TY - JOUR
T1 - Incidental second language vocabulary learning from reading novels
T2 - A comparison of three mobile modes
AU - Fisher, Tony
AU - Sharples, Mike
AU - Pemberton, Richard
AU - Ogata, Hiroaki
AU - Uosaki, Noriko
AU - Edmonds, Phil
AU - Hull, Anthony
AU - Tschorn, Patrick
N1 - Funding Information:
The authors of this paper wish to dedicate it to the memory of our friend and colleague Richard Pemberton, who died during the later stages of its preparation. Richard was a fine teacher, scholar and researcher and is missed by those who knew and worked with him. The authors wish to thank the students and their teachers who participated in the study for their contributions and constructive comments, and Oxford University Press for their assistance. Dr. Shaaron Ainsworth (University of Nottingham) provided important advice during the course of this study. The study was made possible by funding from Sharp Laboratories Europe. A shorter version of this paper appeared previously in the Conference Proceedings of mLearn 2009.
PY - 2012/10
Y1 - 2012/10
N2 - This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the modes in this respect. Participants also gave their reactions to using the three modes. The authors reflect on some possible reasons for the results, and identify some methodological considerations.
AB - This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the modes in this respect. Participants also gave their reactions to using the three modes. The authors reflect on some possible reasons for the results, and identify some methodological considerations.
UR - http://www.scopus.com/inward/record.url?scp=84880525014&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84880525014&partnerID=8YFLogxK
U2 - 10.4018/jmbl.2012100104
DO - 10.4018/jmbl.2012100104
M3 - Article
AN - SCOPUS:84880525014
SN - 1941-8647
VL - 4
SP - 47
EP - 61
JO - International Journal of Mobile and Blended Learning
JF - International Journal of Mobile and Blended Learning
IS - 4
ER -