Learning curriculum vocabulary through mobile learning: impact on vocabulary gains and automaticity

In recent years there has been a great deal of attention on mobile-assisted language learning. However, studies integrated with the curriculum are still lacking. This study adopts a quasi-experimental design to investigate the effect of mobile learning on curriculum vocabulary. 59 students participated in a mobile-assisted vocabulary learning project which lasted for a semester, and 60 students in another intact class used the traditional learning approach. Data were collected from the vocabulary pretest and posttest, as well as response times in the pre and posttest. Students' grades from the final exam were also collected for analysis. Results show mobile-assisted vocabulary learning can improve the students' vocabulary gains, automaticity and overall academic performance.