Investigating the impact of a mobile learner-generated-content tool on pupils' after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study

This paper reports on a case study of investigating the effect of a mobile learner-generated content (m-LGC) tool on pupils' after-class English as a second language (ESL) vocabulary behavioural learning patterns, learning performance and motivation. Participants were 34 students in grade 4 from two classes in a primary school in Hong Kong. Data collection included students' learning logs on the m-LGC tool, pre-and post-vocabulary tests and pre-and post-questionnaires. Both qualitative and quantitative data analysis methods were adopted. An active group (AG) and a passive group (PG) were categorised based on visualisation and the number of student created learning logs. The results show that: 1) student behavioural learning patterns varied across AG and PG; 2) students in the AG made significant improvement in their learning performance, but those in the PG did not; 3) student learning motivation in the AG was improved, but that in the PG dropped significantly.

Automated summary

This paper presents a case study that examines the impact of a mobile learner-generated content (m-LGC) tool on the after-class English vocabulary learning patterns, performance, and motivation of primary school students in Hong Kong. The study involved 34 grade 4 students from two classes. Data collection included learning logs, pre-and post-tests, and questionnaires. The results indicate that students in the active group (AG) demonstrated varied learning patterns, showed significant improvement in performance and increased motivation, whereas those in the passive group (PG) did not experience significant changes in these areas.