The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning

The improvements in technology have made it inevitable to use it in language learning process. Thus, the mobile assisted language learning (MALL) has gained importance recently. Besides, it is an undeniable fact that learning styles affect language learning process and use of MALL applications. Accordingly, this study aims to define students’ views on the effects of a mobile assisted vocabulary learning (MAVL) application (VocaStyle), which was developed by the researcher, on their learning process and their learning styles’ impact on their views. The study was in descriptive case study design. The data was gathered with semi-structured interview form. Ten participants were interviewed, five of which were aural learners and five of which were visual learners. The data was analyzed with thematic content analysis. The findings revealed that students found the MAVL application effective, motivating and useful. The findings also indicated that participants found video and graphic annotations more useful and their views changed depending on their learning styles.

Mobil Destekli Kelime Öğrenimi Uygulamasının Kelime Öğrenimine Etkisi

Son yıllarda yaşanan gelişmeler teknolojinin dil öğrenme sürecinde kullanılmasını kaçınılmaz hale getirmiştir. Buna bağlı olarak mobil destekli dil öğrenimi son yıllarda önem kazanmıştır. Mobil destekli dil öğreniminin yanı sıra, dil öğrenme stillerinin dil öğrenme sürecini ve mobil destekli dil öğrenimi uygulamalarının kullanımını etkilediği reddedilemez bir gerçektir. Bahsedilen bu bilgiler ışığında tasarlanan bu çalışmanın amacı, öğrencilerin araştırmacı tarafından geliştirilen mobil destekli bir kelime öğrenimi uygulamasının (VocaStyle) ve dil öğrenme stillerinin öğrenme süreçlerine etkisi ile ilgili görüşlerini belirlemektir. Araştırma, nitel araştırma desenlerinden durum çalışması modelinde tasarlanmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma kapsamında çalışma grubunu oluşturan 10 katılımcı ile görüşmeler yapılmıştır. Bahsedilen 10 katılımcı 5’i işitsel, 5’i görsel öğreniciler olacak şekilde belirlenmiştir. Veri analizi sürecinde tematik içerik analizi yöntemi kullanılmıştır. Araştırma bulguları, öğrencilerin mobil destekli kelime uygulamasını yararlı, etkili ve güdüleyici bulduklarını ortaya çıkarmıştır. Araştırma kapsamında elde edilen başka bir bulgu ise öğrencilerin açıklayıcı eklere ilişkin görüşlerinin öğrenme stillerine göre değiştiğidir.

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