Abstract
In higher education literature, no in-depth studies have been identified that investigate the value of integrating incidental vocabulary learning using mobile devices into undergraduate students’ academic studies. This one-year multiple-case study investigated undergraduate students’ dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English-medium (EM) university. The research findings show that the students made a variety of uses of PDAs to improve their vocabulary learning in the course of academic studies both in- and after class. The research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a foreign language (EFL) vocabulary teaching and learning in both informal and informal learning environments in higher education.
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Song, Y., Fox, R. (2008). Integrating Incidental Vocabulary Learning Using PDAs into Academic Studies: Undergraduate Student Experiences. In: Fong, J., Kwan, R., Wang, F.L. (eds) Hybrid Learning and Education. ICHL 2008. Lecture Notes in Computer Science, vol 5169. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-85170-7_21
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DOI: https://doi.org/10.1007/978-3-540-85170-7_21
Publisher Name: Springer, Berlin, Heidelberg
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