Abstract—With the development of new technologies, such as
Web pages, Apps or social network, the language learning
environment seems to be more multiple and interesting. The
aim of this paper is to use iPad App in a Taiwanese classroom to
help students’ English vocabulary acquisition. During the
18-week lecture, the instructor chose two freshman English
classes with a total of 74 students in a private university in
Taiwan to be the research subjects. The classes were divided
into 2 groups, that is, the experimental group and the control
group. In the experimental group, the instructor used iPad
“Learn British English WordPower App” to teach English
vocabulary while the instructor used the traditional
semantic-map method to teach English vocabulary in the
control group. The vocabulary teaching lasted about 15 minutes
each time, and students under the iPad instruction were able to
see the words, word pictures and example sentences through the
classroom projector. Besides, class one was asked to fill out the
questionnaire to understand students’ attitude toward iPad
App teaching in the classroom. The results showed that at the
end of the semester, students who received the iPad vocabulary
teaching instruction performed better on the post-test. Also, the
survey found out that students agreed on using technologies in
the classroom can help language learning. That is, using iPad
Apps in language teaching can not only enhances students’
learning outcomes, but also increases students’ learning
motivation.
Index Terms—English vocabulary acquisition, iPad, learning
outcomes, learning motivation, semantic-map method.
Bor-Tyng Wang and Han-Tung Chen are with the Foreign Language
Center, Feng-Chia University, Taiwan (e-mail: btwang.tw@gmail.com,
vivianchensbs@yahoo.com).
Chun-Wen Teng is with Gradute Institute of Public Policy, Feng-Chia
University, Taiwan (e-mail: cwteng@fcuoa.fcu.edu.tw).
Cite: B. T. Wang, C. W. Teng, and H. T. Chen, "Using iPad to Facilitate English Vocabulary Learning," International Journal of Information and Education Technology vol. 5, no. 2, pp. 100-104, 2015.