Perceptions of legal english major first year students towards mobile assistance in english vocabulary acquisition

HO CHI MINH CITY UNIVERSITY OF LAW FACULTY OF LEGAL FOREIGN LANGUAGES  HỒ THỊ MINH TRANG PERCEPTIONS OF LEGAL ENGLISH MAJOR FIRST-YEAR STUDENTS TOWARDS MOBILE ASSISTANCE IN ENGLISH VOCABULARY ACQUISITION Submitted in partial fulfillment of the requirements of the degree of Bachelor of Arts in English Studies HỒ CHÍ MINH, 2023 HO CHI MINH CITY UNIVERSITY OF LAW FACULTY OF LEGAL FOREIGN LANGUAGES GRADUATION PAPER PERCEPTIONS OF LEGAL ENGLISH FIRST-YEAR STUDENTS TOWARDS MOBILE ASSISTANCE IN ENGLISH VOCABULARY ACQUISITION Submitted in partial fulfillment of the requirements of the degree of Bachelor of Arts in English Studies Student: Hồ Thị Minh Trang Student ID: 1952202010073 Class: 112- LE44(B) Supervisor: Hà Nhật Linh, M.A HỒ CHÍ MINH, 2023 DECLARATION I hereby declare that the study titled “Perceptions of Legal English first-year students towards mobile assistance in English vocabulary acquisition” was bona fide research work accomplished by me from March to June, 2023 and conducted under the supervisor of M.A Hà Nhật Linh, an instructor at Department of General English, Ho Chi Minh City University of Law This graduation paper is not submitted to any other university or institution for the award of any degree, diploma or published any time before HO THI MINH TRANG ACKNOWLEDGEMENT I would like to express my deep gratitude to Mrs.Ha Nhat Linh, who has supported me much in conducting the thesis Her contribution to the study plays a significant role in the success of my research I also appreciate Legal English freshmen in the course 47 at Ho Chi Minh City University of Law, who completed the survey and shared many useful suggestions for questionnaire alterations Lastly, I would like to thank my parents as well as my best friends, who encouraged me and supported in terms of mental health, technical issues, and valuable knowlegde to fulfill the bachelor’s thesis on time TABLE OF CONTENTS DECLARATION I ACKNOWLEDGEMENT II LIST OF ABBREVIATIONS III LIST OF TABLES IV ABSTRACT V CHAPTER ONE: INTRODUCTION 1.1 Statement of the Problem 1.2 Purpose of the Study 1.3 Definition of Terms 1.4 Research Questions 1.5 Significance of the Study 1.6 Organization of the Study .4 CHAPTER TWO: LITERATURE REVIEW 2.1 English language learning and vocabulary knowledge 2.2 Vocabulary Acquisition 2.3 Mobile- Assisted Language Learning (MALL) 2.3.5 MALL in Vietnam 12 2.4 Previous Studies 12 2.4.1 Students’ mobile vocabulary learning practices 12 2.4.2 Students’ perceptions towards MALL 14 2.5 Summary 16 CHAPTER THREE: METHODOLOGY 17 3.1 Research Design 17 3.2 Research Instrument 17 3.2.1 Questionnaire 18 3.3.Research Participants 19 3.4 Procedure of data collection 21 3.4.1 Pilot Study 21 3.4.2 The questionnaire survey 21 3.5 Method of data analysis 21 3.6 Reliability and Validity Test 22 CHAPTER FOUR: FINDINGS AND DISCUSSION 26 4.1 Introduction 26 4.2 Findings 26 4.2.1 Ways of using mobile devices for vocabulary learning 26 4.2.2 Students’ perceptions towards MAVL 29 4.3 Discussion 33 4.3.1 Ways of integrating MAVL 33 4.3.2 Students’ perceptions regarding MAVL 35 CHAPTER 5: CONCLUSION 37 5.1 Recapitulation 37 5.2 Implications 38 5.3 Recommendations 38 5.4 Limitations 39 REFERENCES 40 APPENDICES 46 LIST OF ABBREVIATIONS MALL: Mobile- Assisted Language Learning MAVL: Mobile- Assisted Vocabulary Learning EFL: English as Foreign Language CALL: Computer- Assisted Language Learning DET: Determination COG: Cognitive MET: Meta- cognitive SOC: Social MEM: Memory VLS: Vocabulary Learning Strategies LIST OF