ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
44
THE STUDENT EXPERIENCE: SMARTPHONE APPLICATIONS AND
VOCABULARY GROWTH
Zikriyoxonposhsha Sobirjonova
Dilafruz Shamsiddinova
Uzbekistan State World Languages University
https://doi.org/10.5281/zenodo.14960474
Abstract.
Nowadays,170 mobile applications are frequently employed in
higher education, particularly for learning English as a foreign language, because
of their special qualities (such as portability, multimodality, interaction, or
ubiquity). The approach to learning using smartphones and mobile apps is, on
the one hand, particularly learner-centered in the sense of autonomous and
individualized learning, as opposed to traditional classroom learning. This
research examines the perceived utility and effectiveness of smartphone
applications (apps) for vocabulary acquisition among Uzbek students.
Employing a mixed-methods approach, utilizing an online survey and researcher
observation, the study investigated the perspectives of English major students at
the Uzbekistan State World Languages University (UzSWLU). The findings
indicate a generally positive perception of smartphone applications'
contribution to vocabulary development, attributed to their capacity to provide
substantial vocabulary input. Furthermore, the study identified age and prior
experience with app utilization as significant variables influencing students'
evaluations of app efficacy in vocabulary learning.
Key words:
smartphone apps, vocabulary acquisition, perception,
effectiveness, Uzbek EFL learners.
Introduction.
As communication technology advanced quickly, it was eventually used in
e-learning. The two primary categories of communication technology are
synchronous and asynchronous. Asynchronous activities include blogs, wikis,
and discussion boards. The fundamental idea behind asynchronous activities is
that students can engage in idea and information sharing without being
interrupted by other students at the same time, whereas synchronous activities
involve exchanging ideas and information with one or more participants at the
same time. Synchronous communication technologies include online chat rooms
and virtual classrooms, as well as the use of these tools for independent study.
A study on vocabulary learning was carried out by Basoglu and Akdemir
(2010) to compare the use of flashcards and mobile phones. While the control
group studied the identical words using flashcards, the experimental group
received the words via a mobile application for six weeks. Given that the
experimental group performed noticeably better on the multiple-choice posttest,
their investigation found a substantial difference between the two groups.
The key to becoming proficient and competent in the target language is
teaching vocabulary. The optimal method for teaching vocabulary has been the
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
45
subject of ongoing research. In this case, idiomatic expressions are the most
commonly used nonliteral expressions and the foundation of everyday
conversations in a language, so even though vocabulary is an essential part of
learning a foreign language, a language learner may experience communication
issues if they are unable to use them effectively, such as sounding artificial and
unauthentic (Cooper, 1998, 1999).
WhatsApp has been employed as a successful mobile communication tool in
certain research that looked into how well it works for language acquisition. As
an alternative to SMS, which is more expensive and less practical without a
computer system to transmit messages, Plana et al. (2013) sought to give EAP
students additional reading activities by delivering links to brief texts and
accompanying comprehension questions over WhatsApp groups. Following the
twelve-week implementation, the questionnaires revealed that students enjoyed
the exercises and used the program to boost their reading practice.
Another example is Stockwell (2010), who examined student
accomplishment, task completion speed, and time over three years from 2007 to
2009 concerning vocabulary acquisition on computers and mobile devices.
VocabTutor, a Moodle-based program, was created to function on PCs and
mobile devices. The study's results revealed no discernible difference in student
scores; nevertheless, in 2009, as mobile phone use increased, the majority of
students preferred utilizing the system on desktops.
Effective foreign language acquisition requires applying necessary learning
techniques (Meschyan and Hernandez, 2002). These language acquisition
methods are employed to generate proficiency in English, particularly among
learners of English as a second (foreign) language (EFL). Numerous research
asserts a relationship between language learning strategies and English
competence (Liu, 2004), and Magno (2010) found a substantial correlation
between this pattern of approach utilization and English proficiency.
Due to the increasing interest in vocabulary learning, learners and students
now have access to a variety of tools, with mobile applications being among the
most well-liked and efficient. Research on teaching and learning English has
frequently undervalued the language's lexical resources. The concepts and
instructional challenges surrounding mobile learning are still developing and
need more investigation, and the effectiveness of mobile learning in education is
still in its early phases of application (Kukulska-Hulme, 2007).
In their study, Wang and Shih (2015), for example, used a mobile
vocabulary learning application and found that the experimental group
outperformed the control group, which used paper-based learning materials, by
a substantial margin. WhatsApp, a free mobile messenger program that enables
texting, multimedia sharing, group and one-to-one discussions, and phone calls,
is a great example of a mobile application. Among the most well-known and
extensively utilized messenger apps, it is compatible with all mobile operating
systems, including iOS, Android, Windows Mobile, Symbian, and others.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
46
More than 10% of the presentations at the annual TESOL (Teachers of
English to Speakers of Other Languages) conference in Toronto in 1983 focused
on multimedia aids, and some learning software was introduced during the
event, making the value of these tools in language learning and instruction even
more clear. According to Carrell and Eisterhold (1983), "students have control
over their learning environment when multimedia is used. They can decide
when to access their learning materials and go over the context as often as they
need to and want to.
