Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills
Ruby Vurdien, White Rose Language School, Valladolid, Spain
IJCALLT Volume 7, Number 2, ISSN 2155-7098 Publisher: IGI Global
This project examined how a group of advanced-level EFL students read articles on their smartphone to acquire new vocabulary which they later inserted in their essays on wikis. The aim of the study was (a) to explore the students' perceptions regarding learning vocabulary from their smartphone followed by the use of wikis to improve their writing skills; (b) to analyse how peer editing and feedback can help students towards grammar and vocabulary accuracy with a view to enhancing their writing skills. The twenty-one participants used a Google application on their smartphone to perform reading and vocabulary exercises before writing essays on the wikis, followed by peer editing and feedback. Data were gathered from two questionnaires, interviews and 168 essays. The findings suggested that positive learning took place throughout the development of the study. The smartphone was considered a convenient tool for reading and performing vocabulary exercises. Peer editing and feedback were deemed crucial towards grammar and vocabulary accuracy to enhance writing skills.
Vurdien, R. (2017). Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills. International Journal of Computer-Assisted Language Learning and Teaching, 7(2), 1-21. IGI Global.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom
Valentina Morgana, Catholic University of the Sacred Heart, Milan, Italy; Prithvi Shrestha, The Open University, Milton Keynes, United Kingdom
International Journal of Computer-Assisted Language Learning and Teaching Vol. 8, No. 3 (July 2018) pp. 29–49
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.