TABLES Table 2.1.1 : Vocabulary knowledge description (Nation, 2001, p 27) Table 3.3 : Key Demographic Information of the Questionnaire Respondents Table 3.6a MAVL advantages reliability test Table 3.6b: MAVL disadvantages reliability test Table 4.2.1a: MAVL implementation Table 4.2.1b: MAVL for new vocabulary Table 4.2.1c: MAVL practices Table 4.2.2a: Descriptive statistics of MAVL advantages Table 4.2.2b: Descriptive statistics of MAVL disadvantages Brandl, K (2002) Integrating internet-based reading materials into the foreign language curriculum: from teacher- to student-centered approaches Language Learning & Technology, 6(3), 87-107 Chinnery, G M (2006) Going to the MALL: Mobile assisted language learning Clark, Megan (2013) "The Use of Technology to Support Vocabulary Development of English Language Learners" (2013) Education Masters Paper 238 Dashtestani, R., & Hojatpanah, S (2021) Mobile-assisted language learning in a secondary school in Iran: discrepancy between the stakeholders’ needs and the status quo In Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice (pp 157-174) Cham: Springer International Publishing Diána, M (2020) The effect of mobile applications on English vocabulary acquisition Duong, M T., & Nguyen, T V (2023) The Students’ Readiness for Learner Autonomy in English Language Learning VNU Journal of Science: Education Research Duong, T M., Tran, T Q., & Nguyen, T T P (2021) Non-English Majored Students’ Use of English Vocabulary Learning Strategies with TechnologyEnhanced Language Learning Tools Asian Journal of University Education, 17(4), 455-463 Govindasamy, P., Yunus, M M., & Hashim, H (2019) Mobile assisted vocabulary learning: Examining the effects on students’ vocabulary enhancement Universal Journal of Educational Research, 7(12), 85-92 Hashim, H., Yunus, M M., Embi, M A., & Ozir, N A M (2017) Mobileassisted language learning (MALL) for ESL learners: A review of affordances and constraints Sains Humanika, 9(1-5) Hashim, H., Yunus, M M., Embi, M A., & Ozir, N A M (2017) Mobileassisted language learning (MALL) for ESL learners: A review of affordances and constraints Sains Humanika, 9(1-5) Hu, Z (2013) Vocabulary learning assisted by mobile phones: perceptions of Chinese adult learners Hulstijn, J H (2001) Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity Jarvis, H., & Achilleos, M (2013) From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU) Tesl-ej, 16(4), n4 Kukulsa-Hulme, A., & Traxler, J (Eds.) (2005) Mobile learning Oxon: Routledge Kukulska-Hulme, A (2013) Mobile-assisted language learning In: C Chapelle (ed.), The encyclopedia of applied linguistics New York: Wiley, 3701–3709 Kukulska-Hulme, A and Shield, L (2008) An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction ReCALL, 20(3): 271–289 M STRATTON, J A M E S (2022) Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom The Modern Language Journal Maskor, Z M., & Baharudin, H (2016) Receptive vocabulary knowledge or productive vocabulary knowledge in writing skill, which one important International Journal of Academic Research in Business and Social Sciences, 6(11), 261-271 Meara, P (2005) Designing vocabulary tests for English, Spanish, and other languages In C S Butler, M Á Gómez-González, & S M Doval-Suárez (Eds.), The dynamics of language use (pp 271–285) Amsterdam, the Netherlands: John Benjamins Milton, J., & Fitzpatrick, T (2017) Dimensions of vocabulary knowledge Bloomsbury Publishing Mohd Asraf, R., & Supian, N (2017) Metacognition and mobile-assisted vocabulary learning Arab World English Journal (AWEJ) Volume, Nation, I S P (2001) Learning vocabulary in another