The Impact of Text-Messaging on Vocabulary Learning of Iranian EFL Learners
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Bibliographic record
Abstract
Vocabulary learning is one of the major challenges foreign language learners face during the process of learning a language. One way to alley the burden is to assist students in becoming independent learners during the process of L2 vocabulary learning. This could be achieved through instructing learners to use their mobile phone as an efficient tool to learn vocabulary. Mobile phones are the new addition to the information and communication technologies (ITC) for learning. The present research investigates the effectiveness of text-messaging on vocabulary learning of EFL learners. To fulfill the purpose of the study, 60 learners from among 90 Iranian high school students participated in the study. The participants were divided into two equal groups of experimental and control based on the results of a proficiency test. The target words in the book English for Pre-University Students by Birjandi, Samimi and Anabisarab (2007) were taught to the groups, using synonyms and antonyms. Six to seven words were introduced and taught to these students each session. The participants in the experimental group were required to send the researcher SMSs containing a sentence for each covered word in class while those in the control group wrote some sentences containing the target words to exchange them with their partners and bring their assignments to the class the next session. Results of t-test analysis indicated that participants in the experimental group outperformed those in the control group. The results of this study can help teachers to provide a flexible situation to teach new vocabulary, and also provide pedagogical implications for utilizing text-messaging as an effective and flexible learning tool. Key words : Mobile assisted language learning; Involvement load hypothesis; Short message service Resume L’apprentissage du vocabulaire est l’un des defis majeurs des apprenants en langues etrangeres sont confrontes au cours du processus d’apprentissage d’une langue. Une facon de ruelle le fardeau est d’aider les etudiants a devenir des apprenants independants au cours du processus de l’apprentissage du vocabulaire L2. Cela pourrait etre realise grâce a instruire les apprenants a utiliser leur telephone mobile comme un outil efficace pour apprendre le vocabulaire. Les telephones mobiles sont la nouvelle addition a des technologies de l’information et de la communication (TIC) pour l'apprentissage. La presente recherche examine l’efficacite de la messagerie texte sur l’apprentissage du vocabulaire des apprenants d’anglais langue etrangere. Pour atteindre l’objectif de l’etude, 60 apprenants parmi 90 etudiants iraniens secondaire ont participe a l’etude. Les participants ont ete divises en deux groupes egaux de experimental et de controle base sur les resultats d'un test d’aptitude. Les mots cibles dans les Anglais livre pour etudiants pre-universitaires par Birjandi, Samimi et Anabisarab (2007) ont appris a des groupes, en utilisant des synonymes et des antonymes. Six a sept mots ont ete introduits et a enseigne a ces eleves de chaque session. Les participants du groupe experimental ont ete tenus d’envoyer les SMS contenant des chercheurs une peine pour chaque mot couvert dans la classe, tandis que ceux dans le groupe temoin a ecrit quelques phrases contenant les mots-cibles pour les echanger avec leurs partenaires et d’apporter leurs missions a la classe de la prochaine session. Resultats de test-t analyse a indique que les participants du groupe experimental ont surpasse ceux du groupe temoin. Les resultats de cette etude peut aider les enseignants a creer une situation flexible pour enseigner le vocabulaire nouveau, et fournissent egalement des implications pedagogiques pour utiliser la messagerie texte comme un outil efficace et flexible d’apprentissage. Mots cles : Apprentissage des langues assiste par mobilis; L’hypothese de la participation de charge; Service de message court
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it