Mobile microblogging as a tool to promote learners’ engagement with L2 targeted vocabulary study

Abstract

Promoting EFL learners’ engagement with their targeted aspects of language is vital for successful language learning and acquisition. There has been substantial research undertaken on the role of social networking applications and their various features on promoting EFL learners’ engagement. Previous research has also indicated potential association between increased engagement and knowledge gains and development. The current research seeks to understand and explain the role of mobile microblogging in engaging EFL learners with their L2 targeted vocabulary. It primarily focuses on the use of Twitter as a mobile microblogging tool combined with a designed vocabulary learning task and its impact on learners’ engagement with vocabulary and knowledge development. This study is based on the premise that engagement with vocabulary via the adoption of mobile microblogging tool and task leads to better vocabulary learning and acquisition.

This research employed both quantitative and qualitative approaches. Data was gathered using interviews, focus groups, weekly reports, questionnaires, the Vocabulary Knowledge Scale (VKS) and Twitter activity measurement. The participants showed positive attitudes towards the adoption of the mobile microblogging tool and task to approach their L2 targeted vocabulary. The findings show that the adoption of the mobile microblogging tool and task offered a great deal to the participants, facilitated approaching vocabulary learning, impacted their engagement and vocabulary gains and knowledge development positively. The study indicates that there is a positive relationship between EFL learners’ increased engagement with vocabulary and their gain and knowledge development. The study also identified a number of challenges the participants encountered during their use of the mobile microblogging. The present research confirms previous research findings and contributes additional evidence that demonstrates how learners’ connectedness is a critical factor in facilitating learning and supporting cognitive development.

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