Mobile-assisted vocabulary learning : Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

19 Scopus Citations
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Original languageEnglish
Pages (from-to)66-80
Journal / PublicationReCALL
Issue number1
Online published11 May 2021
Publication statusPublished - Jan 2022


Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form-meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Research Area(s)

  • mobile-assisted vocabulary learning, receptive and productive vocabulary knowledge, word cards