Abstract—In line with the mobile technology development, many researchers conducted mobile assisted language learning (MALL) research on vocabulary learning and gained positive outcomes in developing learners’ vocabulary knowledge hoping that vocabulary learning based on the theory of constructivism can effectively improve learners’ language proficiency. However, few research studies have been conducted on MALL in the context of Thailand and, to our best knowledge, no research has been done on teaching vocabulary based on constructivism via mobile application. Hence, the present study aims at investigating the implementation of a constructivism-based vocabulary learning application and its effects on EFL students’ vocabulary learning achievement. The study was conducted on 90 second-year students in academic year 2015 at Suranaree University of Technology, Thailand. The vocabulary pretests, post-tests, student questionnaires and interviews were employed to collect data. To analyze the data, the descriptive analysis and t-test techniques were utilized. Results reveal that the vocabulary learning mobile application has positive effects on improving students’ vocabulary in terms of receptive and productive knowledge, and students express positive opinions towards the implementation of the mobile application. The findings are directly beneficial to other researchers aiming at improving learners’ vocabulary learning through integrating MALL with constructivism.

 

Index Terms—constructivism, Mobile Assisted Language Learning (MALL), mobile application, EFL vocabulary learning

Cite: Fangfang Wang and Jitpanat Suwanthep, "Constructivism-Based Mobile Application for EFL Vocabulary Learning," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 106-112, June 2017. doi: 10.18178/ijlt.3.2.106-112