Dong-Joong Kim

Effect of screen size on multimedia vocabulary learning

The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty-five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self-study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text-only and text-with-pictorial annotation instructions. Although visual perception can be influenced by each learners expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. [ABSTRACT FROM AUTHOR]

Mobile Assisted Language Learning Experiences

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning MALL: effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.