Wu (2015) developed the Word Learning-CET6 mobile application as part
of a recent smartphone study to teach vocabulary to seventy Chinese college
students.
The control group received just text messages reminding them to study the
vocabulary items independently, while the experimental group utilized the
application. The experimental group outperformed the control group, according
to the posttest findings after the experiment, which showed a substantial
difference between the two groups.
Lawrence (2014) also introduced vocabulary items to a group of five
undergraduate Afrikaans learners using WhatsApp groups before text reading.
Over seven weeks, the group received messages from the researchers that
included target words along with translations and other media, including music
and images. In each subsequent course, the messages' content was expanded
upon and students' understanding was assessed. The author concluded that
WhatsApp is a useful tool for giving students, particularly those who struggle
with vocabulary, the opportunity to practice outside of the classroom;
nevertheless, the messages' content should be carefully considered.
A quantitative research approach was used in this study, and
questionnaires were used to collect data. The stronger the researcher's and,
more crucially, the study's users' faith in the research's recommendations and
ultimate utility, the more the researcher concentrates on ensuring the principles
of a solid research design (Creswell, 2012). This focus on data quality can be
applied to any research project. Furthermore, although survey researchers are
the ones who talk about it the most, quantitative researchers are also talking
about data quality issues more and more.
Rezaei et al. (2014) conducted an investigation into the efficacy and
implementation of mobile applications as a tool for English vocabulary
acquisition. This study employed a pre- and post-intervention design, comparing
the vocabulary performance of intermediate-level English language learners
before and after exposure to mobile application-based instruction. The research
also explored the impact of multimedia courseware on second language
vocabulary development. Utilizing a mixed-methods approach, the study
combined quantitative performance data with qualitative insights derived from
questionnaire analysis. Quantitative findings demonstrated a statistically
significant improvement in learners' vocabulary performance following the
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
47
intervention. Furthermore, the questionnaire data revealed that the use of
mobile applications correlated with enhanced vocabulary learning, increased
learner confidence, and greater classroom engagement. Participants also
expressed a positive disposition towards the integration of multimedia
resources into their language learning experience
Conclusion.
This paper examines the potential of smartphones and associated
innovative applications in facilitating vocabulary acquisition among students,
evaluating their perceived effectiveness. It posits that, within contemporary
educational contexts, smartphone applications represent a particularly
efficacious modality for enhancing student vocabulary development.
References:
1.
Al-Sofi, B. B. M. A. (2020). Students’ perceptions of the effectiveness of
using smartphone applications in enhancing vocabulary acquisition.
International Journal of English Linguistics, 11(1), 110-124.
2.
Basoglu, E. B., & Akdemir, O. (2010). A comparison of undergraduate
students' English vocabulary learning: Using mobile phones and flash cards.
Turkish Online Journal of Educational Technology-TOJET, 9(3), 1-7.
3.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading
pedagogy. TESOL quarterly, 17(4), 553-573.
4.
Cooper, T. C. (1999). Processing of idioms by L2 learners of English. TESOL
quarterly, 33(2), 233-262.
5.
Cooper, T. C. (1998). Teaching idioms. Foreign language annals, 31(2),
255-266.
6.
Huwari, I. F., Darawsheh, S. R., Al-Shaar, A. S., & Alshurideh, H. (2023). The
effectiveness of mobile phone applications in learning English vocabularies. In
The effect of information technology on business and marketing intelligence
systems (pp. 473-488). Springer International Publishing.
7.
Klimova, B. (2021). Evaluating impact of mobile applications on EFL
university learners’ vocabulary learning–A review study. Procedia Computer
Science, 184, 859-864.
8.
Kukulska-Hulme, A. (2007). Mobile usability in educational contexts: what
have we learnt?. The international review of research in open and distributed
learning, 8(2).
9.
Lawrence, D. (2014). Students’ experiences of using SMS for vocabulary
development: A case study. In Conference proceedings of ICT for language
learning (Vol. 310).
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
48
10.
Liu, D. (2004). EFL proficiency, gender and language learning strategy use
among a group of Chinese technological institute English majors. ARECLS e-
Journal, 1(5).
11.
Magno, C. (2010). Korean students ‘language learning strategies and years
of studying English as predictors of proficiency in English. Teaching English to
Speakers of Languages Journal, 2, 39-61.
12.
Meschyan, G., & Hernandez, A. (2002). Is native-language decoding skill
related to second-language learning?. Journal of educational psychology, 94(1),
14.
13.
Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., &
Hopkins, J. (2013). Improving learners’ reading skills through instant short
messages: A sample study using WhatsApp. Proceedings of WorldCall, 80-84.
14.
Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile
applications on English vocabulary acquisition. Jurnal Teknologi (Sciences &
Engineering), 68(2).
15.
Wang, Y. H., & Shih, S. K. H. (2015). Mobile-assisted language learning:
Effects on EFL vocabulary learning. International Journal of Mobile
Communications, 13(4), 358-375.
