Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning.

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students' academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students' learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students' vocabulary acquisition. Plain Language Summary: Exploring mobile learning approaches for better second language vocabulary learning Mobile devices have emerged as promising tools for facilitating vocabulary learning, offering the flexibility to present learning materials in various formats known as Learning Content Representation (LCR) types. However, the question of which LCR type is most effective in enhancing L2 vocabulary acquisition in mobile learning remains unanswered. This study aimed to investigate the influence of two distinct LCR types, each promoting different learning strategies, on students' academic performance in vocabulary learning tasks. To accomplish this, a mobile application featuring two LCR types was developed and tested. The first LCR type, Self-Regulated Learning (SRL), encouraged learners to employ self-regulation strategies, while the second LCR type, Non-Self-Regulated Learning (NSRL), guided learners through a non-self-regulated approach. Quantitative analyses of the data revealed a significant relationship between LCR types and word recall in vocabulary learning. Notably, the SRL-based LCR type demonstrated effectiveness in improving students' word recall abilities, resulting in significantly better academic performance for the experimental group. These findings emphasize the importance of incorporating LCR-SRL types in mobile learning environments to enhance L2 vocabulary acquisition. Future research should delve deeper into the integration of these strategies within mobile learning platforms and explore their broader impact on students' vocabulary acquisition. This study underscores the potential for optimizing mobile learning tools to foster effective language acquisition strategies in educational contexts. [ABSTRACT FROM AUTHOR]