language Cambridge, England: Cambridge University Press Nation, P (2019) The different aspects of vocabulary knowledge In The Routledge handbook of vocabulary studies (pp 15-29) Routledge Nikolopoulou, K (2021) Mobile devices in early childhood education: Teachers’ views on benefits and barriers Education and Information Technologies, 26(3), 3279-3292 Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S (2020, November) Mobile-Assisted Language Learning (MALL): Students’ perception and problems towards mobile learning in English language In Journal of Physics: Conference Series (Vol 1641, No 1, p 012027) IOP Publishing Pengnate, W (2018, May) Students' attitudes and problems towards the use of mobile-assisted language learning (MALL) In 2018 5th International Conference on Business and Industrial Research (ICBIR) (pp 590-593) IEEE Pimentel, J L (2010) A note on the usage of Likert Scaling for research data analysis USM R&D Journal, 18(2), 109-112 Deris, F & Shukor, N (2019) Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features International Association of Online Engineering Retrieved May 25, 2023 from https://www.learntechlib.org/p/216526/ Qian, Y (2022) User Review Analysis of Mobile English Vocabulary Learning Journal of Educational Technology Development and Exchange (JETDE), 15(1), Quyen, T N Q (2022) IMPROVE STUDENTS'ENGLISH VOCABULARY WITH THE MEMRISE MOBILE APPLICATION International Journal on ELearning Practices (IJELP), 5, 12-22 Rafiq, K R M., Hashim, H., & Yunus, M M (2021) Sustaining education with mobile learning for english for specific purposes (Esp): A systematic review (2012–2021) Sustainability, 13(17), 9768 Rezaei, A., Mai, N., & Pesaranghader, A (2014) The effect of mobile applications on English vocabulary acquisition Jurnal Teknologi, 68(2), 73-83 Roopa, S., & Rani, M S (2012) Questionnaire designing for a survey Journal of Indian Orthodontic Society, 46(4_suppl1), 273-277 Saidouni, K., & Bahloul, A (2016) Teachers and students’ attitudes towards using mobile-assisted language learning in higher education Arab World English Journal (AWEJ) Special Issue on CALL, (3) Schmitt, N (2010) Researching vocabulary New York: Palgrave MacMillan Schmitt, N (2014) Size and depth of vocabulary knowledge: What the research shows Language learning, 64(4), 913-951 Seraj, P., Klimova, B., & Habil, H (2021) Use of mobile phones in teaching English in Bangladesh: A systematic review (2010-2020) Sustainability, 13(10), 5674-5687 doi:10.3390/su13105674 Stockwell, G., & Hubbard, P (2013) Some emerging principles for mobileassisted language learning The International Research Foundation for English Language Education, 2013, 1-15 Sukamolson, S (2007) Fundamentals of quantitative research Language Institute Chulalongkorn University, 1(3), 1-20 Sung, Y T., Chang, K E., & Yang, J M (2015) How effective are mobile devices for language learning? A meta-analysis Educational research review, 16, 68-84 Thuy, N T T., & Yukawa, T (2021) Mobile devices applied in self-studying English as a foreign language among non-native students in Vietnam and Japan International Journal of Interactive Mobile Technologies, 15(9) Valarmathi, K.E (2011) Mobile Assisted Language Learning Journal of Technology for ELT [Online],1(2) Van, L T (2022) Exploring Vietnamese university students’ perception of using Mobile Assisted Language Learning (MALL) to study English HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE-SOCIAL SCIENCES, 12(2), 152-163 Van Moere, A (2012) A Psycholinguistic Approach to Oral Language Assessment Language Testing, 29, 325–344 doi: 10.1177/0265532211424478 Webb, S (2013) Depth