Enhancing Vocabulary Growth in Tertiary Chinese as a Foreign Language Education Through Mobile-Assisted Seamless Learning

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Detalles Bibliográficos
Publicado en:	International Journal of Mobile and Blended Learning vol. 17, no. 1 (2025), p. 1
Autor principal:	Zhou, Xiaosheng
Otros Autores:	Goh, Ying
Publicado:	IGI Global
Materias:	China Quantitative analysis Artifacts Second language vocabulary learning Students Language acquisition Chinese as a second language Writing processes Writing Language proficiency Second language instruction Social networks Foreign students Blended learning Educational technology English as a second language Efficacy Foreign language learning Variance analysis Foreign languages Research methodology Chinese languages Teachers Second language writing Vocabulary Learning Second language learning Educational objectives Learning outcomes Hypotheses Education Implementation Vocabulary development Sentences Research design Scholarship Learning Activities Mandarin Chinese Literature Reviews Language Teachers Second Languages Language Fluency Instructional Effectiveness Learner Engagement Chinese Language Usage Educational Resources Influence of Technology Learning Strategies Learning Theories English (Second Language) Periodicals Essays Communities of Practice Outcomes of Education Equipment Maintenance Hypothesis Testing
Acceso en línea:	Citation/Abstract
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Descripción
Resumen:	This study introduces a mobile-assisted Seamless Chinese Vocabulary Learning (SCVL) framework and examines its efficacy through the implementation of a “sentence-paragraph-essay” artifact-making writing process designed to enhance vocabulary growth among tertiary-level students. Employing a design-based research methodology, the study leveraged the DingTalk platform for the implementation of the SCVL framework. A quantitative analysis of 2,301 writing artifacts was performed across a 16-week duration involving 32 international students. This analysis utilized a two-way repeated-measures ANOVA to assess vocabulary usage. The findings indicated noteworthy enhancements in the Type-Token Ratio for sentences, paragraphs, and essays across different performance groups over time. The implementation of SCVL led to conspicuous advancements in Chinese vocabulary learning among students. This study underscores the potential of the SCVL approach to yield positive learning outcomes, thereby carrying implications for Chinese educators and the wider domain of language education.
ISSN:	1941-8647 1941-8655
DOI:	10.4018/IJMBL.372071
Fuente:	Supplemental Education Index