Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students
Abstract: Mobile devices may be potentially effective learning tools especially for advancing the vocabulary development of English learners. The purpose of this study was twofold: (1) investigate the understandings of ESL high school students about using iPods for learning vocabulary; and (2) determine achievement differences in ESL high school students’ vocabulary when exposed to two traditional vocabulary instructional frameworks using word walls versus digital word wall instruction. The study followed a mixed method design using both qualitative and quantitative methodologies. The specific strategies used to support vocabulary learning in all three instructional frameworks were based upon the principles of effective vocabulary instruction and the factors related to active student engagement. As a result, findings indicated no differences in the kind of vocabulary instruction to increase word-meaning acquisition. However, students were more engaged in the activities associated with the digital word wall framework--activities involved in developing vocabulary vodcasts.