Acceptance and affordances of technologies in the EFL classroom : vocabulary learning

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation générale

Abstract

enThis study investigated the impact of technologies on vocabulary learning in English as Foreign Language (EFL), and more particularly the following questions: (1) To what extent do the EFL students accept such technologies in vocabulary learning? and (2) What are the affordances of such technologies in EFL vocabulary learning? To do so, an experiment among fifth grade EFL students has been conducted. The research procedure was divided into three main stages: a pre-questionnaire, the vocabulary sessions and a post-questionnaire. Each questionnaire was mainly based on the technology acceptance model (TAM) of Davis (1989), which aims at measuring a user’s behavioural intention to use a given technology according to two major factors: Perceived usefulness and Perceived ease of use. Before the experiment started, namely the vocabulary sessions, students were asked to complete a paper-based pre-questionnaire about their usage and perception of technologies for English learning, and more particularly for vocabulary learning. Afterwards, five vocabulary sessions, in which the PowerPoint presentation, Quizlet and Natural Reader were tested, were planned. After the experiment, students had to complete an online post-questionnaire to learn more about their usage and perception of technologies in general, and more particularly of the PowerPoint presentation, Quizlet and Natural reader, in vocabulary learning after having achieved this experiment. Results showed that most of the students responded positively – at varying degrees – to the use of these digital tools in vocabulary learning before and after the experiment. This relatively good acceptance of technologies was mostly due, to a certain enjoyment of using them and to a perceived improvement in terms of amount of vocabulary retention and of their learning pace. Among the three digital tools in particular, Quizlet seemed to nearly win unanimous support among students, whereas perceptions of the two other tools were more mitigated. Yet, it must be reminded that they are only students’ beliefs and perceptions, there are no conclusive results which prove that there has been any significant improvement in terms of vocabulary learning. One must therefore retain that it pertains to students’ acceptance, perceptions and beliefs and that the conclusion of this study is only valid for this specific experiment and not for drawing general conclusions about the acceptance and affordances of technologies in EFL vocabulary learning.