Original article | International Journal of Research in Teacher Education 2021, Vol. 12(3) 81-95
Izabela Bieńkowska, Agnieszka Klimczok, Krzysztof Polok, Justyna Modrzejewska
pp. 81 - 95 | Manu. Number: ijrte.2021.019
Published online: September 30, 2021 | Number of Views: 9 | Number of Download: 64
The rapid advancement of mobile technologies proffers new contingencies and perspectives in language teaching. The leverage of these technologies on education contributes to the expansion of the approach in language teaching. The research was conducted in the form of an experiment in a vocational school in Poland. 114 ESP students in number were randomly divided into equal-sized groups, ascertained as experimental and control groups. The obtained results illustrate the acceptance of mobile devices as a learning tool indicating that the process of learning does not have to be limited to classroom activities only. The results of our study are significant in at least two major aspects. Not only do they demonstrate that using MALL in the didactic process increases the students' knowledge of vocabulary but also that the learners' attitude towards using mobile devices is positive. Implementing mobile devices as learning tools reinforces students' motivation, the sense of belonging to a particular community, and of autonomy and flexibility of learning. Based on the received outcomes, it can be concluded that the use of WhatsApp affects the ESP learners' knowledge of vocabulary significantly. Furthermore, the questionnaire results reveal students' positive attitude toward WhatsApp instruction.
Keywords: Mobile Assisted Language Learning, teaching ESP vocabulary
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