Acquiring Vocabulary at the University Level: A Comparison of Three Learning Strategies

As the authors of this paper, Katz and Yablon, point out
mobile learning is rapidly developing as an effective and efficient ICT
(Information and Communication Technology) learning strategy. Cell phone
based SMS (Short Messaging Service) technologies are now being introduced
in language and other learning at the university level. In the research, the
students studying Aramaic language as part of the mandatory Talmud
foundation course were divided into three groups and identical vocabulary lists
were delivered weekly to these groups by SMS, email and snail mail during the
year long course. Students in these three groups were tested on Aramaic
vocabulary at the beginning and end of the year long course and responded at
the end of the course to a questionnaire that examined their levels of learner
motivation, learner autonomy, and learner control of the learning process.
Results of the study indicate that there are no significant differences in
achievement attained by the three groups on the Aramaic vocabulary test.
However, there are significant differences for learner motivation, learner
autonomy, and control of the learning process. The students who received SMS
messages attained the highest scores on all three factors. The results of the
study indicate the potential for university vocabulary learning via cell-phone
based SMS messaging