Students' reactions to using smartphones and social media for vocabulary feedback

The present study examined students’ perspectives on using smartphones and social media in receiving teacher feedback in L2 vocabulary learning. As part of an English(L2) vocabulary activity, 208 university students taking a College English Reading course in Korea were instructed to make sentences incorporating target vocabulary and upload their productions to a social media forum using smartphones in class. They then received immediate teacher feedback on appropriate use in context and accurate use in grammar. Near the end of semester, the students completed close-ended and open-ended surveys. The close-ended surveys had two parts: Advantage survey with 31 items and disadvantage survey with 5 items. Both surveys used a 5-point Likert scale: 5 ‘Strongly Agree’; 4 ‘Agree’; 3 ‘Neutral’; 2 ‘Disagree’; 1 ‘Strongly Disagree. Twenty four students were also invited to describe their reflections regarding the newly employed vocabulary feedback method in relation to its timeliness, quality, and student engagement through an open-ended questionnaire.

本研究探讨了学生在第二语言（L2，Second Language）词汇学习中使用智能手机与社交媒体接收教师反馈的看法。作为英语（第二语言）词汇学习活动的组成部分，韩国208名修读大学英语阅读课程的大学生被要求在课堂上使用智能手机创作包含目标词汇的句子，并将其作业上传至社交媒体论坛。随后，教师针对词汇在语境中的恰当使用以及语法的准确使用，为学生提供即时反馈。学期临近尾声时，学生完成了封闭式与开放式调查问卷。其中封闭式问卷分为两个部分：包含31个题项的优势调查问卷，以及包含5个题项的劣势调查问卷。两类问卷均采用5点李克特（Likert）量表进行评分：5分代表“非常同意”，4分代表“同意”，3分代表“中立”，2分代表“不同意”，1分代表“非常不同意”。另有24名学生受邀通过开放式问卷，就本次新采用的词汇反馈方法在及时性、反馈质量以及学生参与度三个维度描述其使用反思与感想。