In one 30-student study of high-school English learners (Lu 2008, reported in a review), vocabulary learned by mobile phone showed greater gains than vocabulary learned from print¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In one study of 30 high school students (Lu 2008, reported second-hand in a review), those learning English vocabulary via mobile phone showed greater vocabulary gain than learners using print materials. → Jaeseok Yang 2013

Evidence¶

Jaeseok Yang 2013¶

Jaeseok Yang. (2013). Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies. English Language Teaching, 6(7). https://doi.org/10.5539/elt.v6n7p19

q2 · i? · review · r2

The review reports Lu's (2008) experimental study in which 30 high school students were divided into two groups, one learning vocabulary via mobile phone and one via print; "mobile users show great er gain in vocabulary than paper-based learners". No effect size is printed.

"In Lu (2008), 30 high school students were divided into two groups. One group learned English vocabulary via mobile phone, while the other used print materials. The result indicated that mobile users show great er gain in vocabulary than paper-based learners."

Discussion¶

The one entry is a review's two-sentence report of a single 30-student, two-group study (Lu 2008); no effect size, test or assignment method is given, and the primary study has not been read here. It compares whole media (mobile phone against print), so any difference may come from what the messages contained, how often and when they arrived, or novelty, not from the medium itself, and the review's wording does not say the messages were SMS. Read it as one small reported result, not a general advantage of SMS over paper; a related claim records an SMS study with Iranian EFL learners.

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Media comparison studies produce uninterpretable "no significant difference" findings. — the general claim this finding bears on, with the studies behind it
• SMS use improved both vocabulary retention and reading comprehension among Iranian EFL learners relative to a control group — related
• Learners showed positive attitudes toward receiving SMS vocabulary messages, and instant messaging raised intercultural awareness — related
• Tutor-based practice produced greater learning gains than paper-based practice on matched problem sets — related
• Hyper-reference dictionary users consulted vocabulary twice as often as paper-dictionary users, though comprehension did not differ significantly — related
• Intentional vocabulary learning yields higher, faster gains and better retention than incidental learning through reading — related