Learners' written reports identify fragmented-time use, convenience, and reminder effects as advantages of SMS vocabulary learning¶
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Evidence · 1 study · qualitativer1·q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q1 i? Students reported that SMS delivery let them exploit fragmented time, learn anywhere, and receive reminders that supported regular, motivated study. → Haisen Zhang 2011
Evidence¶
Haisen Zhang 2011¶
Haisen Zhang, Wei Song, Jack Burston. (2011). REEXAMINING THE EFFECTIVENESS OF VOCABULARY LEARNING VIA MOBILE PHONES. The Turkish Online Journal of Educational Technology, 10(3). https://eric.ed.gov/?id=EJ944968
q1 · i? · qualitative · r1
Qualitative analysis of 25 written reports (eight open-ended questions) submitted by experimental-group students within one week after the posttest. Reports described using "fragmented time" on subways and in queues, convenience, and message reminders prompting daily study.
"Reading words from text messages is really a time killer during meals, and it helped us make full use of fragmented time. On the other hand, it feels like a memo reminds us of learning English and studying vocabulary."
Discussion¶
Related Claims¶
- In two studies of children aged 10–12 and 9–13, students were more likely to study vocabulary on days they received a mobile-app study reminder than on days they did not — related
- Students who received study reminders did not study more frequently overall than control students who never received reminders — related
- On days without reminders, reminded students were significantly less likely to study vocabulary than control students, suggesting overreliance on reminders — related
- The likelihood of studying on reminder-free days decreased more rapidly over time for reminded students than for control students (non-significant exploratory trend) — related
- Reminder and control groups did not differ in vocabulary test performance, and the test data were too noisy to reliably test the study-frequency–performance link — related
- Learners' reports identify technical and pedagogical disadvantages of SMS vocabulary learning, including storage limits, segmented messages, and superficial processing — related
- Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related
- Interviewed students perceived SMS learning support as having more advantages than disadvantages — related
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