Let's review an article

SECTION A: About the research

Title of research

Using mobile phones for vocabulary activities: Examining the effect of the platform.

Journal

Journal of Language Learning & Technology. Volume 14, No.2. Page 95-110.

Reference

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14 (2), 95-110.

Author’s background

Name: Dr Glenn Stockwell

Position: Professor in Applied Linguistics at Waseda University. Tokyo, Japan. Professor Associate Dean (Academic Affairs)

Qualification: B.A,.  M.A. (App.Ling.), M.Ed.,Ph.D.

Area of specialty(s): CALL, Applied Linguistics

Email: gstock@waseda.jp

Fb: https://www.facebook.com/glenn.stockwell

Research Interests: CALL, Computer Mediated Communication (CMC), Applied Linguistics, SLA, Teaching Methodologies 

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SECTION B: Summary of the article

       The research aims to investigate how mobile phone affects students on their completion of vocabulary activities, how learners decide about using mobile phones and their performance in activities by using mobile phones and personal computers. Specifically, the aims are to investigate if there are any differences in the score achieved in activities complete on mobile and PC, to determine if there are differences in time taken to complete activities on PC or mobile phone platform and to measure learners’ improvement in speed and scores over time on each platform. It is a three period study conducted for 175 learners with an average age of around 20, in Waseda University. Classes were not streamed, held once a week for 15 week period where they need to complete the vocabulary exercise outside of class. Learners have freedom to complete activities via PC or mobile phones or any combination of two devices without pressure. The data collected from subjects included time to complete activities, medium used for each activity and scores achieved by using those devices. 60% students opted not to use a mobile device at all while 18.9% used the mobile device for 20% less of the activities and only 1.7% used the device for all activities. It shows that the device is not preferable to use for study means.  The disparity in scores between PC and mobile users is almost nonexistent. Some activities have better score in PC, some also occur in Mobile device users. Mobile device users spent a significant amount of time to complete activities than PC users. While there is no effects on improving scores and time by using each platform.

Word count: 273

 SECTION C: Reaction to the article

This research gains my attention because it discusses about mobile phone and vocabulary learning. As a smart phone user, this article closely relates to me as I use mobile phone frequently to access vocabulary activities (to improve my vocabulary) either by applications or vocabulary games. Language learning on mobile device like PC has been a trend in this technology decade and is widely used by digital natives. So, as an emerging trend, I would like to know how mobile phone affects language learning activities (vocabulary) on learners. I personally believe that mobile phone has the potential to increase learners’ skill in language learning. Speaking as one of the testimonials, I learn and improve my vocabulary enrichment by playing vocabulary games and applications. It is fun and stress free. From my experience, mobile phone device comes in handy for outside class learning, to use in any places. So, as this study compares vocabulary learning between mobile phones and PC, I’m eager to know outcomes of this study and how it contributes to future CALL development. This research is relatively good. It is conducted for three cohorts and involves great number of participants, thus it provides good information. It is also an improvement on his previous study in 2007. However, the result from this study is less encouraging. I think that by giving freedom for learners to go back and forth from using mobile phones to PC and vice versa limit the data. Only 1.7% use mobile phones all the time thus it’s difficult to really see the effects of mobile phone on language learning.  To have more distinctive data, learners should be given freedom to choose only either one of the devices because this will increase the data in its validity, reliability and also reporting. Thus, it results in stronger data collection and analysis. Besides that, this study is region-specific (Japan), so learner characteristics may be different for learners in Malaysia context (for example) that may result in difference in the result of the study. A cross culture study could be conducted in future to support the result of this research. Indeed, there are implications in ESL teaching and learning. I believe that this trend is growing positively in Malaysia. Hence, there might be few for now but there will be more local literature review in future (hopefully). The key advantage of mobile phones is its possibility for language learning in unlimited context of time and place. Also, the small size device provides an efficient use of ample time for instant and fun time learning activities. These aspects of mobile learning are superior than PC as it encourage high-level of learning where users can access and apply the information right away.  Besides PC, teachers can introduce and encourage learners to enjoy fun learning outside classroom on their mobile phones. It is effective for pedagogy strategy for ESL teachers. Although new, this new trend has a great growth of followers and promising. There are limitation on this device like small size display, small keys etc but the advantages weigh more than its flaws. This is the ‘top up’ role to improve English skills apart from PC and teachers in school.

Word count: 519

X-tra! Just for sharing...

I did undertake some focused language practice (specifically, vocabulary practice), using the British Council’s vocabulary apps (IELTS and WordPower). These applications are free to use. I only need internet connection to download and can always use these applications without need to be online. I play games, do exercise (IELTS) by BBC and very helpful to learn English language like natives. I use Android applications to download all ESL activities and games. It's fun and fill my time especially when I'm travelling

Also, another game that I have in my phone, but mine is a free version. It has many different categories like people, vegetables, fashions etc. It caters intermediate ESL learners. Fun and exciting.

So, that is all about my article review. The article is quite recent and many literature reviews follow after it. Hopefully, it brings useful information and benefits to everyone. For smart phone users, u can happily download the applications above to have fun, yet meaningful learning activities in your phone. 

Good night bloggers~