Teaching English Language Vocabulary to ESL Learners via mobile phone applications short message service (SMS): An Investigation Based on Arabic-speaking Learners مادختساب ةيناث ةغلك ةيزيلجنلإا يملعتمل ةيزيلجنلإُا ةغللا تادرفم سيردت (SMS)ةريصقلا لئاسرلا ةمدخ لومحملا فتاهلا قيبطت ةيبرعلا ةغللاب نيقطانلاةبلطلا ىلع تيرجأ ةيئاصقتسا ةيميداكا ةسارد By Ali Abdou Student ID number 120126 Dissertation Submitted in Partial Fulfillment Of MA for Teaching English Language Faculty of Education Dissertation Supervisor Dr. John McKenny March 2014 I DISSERTATION RELEASE FORM Student Name Student ID Programme Date Ali Abdou 120126 MED 22nd March 2014 Title Teaching English Language Vocabulary to ESL Learners via mobile phone applications short message service (SMS): An Investigation Based on Arabic-speaking Learners فتاهلا قيبطت مادختساب ةيناث ةغلك ةيزيلجنلإا يملعتمل ةيزيلجنلإُا ةغللا تادرفم سيردت (SMS)ةريصقلا لئاسرلا ةمدخ لومحملا ةيبرعلا ةغللاب نيقطانلاةبلطلا ىلع تيرجأ ةيئاصقتسا ةيميداكا ةسارد I warrant that the content of this dissertation is the direct result of my own work and that any use made in it of published or unpublished copyright material falls within the limits permitted by international copyright conventions. I understand that one copy of my dissertation will be deposited in the University Library for permanent retention. I hereby agree that the material mentioned above for which I am author and copyright holder may be copied and distributed by The British University in Dubai for the purposes of research, private study or education and that The British University in Dubai may recover from purchasers the costs incurred in such copying and distribution, where appropriate. I understand that The British University in Dubai may make that copy available in digital format if appropriate. I understand that I may apply to the University to retain the right to withhold or to restrict access to my dissertation for a period which shall not normally exceed four calendar years from the congregation at which the degree is conferred, the length of the period to be specified in the application, together with the precise reasons for making that application. Signature II Abstract Vocabulary is the corner stone in learning English language that affects the four skills of the language (reading listening, speaking and writing). Accordingly, this dissertation investigates students’ low achievement in learning second language vocabulary and how to improve their attainment by assimilating teaching, learning and technology in a model of partnering pedagogy. The study focuses on EFL male students in one of Dubai’s secondary schools aged 16:19. The diffusion of mobile phones all over the world is continually increasing , this dissertation applies mobile phones applications SMS in teaching and learning EFL vocabulary due to its comparatively low cost, quite use, asynchronous nature, and features of privacy . The study used the mixed approach (qualitative and quantitative) to investigate the effectiveness of using SMS applications on learning English vocabulary. Fifty students of grade 12 in Hamdan Bin Rashid for Secondary Education were the subjects of the study. Twenty five students in the control group studied academic vocabulary list of 60 words as a printed material. The other 25 students forming the experimental group studied the same 60 academic words via mobile phone applications (SMS). An analysis of the result showed no significant difference between both groups in the immediate post-test while there was a significant difference in the delayed post-test which signifies the effectiveness of using mobile phone applications in teaching and learning English vocabulary. Key words: Vocabulary learning, Mobile phone, SMS III :-ةصلاخلا عبرالأ تاراهلما ىلع رثؤت يتلا و ةيزيلجنالإ ةغللا ملعت يف ةيوازلا رجح يه تادرفلما ةحورطالأ هذه ثحبت ، كلذلو . )ةباتكلا و ثدحتلاو عامتسالاو ةءارقلا( ةغلل نم هنيسحت ةيفيك و ةيزيلجنالإ ةغللا تادرفم ملعت يف بلاطلا ىوتسم يندت بابسأ زكرتو . ةيو برتلا ةكارشلل جذومن يف ايجولونكتلاب ملعتلاو ميلعتلا جمد للاخ ةيوناثلا سرادلما نم ةدحاو يف روكذلا نم ةيزيلجنالا ةغللا يملعتم ىلع ةساردلا .61:61 نيب مهرامعأ حوارتت نيذلا يبدب هذه قبطت ، ملاعلا ءاحنأ عيمج يف ةلاقنلا فتاوهلا لغلغت رارمتسا ببسب ملعت و ميلعت يف ةلاقنلا فتاوهلا يف SMS ةريصقلا لئاسرلا ةمدخ ةحورطالأ ةضفخنلما هتفلكتلا تاذ تاقيبطتلا نم ةدحاو اهرابتعاب ةيزيلجنالإ ةغللا تادرفم تاعارم ىلا ةفاضلااب ،ةرشابم درلا بلطتت لا اهنأ و ،ئداهلا مادختسالاو ،ايبسن قيقحتلل ) يمكلاو يعونلا ( طلتخلما جهنلما ةساردلا تمدختسا .