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.本研究考察了学生在第二语言（L2）词汇学习场景中，使用智能手机与社交媒体接收教师反馈的相关看法。作为英语（L2）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语句，并将作品上传至社交媒体论坛。随后，教师针对其词汇在语境中的恰当使用与语法准确性，给出了即时反馈。学期末，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模块：包含31个题项的优势感知问卷，以及包含5个题项的劣势感知问卷。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，就这一全新采用的词汇反馈方法在及时性、反馈质量与学生参与度三个维度上的表现，分享其反思与体会。

搜集汇总

背景与挑战

背景概述

该数据集研究韩国大学生对使用智能手机和社交媒体接收词汇学习反馈的看法。研究通过课堂活动收集了208名学生的封闭式问卷数据（包括31项优势评估和5项劣势评估）以及24名学生的开放式反思，旨在评估这种技术辅助反馈方法的及时性、质量和学生参与度。数据集包含SPSS格式的量化数据和文档格式的调查工具，适用于教育技术效果分析。