Abstract section 1: Relevance
Vocabulary knowledge and correct sentence and tense usage are foundational to language development, literacy skills, and academic achievement. With increased access to smartphones and tablets, digital learning has become common in many households. However, traditional paper-based homework remains widely used.
Understanding how a blended daily practice approach supports learners aged 12–18 is relevant for:
• Teachers designing homework strategies
• Parents supporting home learning
• Schools implementing blended learning models
• Education policymakers integrating technology into curricula
This research is particularly important in modern educational contexts where digital tools complement classroom instruction rather than replace it.
Abstract section 2: Contribution/research questions
How does combining paper-based learning and mobile learning applications for daily practice outside the classroom affect vocabulary acquisition, sentence formation, and tense mastery among learners aged 12–18 years?
1. Does a blended approach improve vocabulary retention more than using a single method alone?
2. How does combining both methods affect learner motivation and engagement?
Abstract section 3: Content/method
-Research Design
A mixed-method quasi-experimental design will be used.
-Participants will use both:
• Paper-based worksheets/workbooks
• Mobile learning applications
-Data collection tools
-Data Analysis
Quantitative data will be analyzed using statistical methods. Qualitative responses will be analyzed through thematic analysis.
Abstract section 4: Outcomes/results
The study is expected to demonstrate that:
• A blended approach enhances vocabulary retention more effectively than a single-method approach.
• Mobile apps increase motivation through gamification and immediate feedback.
• Paper-based activities improve writing accuracy and grammatical awareness.
• Younger learners benefit from parental guidance in both methods.
• Older learners demonstrate greater autonomy and consistency in daily blended practice.
• Combining both methods creates a balanced learning experience that supports different learning styles.
The findings may suggest that structured integration of both digital and traditional methods leads to stronger long-term language development.
Abstract section 5: References
• Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
• Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning. Computers & Education, 94, 252–275.
• Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11.
| Title | USING BOTH PAPER-BASED AND MOBILE LEARNING APPS FOR VOCABULA |
|---|---|
| Teaching Context | Junior/senior high-school |