The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils’ active vocabulary.

Teaching and Learning Vocabulary

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

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The effects of integrating mobile devices with teaching and learning on students' learning performance

We present three studies in mobile learning

First, we polled 333 Japanese university students regarding their use of mobile devices One hundred percent reported owning a mobile phone Ninety-nine percent send e-mail on their mobile phones, exchanging some 200 e-mail messages each week Sixty-six percent e-mail peers about classes; 44% e-mail for studying In contrast, only 43% e-mail on PCs, exchanging an average of only two messages per week Only 20% had used a personal digital assistant

Second, we e-mailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e-mail learned more (P<005) Seventy-one percent of the subjects preferred receiving these lessons on mobile phones rather than PCs Ninety-three percent felt this a valuable teaching method

Third, we created a Web site explaining English idioms Student-produced animation shows each idiom's literal meaning; a video shows the idiomatic meaning Textual materials include an explanation, script, and quiz Thirty-one Japanese college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness

Using mobile phones in English education in Japan

Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Review of trends from mobile learning studies: A meta-analysis

Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning-claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

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An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS

EduCall: Adding Interactivity to Large Lecture Classes in Japan via Mobile Phones

Mobile devices such as laptop computers, PDAs (personal digital assistants), and cell phones offer many features useful for learning both inside and outside classrooms. These devices offer access to Web pages and e-mail, and provide other functions such as textual noting and video cameras. They promise a single, easily learned device that can be useful in a variety of educational settings. When used appropriately, these devices can enrich the learning experience by connecting learners with each other, their environment, and with information providers. They can enable collaborative problem solving by providing easy face-to-face sharing of data through IR (infrared) beaming or distance sharing through e-mail and Web interfaces. For learners who require repetitive practice for skills development, mobile devices offer a personal tool that can be used anytime, anywhere for quick review. Because of their low cost and ease of use, mobile devices have the potential to bring the power of a computer to every learner.

Patricia Thornton

Papers

Using mobile phones in English education in Japan

Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS

EduCall: Adding Interactivity to Large Lecture Classes in Japan via Mobile Phones

Mobile Educational Technology