov/?id=ED562454
Froese-Germain, B., Riel, R., & McGahey, B. (2013). Teachers' Views on the Relationship between Technology and Aspirational Teaching: Findings from a CTF National Survey. Canadian Teachers' Federation (NJ1). Retrived from https://eric.ed.gov/?id=ED544257
Mansouri, V. (2015). Vocabulary instruction: Software flashcards vs. word clouds. Advances in Language and Literary Studies, 6(1), 41-45. Retrived from https://journals.aiac.org.au/index.php/alls/article/view/614
Nisbet, D., & Austin, D. (2013). Enhancing ESL vocabulary development through the use of mobile technology. Journal of Adult Education, 42(1), 1. Retrived from https://search.proquest.com/openview/671496d023d2b0170b8deeeb438e0f3b/1?pq-origsite=gscholar&cbl=28962
Redd, J., & Schmidt-Crawford, D. (2011). The potential for building high-school students' vocabulary using an iPod touch and gaming app. Journal of Open, Flexible and Distance Learning, 15(2), 55. Retrived from https://search.informit.com.au/documentSummary;dn=726830237798090;res=IELNZC
Underwood, Joshua & Luckin, Rosemary. (2014). MALL in the wild: Learners’ designs for scaffolding vocabulary learning trajectories. Retrived from https://www.researchgate.net/publication/267506592_MALL_in_the_wild_Learners'_designs_for_scaffolding_vocabulary_learning_trajectories
Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100. Retrived from https://search.proquest.com/info/openurldocerror
https://search.proquest.com/openview/5fb90b6789b6013fa06f244cd7bf223e/1?pq-origsite=gscholar&cbl=1576361
https://search.proquest.com/info/openurldocerror
https://eric.ed.gov/?id=ED562454
https://eric.ed.gov/?id=ED544257
https://search.proquest.com/openview/671496d023d2b0170b8deeeb438e0f3b/1?pq-origsite=gscholar&cbl=28962
https://search.informit.com.au/documentSummary;dn=726830237798090;res=IELNZC
https://www.researchgate.net/publication/267506592_MALL_in_the_wild_Learners'_designs_for_scaffolding_vocabulary_learning_trajectories
https://search.proquest.com/info/openurldocerror
Bibliography
Ahmadian, M., Amerian, M., & Goodarzi, A. (2015). A Comparative study of paper-based and computer-based contextualization in vocabulary learning of EFL students. Advances in Language and Literary Studies, 6(2), 96-102. Retrived from https://journals.aiac.org.au/index.php/alls/article/view/1370Basoglu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3). Retrived from https://search.proquest.com/openview/5fb90b6789b6013fa06f244cd7bf223e/1?pq-origsite=gscholar&cbl=1576361
Bakar, N. A., & Nosratirad, E. (2013). Sustaining vocabulary acquisition through computer game: A case study. Asian Social Science, 9(5), 235. Retrived from https://search.proquest.com/info/openurldocerror
Davie, N., & Hilber, T. (2015). Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary. International Association for Development of the Information Society. Retrived from https://eric.ed.gov/?id=ED562454
Froese-Germain, B., Riel, R., & McGahey, B. (2013). Teachers' Views on the Relationship between Technology and Aspirational Teaching: Findings from a CTF National Survey. Canadian Teachers' Federation (NJ1). Retrived from https://eric.ed.gov/?id=ED544257
Mansouri, V. (2015). Vocabulary instruction: Software flashcards vs. word clouds. Advances in Language and Literary Studies, 6(1), 41-45. Retrived from https://journals.aiac.org.au/index.php/alls/article/view/614
Nisbet, D., & Austin, D. (2013). Enhancing ESL vocabulary development through the use of mobile technology. Journal of Adult Education, 42(1), 1. Retrived from https://search.proquest.com/openview/671496d023d2b0170b8deeeb438e0f3b/1?pq-origsite=gscholar&cbl=28962
Redd, J., & Schmidt-Crawford, D. (2011). The potential for building high-school students' vocabulary using an iPod touch and gaming app. Journal of Open, Flexible and Distance Learning, 15(2), 55. Retrived from https://search.informit.com.au/documentSummary;dn=726830237798090;res=IELNZC
Underwood, Joshua & Luckin, Rosemary. (2014). MALL in the wild: Learners’ designs for scaffolding vocabulary learning trajectories. Retrived from https://www.researchgate.net/publication/267506592_MALL_in_the_wild_Learners'_designs_for_scaffolding_vocabulary_learning_trajectories
Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to facilitate English vocabulary learning. International Journal of Information and Education Technology, 5(2), 100. Retrived from https://search.proquest.com/info/openurldocerror
References
https://journals.aiac.org.au/index.php/alls/article/view/1370https://search.proquest.com/openview/5fb90b6789b6013fa06f244cd7bf223e/1?pq-origsite=gscholar&cbl=1576361
https://search.proquest.com/info/openurldocerror
https://eric.ed.gov/?id=ED562454
https://eric.ed.gov/?id=ED544257
https://search.proquest.com/openview/671496d023d2b0170b8deeeb438e0f3b/1?pq-origsite=gscholar&cbl=28962
https://search.informit.com.au/documentSummary;dn=726830237798090;res=IELNZC
https://www.researchgate.net/publication/267506592_MALL_in_the_wild_Learners'_designs_for_scaffolding_vocabulary_learning_trajectories
https://search.proquest.com/info/openurldocerror
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