Academic journal article Modern Journal of Language Teaching Methods

The Effect of Using Monolingual Mobile Dictionary on the Iranian Efl Learners' Ability to Recall and Use the Vocabulary

Academic journal article Modern Journal of Language Teaching Methods

The Effect of Using Monolingual Mobile Dictionary on the Iranian Efl Learners' Ability to Recall and Use the Vocabulary

Article excerpt

1. Introduction

Many authors believe that mobile and ubiquitous devices can play a key role in supporting educational communities and learning opportunities (Attewell & Savill-Smith, 2003). The use of mobile-wireless technology in education is expected to provide students with increased control of their learning experiences, as well as greater convenience and flexibility (Christina, 2005). It seems that among the devices that can be used for mobile learning, mobile phones have gained more attention due to their ubiquity among the youth at schools and universities and their applications in education (Rahimi & Miri, 2014).With the rapid development of mobile technologies, they are gaining an undeniable and active role at all educational levels nowadays, and are significant and indispensable dimensions of education, specifically in learning language. Learning with the help of mobile devices and their applications like dictionaries enables students to learn via mobile devices without being restricted by time and space thus they would feel a greater sense of freedom (Nyiri, 2002).

Dictionary use can be considered as a way for independent learning for learners. The first thing a foreign language learner purchases is a dictionary (Baxter, 1990). For a language learner the first and the most important tool which facilitate the process of learning efficiently and usefully is an appropriate and suitable dictionary. Most experts now agree that dictionaries should be compiled with the users' needs foremost in mind. Dictionaries can be used as a last resort when guessing from context strategies fail. But they can also be used productively, both for generating text and as resources for vocabulary acquisition. Their usefulness depends on learners being able to access the information they contain both speedily and accurately. Training learners in effective dictionary use and selecting the appropriate dictionary is particularly importan t since many learners may not be familiar with dictionary conventions, even in their own language. Such training also provides them with the means to continue vocabulary acquisition long after their course of formal study has been completed. Therefore, it is as an essential source, if not the main source, of information on language for all literate people who have questions on form, meaning, and/ or use of a word(s) in their first language (L1) or in another language (Kirkness, 2004).

One of the key indicators of students' success in school, on standardized tests, and indeed, in life, is their vocabulary. The reason for this is simply that the knowledge anyone has about a topic is based on the vocabulary of that information (Marzano & Pickering, 2005). Learning vocabulary as one of the sub-skills in language learning can play an important role in receptive (reading and listening) and productive (writing and speaking) skills. Learners consider vocabulary as the most important aspect of language, thus equating language learning with vocabulary learning. According to Singleton (2000, p.12), it can be said that "language is popularly conceived in terms of words". We have to highlight the functional role of vocabulary as a crucial aspect in communication and language assessment, especially in productive skills like writing and speaking. If knowledge of vocabulary is at hand, then communication is possible even though no grammar knowledge exists (Liach, 2010).

Therefore, the present study has been intended to shed more light upon the use of mobile technology regarding mobile application in educational settings and classroom. Accordingly, the questions of this study have been formulated as below: 1. Does using monolingual mobile dictionary have any significant effect on the Iranian EFL learners' ability to recall the vocabulary? 2. Does using monolingual mobile dictionary have any significant effect on the Iranian EFL learners' ability to use the vocabulary?

2. Review of the Related Literature

2. …

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