Priorities for Vocabulary Intervention Design Using Texting: Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions

Jia Li; Qizhen Deng

Priorities for Vocabulary Intervention Design Using Texting: Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions

Jia Li, Qizhen Deng

Teaching, Learning, and Community Engagement (TLCE)

University of Ontario Institute of Technology

Research output: Contribution to journal › Article › peer-review

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Abstract

We examined the role of university English language learners' (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants' technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article.

Original language	American English
Journal	Data in Brief
State	Published - 1 Oct 2018

EGS Disciplines

Education
Language and Literacy Education

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title = "Priorities for Vocabulary Intervention Design Using Texting: Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions",

abstract = " We examined the role of university English language learners' (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants' technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article.",

author = "Jia Li and Qizhen Deng",

note = "Li, Jia and Deng, Qizhen. (2018). {"}Priorities for Vocabulary Intervention Design Using Texting — Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions{"}. Data in Brief, 20, 200-203. https://doi.org/10.1016/j.dib.2018.07.067",

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AU - Deng, Qizhen

N1 - Li, Jia and Deng, Qizhen. (2018). "Priorities for Vocabulary Intervention Design Using Texting — Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions". Data in Brief, 20, 200-203. https://doi.org/10.1016/j.dib.2018.07.067

PY - 2018/10/1

Y1 - 2018/10/1

N2 - We examined the role of university English language learners' (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants' technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article.

AB - We examined the role of university English language learners' (ELLs) behavior and perception of a texting-based instruction intervention on their academic vocabulary acquisition. This article reports on the data pertaining to 108 ELLs from six undergraduate classes taking two comparable undergraduate courses on content-based English for Academic Purpose (EAP). The data include (1) the performance of the control and intervention groups on pre-and post-intervention tests on target vocabulary and academic vocabulary, (2) a pre-intervention survey of participants' technology use, and (3) a post-intervention survey of participants on learning behavior during the intervention and their perception of the intervention. Data presented here are related to the article.

UR - https://scholarworks.boisestate.edu/literacy_facpubs/99

M3 - Article

JO - Data in Brief

JF - Data in Brief

ER -

Priorities for Vocabulary Intervention Design Using Texting: Data to Examine the Critical Role of Language Learners' Behaviors and Perceptions

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