Academic journal article Education Research International

Check This Word out! Exploring the Factors That Affect Students' Vocabulary Learning Using Smartphones Via Partial Least Squares

Academic journal article Education Research International

Check This Word out! Exploring the Factors That Affect Students' Vocabulary Learning Using Smartphones Via Partial Least Squares

Article excerpt

Mohammad Madallh Alhabahba 1 and Omer Hassan Ali Mahfoodh 1 and Ambigapathy Pandian 1 and Yazan Mdala Mohammad 2 and Enas Waleed Ahmed 2 and Ali Albdour 3 and Hussein Al Bazar 4

Academic Editor:Gérard Lassibille

1, School of Languages, Literacies and Translation, Universiti Sains Malaysia, 11800 Minden, Pulau Pinang, Malaysia 2, Department of Business Management, Al-Balqa Applied University, Ma'an Campus, P.O. Box 110, Ma'an 71910, Jordan 3, College of Business and Administration, Princess Nora Bint Abdul Rahman University, Station A6, King Khalid International Road, P.O. Box 84428, Riyadh 11671, Saudi Arabia 4, Open University, Saudi Arabia

Received 2 April 2014; Accepted 19 August 2014; 3 September 2014

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Introduction

In this technological advanced era, our daily life activities have been influenced by the rapid development of technology around us. This development may give, in this case a repository for learning and knowledge sharing, effective foreign language learning, and it may also help individuals in different fields such as education, marketing, and social interaction. The role of information and communication technology (ICT) in education has some resonance in the current field of vocabulary learning [1]. Technology in education, in the perspective of Arab educators, is either a great tool for motivating students or a disconnection from real classroom learning. Therefore, technology is akin to transform the learning paradigms and, like other attempts influencing students learning process, should evolve around simple and true presentation to the students. Many attempts have been carried out to implement effective technology to facilitate vocabulary learning [2]. For example, mobile-assisted language learning (MALL), which refers to the use of mobiles in a learning situation such as learning new vocabularies [3], has been considered as a growing subarea in this field. Research on mobile learning has revealed that students' role shifted from a passive receiver to more active participant in a learning situation (e.g., vocabulary learning) [4].

Historically, the development of computers has made human lives easier [5]. The integration of computers in human lives have also affected human behaviour in many disciplines, such as education, and specifically human behaviour in the educational context [6]. This behaviour has been a major issue among researchers for a long time [6]. In this regard, researchers have carried out several investigations to understand several factors that affect learners' behaviour, which in our case is students, when employing Smartphones in an educational setting [7-10]. However, previous studies have not given careful attention to the use of Smartphones in education process and even fewer investigations have examined students adoption of Smartphones in learning foreign language vocabulary in second or foreign language contexts, specifically in the Arabian context.

The technological era has penetrated the educational practices [11]. That said, on the use of technology in learning situations, ICT tools have put educational practices into a unique framework. In essence, this framework shifts the paradigm of learners and educators from the traditional style of teaching and learning into a different educational style [12, 13]. The broader areas of investigations of technology adoption could help education policies to change from the chalkboard era to multimedia and more visual learning and teaching [14, 15]. This may help in understanding what affects individuals' behaviour inside and outside classrooms, particularly when ICT is integrated in learning second or foreign language [16, 17]. The threads that link most investigations on ICT role in education are the ideas of the value of the technology integration which holds both for students' academic success and for the need to adapt with the introduced technology while the latter is seen as challenging, especially when individuals have a choice of interacting with specific features of the ICT tools for learning or teaching [18, 19]. …

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