Liu Xueli, Ni Chuanbin, Liu Yan
School of Foreign Languages, Zhengzhou University of Light Industry, Zhengzhou, China.
School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China.
Front Psychol. 2023 Jun 8;14:1144427. doi: 10.3389/fpsyg.2023.1144427. eCollection 2023.
Despite the wide and extensive use of mobile-assisted devices, the effectiveness of children's L1 learning with these mobile-assisted technologies has been less discussed. This study aims to explore the effects of mobile-assisted reading materials on Chinese children's L1 vocabulary learning. We adopted a longitudinal and quasi-experimental design consisting of an experiment group using the mobile-assisted materials and a control group using the traditional paper materials, and took children's lexical development as indexed by assessing the parameter, lexical diversity, in different testing times. The results showed that (1) children's L1 vocabulary learning effectiveness of using mobile-assisted materials is as similar as that of using conventional paper materials in general, and (2) the changing patterns of children's L1 lexical development using mobile-assisted materials in different testing times are various. Specifically speaking, (a) in the posttest 1 (the first month), compared with the traditional paper reading materials, the mobile-assisted reading materials have a facilitating effect on the primary school students' L1 vocabulary learning; (b) in the posttest 2 (the second month), children's vocabulary learning effectiveness is inhibited by the mobile-assisted reading materials; (c) in the delayed posttest (the fourth month), there is no difference in the learning effectiveness by these two different kinds of learning materials and the lexical diversity increases slowly but steadily. We analyzed the results from research-design factors and learner-related factors, hoping to shed light on children's mobile-assisted language learning research.
尽管移动辅助设备得到了广泛应用，但关于这些移动辅助技术对儿童第一语言学习的有效性却鲜有讨论。本研究旨在探讨移动辅助阅读材料对中国儿童第一语言词汇学习的影响。我们采用了纵向准实验设计，包括一个使用移动辅助材料的实验组和一个使用传统纸质材料的对照组，并通过在不同测试时间评估词汇多样性这一参数来衡量儿童的词汇发展。结果表明：（1）总体而言，使用移动辅助材料的儿童第一语言词汇学习效果与使用传统纸质材料的效果相似；（2）使用移动辅助材料的儿童在不同测试时间的第一语言词汇发展变化模式各不相同。具体来说，（a）在第一次后测（第一个月）时，与传统纸质阅读材料相比，移动辅助阅读材料对小学生的第一语言词汇学习有促进作用；（b）在第二次后测（第二个月）时，移动辅助阅读材料抑制了儿童的词汇学习效果；（c）在延迟后测（第四个月）时，这两种不同学习材料的学习效果没有差异，词汇多样性增长缓慢但稳定。我们从研究设计因素和学习者相关因素两个方面分析了结果，希望能为儿童移动辅助语言学习研究提供启示。
