Qizhen Deng

Part of the Elementary Education and Teaching Commons This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska- Lincoln. It has been accepted for inclusion in Research and Evaluation in Literacy by an authorized administrator of

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading and higher self-efficacy to seek help when learning for academic purpose. There were no differences in their attitudes. ELs reported lower selfefficacy for using morphological analysis, contextual analysis, and help-seeking than native speakers, but no difference in using dictionaries.

English vocabulary acquisition is a major challenge for English as a second or foreign language learners to become proficient in English. It is also a major challenge for English speakers who are at risk. With the increasing use of various mobile devices (e.g., iPad) for educational purposes we have a new opportunity to support vocabulary learning. Mobile devices have considerable potential for enhancing vocabulary acquisition and English learning among English learners. This article focuses on how mobile devices can be used to facilitate vocabulary learning for English learners. While there is a paucity of research on mobile platforms that enhance learning, we believe that a theoretical approach coupled with studies in vocabulary acquisition can point to relevant practices for all teachers and students. Based on these theories, we discuss how various mobile apps can be used to enhance vocabulary acquisition with four research-based vocabulary learning strategies: dictionary use, ph...

This 5-year multicohort study examined the growth of elementary preservice teachers’ technology integration in the context of a teacher preparation program redesign that made integrating technologies into instruction a major focus. The authors examined how the teacher education program impacted preservice teachers’ technology integration in the classroom by increasing their e cacy to integrate technology and subject areas (i.e., technology, pedagogy, and content knowledge [TPACK] e cacy) and their technology knowledge. Survey data collected from 891 participants were analyzed using thematic coding, analyses of variance, and structural equation modeling. The full program redesign showed across-cohort growth in TPACK e cacy, technology knowledge, and technology integration frequency, suggesting the possibility of increasing preservice teachers’ technology integration through redesigning the teacher education program. Findings indicated that modeling by teacher educators and cooperatin...