東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mobile Phones in 21st Century ESL Cl...

Ankeny, Raisa .

Linked to FindBook

Google Book

Amazon

博客來

Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing./
Author:	Ankeny, Raisa .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	196 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27543060
ISBN:	9781392617403

Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing.
Ankeny, Raisa .

Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 196 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2019.

This item must not be sold to any third party vendors.

English Learners (ELs) seeking entry to higher education institutions must have control over a wealth of vocabulary and command it in academic discourses, particularly in written compositions. Research has long observed multiple linguistic, social and cognitive features associated with the success of these tasks; however, only recently has mobile instant messaging (MIM) become a tool of interest to achieve vocabulary learning. The present study sought to expand on this limited knowledge by identifying the affordances of WhatsApp® Messenger as a two-way interaction model of texting content. Furthermore, academic compositions data was collected through Writing courses and evaluated for target word (TW) use before and after the intervention period to detect a transfer effect, if any, from participating in the intervention. In a one-group pre-post-test design, 24 ELs of varying intermediate proficiency of English enrolled in a university intensive English program participated in a WhatsApp chat group intervention. Results from a series of statistical analyses, repeated measures ANOVA and repeated measures ANCOVA, revealed significant differences between pre-test and post-test mean scores in vocabulary recognition. Interestingly, the covariate, the frequency of interaction during the intervention, was responsible for 32% of the variability. Furthermore, there was strong evidence of WhatsApp's affordances for interaction, collaboration and flexible learning. Analysis from the writing samples showed 62% of participants produced one or more TW in their academic essays after the intervention. However, lexical frequency and diversity varied greatly by proficiency level, writing teacher and the composition's academic genre. The results have implications for researchers and leaders in English Language Teaching as well as for second language learners and teachers when they consider how to approach 21st century technology integration.

ISBN: 9781392617403Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Academic vocabulary

Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing.
LDR:03269nmm a2200373 4500 001 2277146
005 20210517123432.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781392617403
035 $a (MiAaPQ)AAI27543060
035 $a AAI27543060
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ankeny, Raisa . $3 3555451
245 1 0 $a Mobile Phones in 21st Century ESL Classrooms: Interactional Affordances of WhatsApp for Academic Vocabulary Recognition and Support of Preparatory Writing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 196 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Rutledge, David;Engledowl, Christopher.
502 $a Thesis (Ph.D.)--New Mexico State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a English Learners (ELs) seeking entry to higher education institutions must have control over a wealth of vocabulary and command it in academic discourses, particularly in written compositions. Research has long observed multiple linguistic, social and cognitive features associated with the success of these tasks; however, only recently has mobile instant messaging (MIM) become a tool of interest to achieve vocabulary learning. The present study sought to expand on this limited knowledge by identifying the affordances of WhatsApp® Messenger as a two-way interaction model of texting content. Furthermore, academic compositions data was collected through Writing courses and evaluated for target word (TW) use before and after the intervention period to detect a transfer effect, if any, from participating in the intervention. In a one-group pre-post-test design, 24 ELs of varying intermediate proficiency of English enrolled in a university intensive English program participated in a WhatsApp chat group intervention. Results from a series of statistical analyses, repeated measures ANOVA and repeated measures ANCOVA, revealed significant differences between pre-test and post-test mean scores in vocabulary recognition. Interestingly, the covariate, the frequency of interaction during the intervention, was responsible for 32% of the variability. Furthermore, there was strong evidence of WhatsApp's affordances for interaction, collaboration and flexible learning. Analysis from the writing samples showed 62% of participants produced one or more TW in their academic essays after the intervention. However, lexical frequency and diversity varied greatly by proficiency level, writing teacher and the composition's academic genre. The results have implications for researchers and leaders in English Language Teaching as well as for second language learners and teachers when they consider how to approach 21st century technology integration.
590 $a School code: 0143.
650 4 $a Educational technology. $3 517670
650 4 $a English as a second language--ESL. $3 3423990
653 $a Academic vocabulary
653 $a English as a second language
653 $a Genre-specific writing
653 $a Intensive English programs
653 $a Mobile instant messaging
653 $a WhatsApp
690 $a 0441
690 $a 0710
710 2 $a New Mexico State University. $b Curriculum and Instruction. $3 2098543
773 0 $t Dissertations Abstracts International $g 81-07A.
790 $a 0143
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27543060