期刊名称：The Journal of Teaching English With Technology
印刷版ISSN：1642-1027
出版年度：2018
卷号：18
期号：3
页码：126-151
出版社：IATEFL Poland Computer Special Interest Group
摘要：This study investigated EFL learners’ perspectives about their vocabulary learningexperiences via a smartphone application. An online demographic questionnaire was used forrecruiting 50 EFL learners from a language teaching channel in Telegram messenger requiredto use a smartphone application called Vocabulary Flashcards 2016 for a month. Afterfinishing the sampling procedure, the participants were asked to take part in Dialang onlinediagnostic test to specify their vocabulary level proficiency based on CEFR (CommonEuropean Framework of Reference). The quantitative and qualitative data were collectedutilizing evaluation questionnaires and semi-structured interviews respectively. Theevaluation questionnaire adapted from Chapelle’s (2001) evaluation criterion was used toevaluate the application from the users’ perspectives. This study investigated the effects oflearners’ proficiency level and gender differences on using the application, and theirperspectives on the negative and positive aspects of the application were also uncovered. Thefindings showed that the users held positive attitudes towards the application because itinfluenced their learning positively and provided them with both form and meaning-focusedinstruction, but they were dissatisfied with the app’s levels and authenticity. Results ofindependent t-test and ANOVA respectively showed that gender and vocabulary proficiencylevel did not make significant difference on participants’ app usage patterns. The findings ofthis study highlighted the users’ localized needs which could be used as guidelines forcustomized vocabulary apps’ development purposes. The study’s implications for learners,teachers, and app developers are discussed in detail.
