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Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory

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  • Huashan Lu

    (School of Foreign Languages, Qingdao Agricultural University, Qingdao 266109, China)

  • Xingxing Ma

    (School of Foreign Languages, Yuzhang Normal University, Nanchang 330103, China)

  • Fang Huang

    (School of Education, Shanghai International Studies University, Shanghai 200083, China)

Abstract

This article intends to investigate the effects of using a mobile app on the vocabulary learning achievement and memory of Chinese tertiary EFL learners. 108 non-English majors took part in the study. Moreover, their perceptions of the app were investigated. By analyzing data from a quasi-experiment, the results show that the experimental group (EG) learned vocabulary at an increased rate of 129.65%, while the control group (CG) did so at an increased rate of 68.4%. In addition, a significant difference was found in vocabulary learning achievement between the two groups, indicating that the app effectively improved students’ vocabulary learning. As for remembering the new words, it was discovered that retention of words declined by 11.11% in EG and 27.89% in CG, suggesting that the app was effective in preventing the EG students from rapid memory loss of the words. Among the participants, 72% held a positive attitude toward the app, and 82% expressed that they liked the app in their diaries. Results of this study indicate the usefulness of mobile technology-enhanced L2 vocabulary learning.

Suggested Citation

  • Huashan Lu & Xingxing Ma & Fang Huang, 2023. "Exploring the Effects of a Theory-Based Mobile App on Chinese EFL Learners’ Vocabulary Learning Achievement and Memory," Sustainability, MDPI, vol. 15(11), pages 1-18, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:9129-:d:1164412
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    References listed on IDEAS

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    1. Lucas Kohnke, 2020. "Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 10(1), pages 15-26, January.
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