ةيصوصخلا أدبم ةغللا تادرفم ملعت ىلع ) SMS( ةريصقلا لئاسرلا قيبطت مادختسا ةيلاعف يف يوناثلا ميلعتلل دشار نب نادمح يف 61 فصلا نم ابلاط نوسمخ .ةيزيلجنلإلا ةمئاق ةطباضلا ةعومجلما يف ابلاط نورشعو ةسمخ سرد .ةساردلا يف اوكراش يف نيرخآ ابلاط 12 سرد امنيب قرو ىلع ةعوبطم ةملك 16 نم ةيميداكالأ تادرفلما فتاهلا يف ) SMS( قيبطت ربع ةيميداكالأ ةملك 16 سفن ةيبيرجتلا ةعومجلما رابتخالا يف نيتعومجلما نيب ريبك قرف دجوي لا هنأ ليلحتلا ةجيتن ترهظأو. لومحلما ةيلاعف ىلع لدي امم رخأتلما رابتخالا يف ريبك قرف كانه ناك نيح يف رشابلما ةغللا تادرفم ملعتو ميلعت يف لومحلما فتاهلا يف ) SMS( قيبطت مادختسا .ةيزيلجنالإ IV DEDICATION This Research Paper is lovingly dedicated to the soul of my parents who had been my constant source of inspiration. They have given me the drive and discipline to tackle any task with enthusiasm and determination. I also dedicate this work to my wife as a humble sign of gratitude. Additionally I heartedly dedicate this work to my promising lovely children Sara, Sama and Saif, who are the source of my happiness and the core of my life as they make it really meaningful. They are also the genuine motive for my study and success as they are my sole and utmost consideration for every decision I take in this life. V Acknowledgements I want to thank the many contributors, both to the formulation of my ideas and specifically to this research. People who have been influential in my thinking include Professor John McKenny for his constructive support and guidance during carrying out this study. He helped me psychologically saying “keep up your hard work” and practically by guiding me to carry out this dissertation. In addition, I would like to thank Dr. Yasemin Yildiz for her distinguished and unlimited support during my study at the British University as she taught me the three core modules which have been the core pillars of exploring second language acquisition. Moreover, Professor Clifton Chadwick, and Professor Sufian Forawi deserve all signs of respect and appreciation as they have been very helpful during studying the selective modules. I would like also to thank all the registration and library staffs because all of them have been helpful and highly cooperative which enabled me to study and carry out this study. Furthermore, I would like to express my respect and thankfulness to Mr. Mohammed Al-Hosany the principal of Hamdan Bin Rashid School for Secondary Education and to Mr. Yousif Al-Derei the secretary of the school and Mr. Abd Al-Kareem Bani Essa for their support. Moreover, I like to express my gratitude to the members of the teaching staff of Hamdan Bin Rashid School for Secondary Education especially the English language teaching staff. In addition, I would like to extend my deep gratitude to my friends Allaa Farag, Sabri Seroor, Ihab Abu Al-Naga, Emad Nada and Mohammad Al- Shinawy for their faithful and fruitful support. My hope in writing my paper on using mobile phone in teaching and learning is not just to get a scientific degree but also to let educationalists think about new pedagogy that strengthens partnering and think about education in its broad sense. Is it education for tomorrow or for the rest of the students’ lives? Hope and optimism derives from those educationalists who think to change the bored looks on our students’ faces. VI List of Tables Title Page Number Table I Discovering learning burden 23 Table 1 Results of the pre- test of the Experimental 40 and Control Groups Table2 Results of the immediate post-test of the 