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Diplomarbeit / Diploma Thesis DIPLOMARBEIT / DIPLOMA THESIS Titel der Diplomarbeit / Title of the Diploma Thesis “The Implementation of Digital Learning Technology in the Teaching of EFL Vocabulary” verfasst von / submitted by Daniel Jordan BSc angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Magister der Philosophie (Mag.phil.) Wien, 2020 / Vienna, 2020 Studienkennzahl lt. Studienblatt / UA 190 299 344 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Lehramtsstudium UF Psychologie und degree programme as it appears on Philosophie UF Englisch the student record sheet: Betreut von / Supervisor: Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer Mitbetreut von / Co-Supervisor: Dr. Manuela Wipperfürth Table of Contents List of abbreviations List of figures List of tables 1. Introduction ................................................................................................... 1 2. Mobile-assisted language learning – literature review ............................. 8 2.1. Defining mobile-assisted language learning ............................................................... 8 2.2. Historical overview ................................................................................................... 11 2.3. Mobile-assisted vocabulary learning ......................................................................... 20 2.4. Theories of learning in MALL .................................................................................. 26 2.5. The question of curricular integration ....................................................................... 30 2.6. Research concerns ..................................................................................................... 33 2.7. Summary ................................................................................................................... 35 3. Vocabulary learning ................................................................................... 38 3.1. Defining vocabulary .................................................................................................. 39 3.2. Vocabulary size ......................................................................................................... 40 3.3. The building of meaning – defining vocabulary knowledge .................................... 43 3.4. The role of cognition and memory ............................................................................ 48 3.5. The cognitive process of second language acquisition ............................................. 53 3.6. The depth of processing hypothesis .......................................................................... 58 3.7. Vocabulary learning strategies .................................................................................. 59 3.8. Vocabulary learning methods – flashcards ............................................................... 67 3.9. Summary ................................................................................................................... 69 4. Methodology ................................................................................................ 72 4.1. Research questions and hypotheses........................................................................... 73 4.2. Memrise ..................................................................................................................... 74 4.3. Context ...................................................................................................................... 75 4.4. Participants ................................................................................................................ 76 4.5. Procedure ................................................................................................................... 76 5. Results and data analysis ........................................................................... 80 5.1. Correlation between pre-test ranking and average scores ......................................... 80 5.2. Vocabulary tests ........................................................................................................ 81 5.3. Medium-term memory .............................................................................................. 84 5.4. Delayed post-test ....................................................................................................... 86 5.5. Participant questionnaire ........................................................................................... 88 5.6. Limitations of the research ........................................................................................ 99 6. Conclusions ................................................................................................ 100 References ........................................................................................................ 105 Appendix .......................................................................................................... 120 Target vocabulary items ..................................................................................................... 120 Medium-term memory tests with correct answers ............................................................. 128 Delayed post-test memory test with correct answers ......................................................... 132 Raw quantitative data – MTM and DPT vocabulary tests ................................................. 134 Participant questionnaire – questions and structure ........................................................... 137 Abstract - English ............................................................................................................... 145 Abstract - Deutsch .............................................................................................................. 146 List of abbreviations CEFR – common European frame of reference for languages CALL - computer-assisted language learning DPT - delayed post-test EFL - English as a foreign language GPS - Global Positioning Systems L1 – first language L2 – second language LTM - long-term memory MALL – mobile-assisted Language Learning m-Learning – mobile learning MTM – medium-term memory M-WM - multicomponent working memory SLA – second language acquisition SLL/s – second language learner/s STM - short-term memory WM - working memory VBS - Vienna Bilingual Schooling System List of figures Figure 1: Traxler (2005) – m-Learning vs. e-Learning Figure 2: Baddeley and Hitch model of the Multicomponent Working Memory Figure 3: Respondents’ pre-test vocabulary learning behaviour Figure 4: Respondents’ pre-test mobile application use Figure 5: Respondents’ frequency of study Figure 6: Respondents’ time spent studying for each vocabulary test Figure 7: Respondents’ time and place of study Figure 8: Respondents’ readiness to integrate MALL into their EFL course Figure 9: Helpfulness of Memrise List of Tables Table 1: Schmitt’s Taxonomy: Categorisation of vocabulary learning strategies (Schmitt 1997) Table 2: Nation’s Taxonomy: Categorisation of vocabulary learning strategies (Nation 2013) Table 3: Results for MTM and DPT vocabulary tests – Overall Results Table 4: Results for MTM and DPT Tests - Adjusted for minimal Memrise engagement Table 5: Results for MTM and DPT Tests - Adjusted for full Memrise engagement Table 6: MTM Memory - t-Test for overall results Table 7: MTM Memory - t-Test for results adjusted for minimal Memrise engagement Table 8: MTM Memory - t-Test for results adjusted for full Memrise engagement Table 9: DPT Memory - t-Test for Overall Results Table 10: DPT Memory - t-Test for results Adjusted for minimal Memrise engagement Table 11: DPT Memory - t-Test for results Adjusted for full Memrise engagement 1. Introduction From the decidedly modest beginnings of the ostensibly mobile, brick-like contraptions of the 1980s, today’s mobile phones have become truly portable, powerful, and practicable handheld microcomputers with advanced operating systems that enable a new world of functionality (Godwin-Jones 2011: 3). In no other area are these developments more relevant than in the area of education, and running in parallel with a trend towards ever-improving functionality and a continually expanding range of features offered by mobile technologies over the past 20-30 years has been a steadily increasing volume of language research literature, championing the instructional benefits and advantages of newly-enabled pedagogical paradigms and advocating for the increased use of mobile technology in the learning of foreign languages (Burston 2014a, 2015; Brown, Campbell & Ling 2011; Sharples 2010; Kukulska-Hulme 2009). This relatively young and specialised area of language research known as Mobile-assisted Language Learning (MALL), although arguably still in its early phases (Burston 2014b: 344) and still a decidedly niche subject (Burston 2014a: 115), is an area of second language acquisition (SLA) research that is currently garnering an increasing amount of interest from researchers as mobile technologies continue to expand their influence and push the technological boundaries of what is pedagogically possible (Kukulska-Hulme 2009; Duman, Orhon & Gedik 2014). Combining extensive accessibility, increased functionality, and reduced cost, mobile phone ownership in the United States now far surpasses desktop and laptop ownership, with 96% of US adults now owning a mobile phone (Pew Research Center 2019). Specifically concerning the situation in Austria,
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