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Scaffolding Chinese English Language...

Li, Siying,

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Scaffolding Chinese English Language Learners' Idiomatic Competence via Self-Designed Ediom Mobile App /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Scaffolding Chinese English Language Learners' Idiomatic Competence via Self-Designed Ediom Mobile App // Siying Li.
Author:	Li, Siying,
Description:	1 electronic resource (214 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29255561
ISBN:	9798837539046

Scaffolding Chinese English Language Learners' Idiomatic Competence via Self-Designed Ediom Mobile App /
Li, Siying,

Scaffolding Chinese English Language Learners' Idiomatic Competence via Self-Designed Ediom Mobile App /Siying Li. - 1 electronic resource (214 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

It is undeniable that English idioms play a critical role in the development of second language(L2)/English as a foreign language (EFL) learners' communicative skills because they are ubiquitous in daily conversations and affect the comprehensibility and clarity of a discourse. Meanwhile, unlike native speakers, whose idiomatic competence are developed naturally, the acquisition of idioms remains one of the most challenging tasks for L2/EFL learners which is mainly due to the fact that they are usually fixed in nature and opaque in meaning. L2/EFL learners, therefore, need to develop such idiomatic competence in order to improve their understanding as well as employ idioms for effective communicative purposes themselves. The recent development in Mobile Assisted Language Learning (MALL) shed light on the possibility of integrating mobile technologies to scaffold the acquisition of idioms. However, what left underexplored was how effective the mobile applications could assist Chinese EFL learners' acquisition of English idioms. Since to my knowledge there has not been a mobile application that specifically devoted to the promotion of Chinese EFL learners' idiomatic competence, the main purpose of this study was to examine the efficacy of a self-design mobile app named Ediom in scaffolding Chinese EFL learners' acquisition of the English idioms, particularly the English vivid phrasal (VP) idioms based on Liontas' construct (1999). There were three objectives this study aimed to achieve. First, it investigated whether the self-designed mobile app Ediom would exert a significant enhancement in Chinese EFL learners' idiomatic comprehension and production in comparison to the traditional classroom teaching method. Second, it examined whether the Ediom app would also have a significant impact on student motivation. Third, it explored Chinese EFL learners' perceptions regarding their idiom learning experiences. To this end, the mixed-methods sequential explanatory design was adopted for this study. The collection of the qualitative data followed the implementation of the quantitative phase. After homogenizing participants' English language proficiency levels, a total of 108students from a Chinese university took part in this study. These students were randomly divided into two groups. The English VP idioms pre-test was first administered, followed by a four-week period treatment session, where the participants in the experimental group were asked to self-study 20 English VP idioms via Ediom mobile app, while the control group learned the same 20 idioms in traditional classroom settings. Then, the English VP idioms post-tests were presented to participants, followed by the administration of the Instructional Materials Motivation Survey (IMMS) to access student motivation. Finally, qualitative data were collected through semi-structured interviews with six participants. The results of this study provided strong evidence that the implementation of Ediom mobile app was more effective in terms of helping participants decoding and comprehending target English VP idioms than the traditional classroom teaching method, and there was an increase in student motivation as well. The findings of this study, hopefully, may provide some insights on how best the idiom learning conditions scaffolded by mobile technologies can be created to promote the teaching and learning of English idioms for language learners in general and Chinese EFL learners in particular.

English

ISBN: 9798837539046Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Idiomatics

Scaffolding Chinese English Language Learners' Idiomatic Competence via Self-Designed Ediom Mobile App /
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500 $a Advisors: Liontas, John I. Committee members: Park, Sanghoon; Wolgemuth, Jennifer; Sherry, Michael.
502 $b Ph.D. $c University of South Florida $d 2022.
520 $a It is undeniable that English idioms play a critical role in the development of second language(L2)/English as a foreign language (EFL) learners' communicative skills because they are ubiquitous in daily conversations and affect the comprehensibility and clarity of a discourse. Meanwhile, unlike native speakers, whose idiomatic competence are developed naturally, the acquisition of idioms remains one of the most challenging tasks for L2/EFL learners which is mainly due to the fact that they are usually fixed in nature and opaque in meaning. L2/EFL learners, therefore, need to develop such idiomatic competence in order to improve their understanding as well as employ idioms for effective communicative purposes themselves. The recent development in Mobile Assisted Language Learning (MALL) shed light on the possibility of integrating mobile technologies to scaffold the acquisition of idioms. However, what left underexplored was how effective the mobile applications could assist Chinese EFL learners' acquisition of English idioms. Since to my knowledge there has not been a mobile application that specifically devoted to the promotion of Chinese EFL learners' idiomatic competence, the main purpose of this study was to examine the efficacy of a self-design mobile app named Ediom in scaffolding Chinese EFL learners' acquisition of the English idioms, particularly the English vivid phrasal (VP) idioms based on Liontas' construct (1999). There were three objectives this study aimed to achieve. First, it investigated whether the self-designed mobile app Ediom would exert a significant enhancement in Chinese EFL learners' idiomatic comprehension and production in comparison to the traditional classroom teaching method. Second, it examined whether the Ediom app would also have a significant impact on student motivation. Third, it explored Chinese EFL learners' perceptions regarding their idiom learning experiences. To this end, the mixed-methods sequential explanatory design was adopted for this study. The collection of the qualitative data followed the implementation of the quantitative phase. After homogenizing participants' English language proficiency levels, a total of 108students from a Chinese university took part in this study. These students were randomly divided into two groups. The English VP idioms pre-test was first administered, followed by a four-week period treatment session, where the participants in the experimental group were asked to self-study 20 English VP idioms via Ediom mobile app, while the control group learned the same 20 idioms in traditional classroom settings. Then, the English VP idioms post-tests were presented to participants, followed by the administration of the Instructional Materials Motivation Survey (IMMS) to access student motivation. Finally, qualitative data were collected through semi-structured interviews with six participants. The results of this study provided strong evidence that the implementation of Ediom mobile app was more effective in terms of helping participants decoding and comprehending target English VP idioms than the traditional classroom teaching method, and there was an increase in student motivation as well. The findings of this study, hopefully, may provide some insights on how best the idiom learning conditions scaffolded by mobile technologies can be created to promote the teaching and learning of English idioms for language learners in general and Chinese EFL learners in particular.
546 $a English
590 $a School code: 0206
650 4 $a Educational technology. $3 517670
650 4 $a Instructional design. $3 3172279
650 4 $a English as a second language. $3 516208
653 $a Idiomatics
653 $a Idioms
653 $a Mobile technologies
653 $a Motivation
690 $a 0710
690 $a 0447
690 $a 0441
710 2 $a University of South Florida. $b English. $e degree granting institution. $3 3818850
720 1 $a Liontas, John I. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-01A.
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791 $a Ph.D.
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