This study documented the nature of university learners’ self-initiated and self-directed use of technology for vocabulary learning in the informal learning contexts and explored the relationship between different types of technological experiences and different aspects of vocabulary knowledge
Vocabulary knowledge is a significant and strong predictor of general language proficiency and language performance (Milton, 2013; Nation & Webb, 2011; Schmitt, 2010; Zhang, 2012). Learners’ everyday engagement with the language in the informal learning context has been found to be a significant predictor (Garnier & Schmitt, 2016). Previous studies have shown that accessing the language via a range of technological resources in daily life contributes to the enhancement of vocabulary knowledge in general but individual technological resources vary in their respective contributions (Arndt & Woore, 2018; Garnier & Schmitt, 2015; González Fernández & Schmitt, 2015; Olsson & Sylvén, 2015; Schmitt & Redwood, 2011). These studies have examined individual technological resources without a holistic examination into learners’ self-directed out-of-class language learning experiences in whole. This study proposed to document learners’ selective use of different technological resources for vocabulary learning and, more importantly, to identify key dimensions of self-directed out-of-class language learning experiences with technology and examine how the dimensions are associated with different aspects of vocabulary knowledge. The study collected around 50 Chinese university English language learners’ month-long technology activity diaries related to language learning and follow up interviews as well as performance on a vocabulary knowledge test. The diaries and interviews elicited the types and nature of technological resources they use, activities they do with the resources and how they engage with the resources, and their perceptions on whether and how various technological experience help with vocabulary development. The vocabulary knowledge test assessed the breadth and depth of their vocabulary knowledge. Content analysis of the diaries and interviews will be conducted to categorize different types of technological experiences, and correlation analysis will be conducted between the types of technological experiences and different aspects of vocabulary knowledge. Thematic analysis of the interviews will shed further insights on the research issue.
