In higher education literature, no in-depth studies have been identified that investigate the value of integrating incidental vocabulary learning using mobile devices into undergraduate students’ academic studies. This one-year multiple-case study investigated undergraduate students’ dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English-medium (EM) university. The research findings show that the students made a variety of uses of PDAs to improve their vocabulary learning in the course of academic studies both in- and after class. The research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a foreign language (EFL) vocabulary teaching and learning in both informal and informal learning environments in higher education. Copyright © 2008 Springer-Verlag Berlin Heidelberg.
|Title of host publication||Hybrid learning and education: First international conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 proceedings|
|Editors||Joseph FONG, Reggie KWAN, Fu Lee WANG|
|Place of Publication||Berlin, Heidelberg|
|Publication status||Published - 2008|
CitationSong, Y., & Fox, R. (2008). Integrating incidental vocabulary learning using PDAs into academic studies: Undergraduate student experiences. In J. Fong, R. Kwan, & F. L. Wang (Eds.), Hybrid learning and education: First international conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 proceedings (pp. 238-249). Berlin, Heidelberg: Springer.
- Dictionary use
- Incidental vocabulary learning
- Mobile technology
- PDA use