of vocabulary knowledge The encyclopedia of applied linguistics, 346-354 Xodabande, I., & Hashemi, M R (2023) Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development Education and Information Technologies, 28(2), 1587-1611 YYkselir, C (2017) A meta-synthesis of qualitative research about Mobile Assisted Language Learning (MALL) in foreign language teaching SSRN Electronic Journal, 8(3), 302-318 doi:10.2139/ssrn.3053570 APPENDICES APPENDIX 1: English Questionnaire Perceptions Of Legal English First-year Students Towards Mobile Assistance In English Vocabulary Acquisition Thank you for agreeing to fill this questionnaire for my research about Mobile Assistance in English Vocabulary Learning ( MAVL) All responses given by you will be kept confidential and used for academic purposes only Please note that there are no right or wrong answers Thank you for your time and help! PART A: GENERAL INFORMATION Information in this part will be kept in private Gender How long have you been learning English? What are your English language abilities ? I can read and understand although not acquiring all vocabularies I can hold a conversation I’m fluent PART B: INTEGRATION OF MAVL MAVL: Mobile-Assisted Vocabulary Learning In what ways you use mobile devices for vocabulary learning? Language learning apps: Duolingo, Memrise, Mochi… Social Networking: Facebook, Instagram, Snapchat, Twitter… Electronic Dictionary, including apps and websites Virtual world or games In what ways you learn new vocabulary by mobile devices? Interacting with other learners or foreigners to improve English skills from e-websites Linking the word with another English word through Internet sources Listening to English songs from e-websites or apps on my computer or smartphones Practicing writings by using Microsoft Word ( correction, revision, and feedback) Watching English movies with subtitles on the Internet Playing online games Reading books and highlighting new words Looking up new words by hearing others’conversations accidentally In what ways you practice/ improve vocabulary with mobile assistance ? Following the coursebook content words to match the study course Making lexical notes/flashcards to remember and revise words Using a favorite mobile/web application to facilitate vocabulary learning Getting or asking teacher’s guideline or suggestions to improve vocabulary Rehearsing words from a vocabulary list for a test Practicing vocabulary exercises with other users or teachers by e-websites or softwares Linking the words through a visual image in my mind with internet sources Improving pronunciation by repeatedly pronouncing the words through e-websites or computer softwares ( e.g., e-dictionary, Google translation, etc.) PART C: PERCEPTIONS MAVL MAVL: Mobile-Assisted Vocabulary Learning SD: strongly disagree D: disagree U: undecided A: agree SA: strongly agree ➢ Advantages of MALL Expressions I am able to learn vocabulary better when it is presented in multiple ways ( pictures, sounds, definitions, examples, ) Mobile assistance helps me access additional info, outside of using textbooks Mobile assistance makes me comfortable and confident in vocabulary learning due to instant resources and access at any time I am able to access my study materials and notes in a rapid way Picking up english practice activities and doing them on my own time and preferred environment Using mobile platforms to test my vocabulary or english skills is more funny and attractive Mobile assistance can create interactive learning environments SD D U A SA The use of mobile devices for vocabulary learning is cost-effective and time-saving ➢ Disadvantages of MALL Expressions Mobile technology is expensive and may affect students’ budgets Small screen size Limited battery charge Lack of proper training or instructions for academic purposes Lack of technical support when incorporating technology in language learning Problem of internet connectivity Students use mobile assistance for nonacademic purposes I feel uncomfortable to use mobile devices inside and outside the classroom SD D U A SA APPENDIX : Vietnamese Questionnaire Khảo sát nhận thức sinh viên năm Nhất tiếng Anh pháp lý hỗ trợ di động để tiếp thu từ vựng Cảm ơn bạn đồng ý điền vào bảng câu hỏi cho nghiên cứu Nhận Thức Của Sinh Viên việc sử dụng hỗ trợ di động học từ vựng tiếng Anh Tất câu trả lời bạn đưa giữ bí mật sử dụng cho mục đích học tập Xin lưu ý khơng có câu trả lời hay sai Cảm ơn bạn dành thời gian! Phần A: THÔNG TIN CHUNG Giới tính Bạn học tiếng Anh bao lâu? Khả tiếng Anh bạn nào? Tơi đọc hiểu tất từ vựng Tôi giao tiếp Tơi thơng thạo PHẦN B: SỬ DỤNG HỖ TRỢ DI ĐỘNG HỌC TỪ VỰNG Bạn sử dụng thiết bị di động để học từ vựng nào? Ứng dụng học ngoại ngữ: Duolingo, Memrise, Mochi… Mạng xã hội: Facebook, Instagram, Snapchat, Twitter… Từ điển điện tử, bao gồm ứng dụng trang web Thế giới ảo trò chơi điện tử Bạn học từ vựng với hỗ trợ di động ? Tôi học từ với bạn học khác với người xứ để cải thiện kỹ tiếng Anh ( nghe, nói, đọc, viết) thông qua trang điện tử Tôi học từ cách kết hợp từ với từ tra mạng Internet Tôi học từ vựng cách nghe hát tiếng Anh qua máy tính điện thoại thông minh Tôi học từ vựng việc luyện viết thơng qua phần mềm Microsoft Word ( có sẵn tính sửa lỗi, kiểm tra phản hồi, ) Tôi cải thiện phát âm cách lặp lại từ thông qua mạng Internet( từ điển điện tử, Google dịch, vv…) Tôi học từ vựng thông qua phim tiếng Anh có kèm phụ đề mạng Đọc sách đánh dấu từ mà khơng có ý định trước Học từ cách tình cờ nghe người khác nói chuyện Tơi học từ vựng qua việc chơi trò chơi điện tử Bạn thường sử dụng cách sau để luyện tập từ vựng tiếng Anh? Tôi học từ nội dung sách giáo khoa khóa học Tơi tự ghi chú/ làm thẻ ghi để ghi nhớ sửa lại từ Tôi học cách sử dụng ứng dụng di động/web u thích để hỗ trợ học từ vựng Tơi học dựa hướng dẫn giáo viên gợi ý để cải thiện vốn từ vựng Học từ danh sách từ vựng cho kiểm tra Làm tập từ vựng với người khác giáo viên qua trang web phần mềm Tơi nối từ có sẵn hình ảnh đầu với nguồn từ mạng Luyện tập liên tục phần phát âm từ vựng qua trang web phần mềm máy tính ( từ điển điện tử, Google dịch, vv PHẦN C: THÁI ĐỘ SỬ DỤNG HỖ TRỢ DI ĐỘNG HỌC TỪ VỰNG ➢ Lợi Ích Hỗ trợ di động học từ vựng Ý kiến Cực kỳ Không Không không đồng ý ý kiến đồng ý Tơi thể học từ vựng tốt chúng trình bày nhiều cách ( hình ảnh, âm thanh, định nghĩa, ví dụ…) Đồng Cực kỳ ý đồng ý Hỗ trợ di động giúp tơi truy cập thơng tin ngồi lề, ngồi sách giáo khoa Hỗ trợ di động giúp thoải mái với việc truy truy cập tài liệu thời điểm Truy cập tài liệu học, ghi nhanh chóng Lựa chọn hoạt động học tập theo thời gian rảnh mơi trường u thích Sử dụng tảng di động để làm kiểm tra từ vựng thú vị hấp dẫn Hỗ trợ di động tạo mơi trường học tập có tính tương tác cao 8.Sử dụng thiết bị di động cho việc học từ vựng tiết kiệm chi phí thời gian ➢ Bất Lợi Hỗ trợ di di động học từ vựng Ý kiến Cực kì Khơng khơng đồng ý Cơng nghệ di động đắt đỏ ảnh hưởng tài sinh viên Kích thước hình khơng phù hợp Thời gian sạc pin có hạn Thiếu hướng dẫn cụ thể để phục vụ mục đích học tập Thiếu hỗ trợ kỹ thuật kết hợp công nghệ vào học ngôn ngữ Vấn đề kết nối Internet Không sử dụng hỗ trợ di động cho mục đích học tập Tơi cảm thấy khơng thoải mái sử dụng hỗ trợ di động lớp học đồng ý Không Đồng ý Cực kỳ ý kiến đồng ý