Acquiring Vocabulary at the University Level: A Comparison of Three Learning Strategies

Y. J Katz, Y. B. Yablon

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    As the authors of this paper, Katz and Yablon, point out
    mobile learning is rapidly developing as an effective and efficient ICT
    (Information and Communication Technology) learning strategy. Cell phone
    based SMS (Short Messaging Service) technologies are now being introduced
    in language and other learning at the university level. In the research, the
    students studying Aramaic language as part of the mandatory Talmud
    foundation course were divided into three groups and identical vocabulary lists
    were delivered weekly to these groups by SMS, email and snail mail during the
    year long course. Students in these three groups were tested on Aramaic
    vocabulary at the beginning and end of the year long course and responded at
    the end of the course to a questionnaire that examined their levels of learner
    motivation, learner autonomy, and learner control of the learning process.
    Results of the study indicate that there are no significant differences in
    achievement attained by the three groups on the Aramaic vocabulary test.
    However, there are significant differences for learner motivation, learner
    autonomy, and control of the learning process. The students who received SMS
    messages attained the highest scores on all three factors. The results of the
    study indicate the potential for university vocabulary learning via cell-phone
    based SMS messaging
    Original languageAmerican English
    Title of host publicationResearch on Teacher Education and Training
    EditorsFeyza Doyran
    Place of PublicationAthens
    PublisherAthens Institute for Education and Research
    Number of pages10
    ISBN (Print)978-960-9549-74-5
    StatePublished - 2012


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