41 Experimental and Control Groups Table 3 Results of the delayed post-test of the 43 Experimental and Control Groups Table 4 Coxhead (2000) Academic Word List 59 Table 5 The Academic word list of the Ministry of 69 Education supported with meaning. Table 6 The Academic Word List with parts of 72 speech, contest, and Arabic synonym. List of Figures Figure Title Page Number I Atkinson-Shiffrin model 16 1 The Experimental Group pre-test 39 2 The control Group pre-test 40 3 the experimental group immediate post 42 test results 4 the control group immediate post test 42 results 5 Figure 5.The experimental group delayed 44 post test results 6 The control group delayed post test 44 results VII Table of Content Abstract III-IV Chapter 1. Introduction 1-6 1.1. Back ground 1-3 1.2. The Scope of the Dissertation 3-5 1. 3. Aims and Objectives 5 1.4. Research Questions 5 1.5. The structure of the Study 5-6 Chapter 2. Literature Review 7- 29 2.1 From grammar-based teaching to vocabulary-based teaching. 7-9 2.1.1 Grammar-based teaching 7-8 2.1.2 The turning point 8 2.1.3 Vocabulary-based teaching 9 2.2 Vocabulary word lists 9-12 2.2.1 General Service List of English words 9-11 2.2.2 Academic Word List 11 2.2.3 Technical Word List 11 2.2.4 Low Frequency Word List 12 2.3 The Criteria of Knowing a Word 12-14 2.3.1 The Phonological Knowledge 12-13 2.3.2 The Syntactic Knowledge 13 2.3.3 The Morphological Knowledge 13 2.3.4 Semantic Knowledge 13 2.3.5 Depth and Breadth of the word Knowledge 14 2.4Teaching Vocabulary 14-25 2.4.1 Vocabulary teaching and Learning Theories 14 2.4.1.1 Information Processing Theories and L2 Vocabulary Teaching 15-17 2.4.1.2 Behavioral Learning Theories and L2 Vocabulary Teaching 17-18 2.4.1.3 The Social Learning Theory and L2 Vocabulary Teaching 19 2.4.1.4 The Constructivist Theory and L2 Vocabulary Teaching 19-20 2.4.1.5 Stephen Krashen's Theory of Second Language Acquisition and L2 Vocabulary Teaching 20-21 2.4.2 L2 Vocabulary Teaching Strategies 21-24 2.4.3 Developing Vocabulary Learning Strategies 24-25 2.5 Previous studies on teaching L2 vocabulary to EFL learners via mobile phone 25-29 2.5.1 The effectiveness of vocabulary learning via mobile phone 25 2.5.2 Re-examining the effectiveness of vocabulary learning via mobile phones 26 2.5.3 Learning Vocabulary via Mobile Phone: VIII Persian EFL Learners in Focus 26 2.5.4 Successful Learning of Academic Word List Via MALL: Mobile Assisted Language Learning 27-28 2.5.5 The Impact of Text-Messaging on Vocabulary Learning on Iranian EFL Learners 28-29 2.5.6Context in our pockets: Mobile phones and social networking as tools of contextualizing language learning 29 Chapter 3 3- The study 30-37 3.1 – Participants: 30-32 3.1.1 The control group 30-31 3.1.2 The experimental group 31-32 3.2 Setting 32-33 3.3 Materials 33-37 3.3.1 Word lists 33 3.3.2 Survey 33-34 3.3.3 The diagnostic test (Proficiency pre-test) 34-35 3.3.4 Post-test (short term memory test) 35 3.3.5 Delayed posttest (Long term memory test) 35 3.4 Procedure 36-37 3.5 The Research Rationale 37 3.6 Ethical Consideration 37 Chapter 4 4-Findings 38-46 4.1 Research question 1 38-40 4.2 Research question 2. 41-43 4.3 Research Question 3 43-45 4.4 Research question 4 45-46 4.4.1. The advantages of using mobile phone applications SMS in learning L2 vocabulary. 45-46 4.4.2 The disadvantages of using mobile phone applications SMS in learning L2 vocabulary. 46 IX Chapter 5 5- Discussion 47-50 5.1 Discussion of the results 47-48 5.2 Implications for pedagogical practices 48-49 5.3 The Limitation of the study 49-50 Chapter 6 6. Conclusion 51-52 References 52-58 Appendices 59-91 Appendix 1. Academic word lists 59-68 Appendix 2. The Ministry of Education adopted word lists 69-71 Appendix 3. The Academic Word List with parts of speech, contest, and Arabic synonym. 72-75 Appendix 4. Survey 76 Appendix 5. The Proficiency Pre-test 77-83 Appendix 6. Images of SMSs 84-85 Appendix 7. Immediate Post –Test 86-88 Appendix 8. Delayed post-test 89-91 X