Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge

Abstract

Technical vocabulary acquisition holds paramount significance within academic and professional contexts. This research delves into the transformative potential of Mobile-Assisted Language Learning (MALL) in facilitating university students' mastery of technical words. The study examined the efficacy of digital flashcards (DFs) compared to traditional paper-based flashcards (PFs) as pedagogical tools for vocabulary instruction. In doing so, 80 Iranian psychology students with intermediate English proficiency participated in this research with an intervention that lasted for ten weeks. Their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) pre- and post-intervention, with an additional delayed post-test administered six weeks later. The results of mixed between-within analysis of variance (ANOVA) revealed that those using DFs outperformed the control learning condition (PFs) in both post-test (p < 0.001, η² = 0.240) and delayed post-test assessments (p < 0.001, Partial η² = 0.407), signifying the effectiveness of mobile-assisted learning in developing receptive and productive written knowledge of technical vocabulary. Additionally, the findings demonstrated that students who engaged with DFs exhibited substantially greater retention and recall of technical vocabulary over time (i.e., a significant effect for time), indicating the long-term benefits of MALL. The practical implications of these findings extend to English language teachers and learners in specialized fields, emphasizing the pedagogical value of mobile technology in optimizing technical vocabulary instruction.