This document summarizes research on using mobile phones for English vocabulary learning through text messages. Several studies have found that sending vocabulary words, quizzes, or instructional materials via text message can help with learning. However, most such studies have been conducted in developed areas where internet access is more available. The document calls for more research in developing countries, where internet data plans may be too expensive but text messaging is widely used. It suggests exploring the effectiveness and affordability of using mobile phone texting for English vocabulary learning in resource-constrained environments.

1. Affordable mobile learning: English language
vocabulary through text messages
Gisela Martiz Abad
Utah State University
ICEM Graduate Student Panel Presentation in Emerging Technologies
AECT 2011 Conference, Jacksonville, Florida
November 11, 2011
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Cell phone use in language learning
 Mobile devices are changing the way we learn with technology, providing
potential advantages that can be applied to the English language teaching
field (Kukulsma-Hulme & Shield, 2008)
 The most popular mobile devices, cell phones, have also been the most
used in studies on mobile learning for English as a foreign or second
language (Cui & Wang, 2008; Meurant, 2007; Cavus & Ibrahim, 2007)

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Studies using short message service (sms) for
vocabulary learning
Several studies have been conducted using short message service (sms) in
English language vocabulary learning:
 Instructional material (Thornthon & Houser, 2005; Saran, Kursat & Seferoglu,
2008)
 Short quizzes for assessment (Cooney & Keogs, 2007)
 Vocabulary words (Lu, 2008; Cavus & Ibrahim, 2009)

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Some facts:
 Studies mainly conducted in East Asia, Europe, or Africa
 Activities require access to internet or the use of specific software, representing a
disadvantage for people in some developing countries
 Mobile broadband subscriptions:
 11% in Latin America and the Caribbean
 89% in North America (ITU, 2009)
 88% of cell phone owners have no internet data plan (NewLink Group Company,
2010)
 Costs of data plans are not affordable: 35% do not have internet in their cell phones
due to the high costs

5. Free and inexpensive teacher 5
resources:
Group-messaging websites
SMS Quiz Maker
These can be found online, but functionality and availability
varies depending on the country.

6. Inexpensive teacher resource: 6
Voice group messaging service

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Burning questions…good for further research
 Has similar research been conducted with cell phones, where participants are
not required to have internet access?
 Is the use of cell phones’ sms feature effective for English vocabulary learning?
 What are the advantages or disadvantages in using cell phones as teaching tools
in public high school classrooms in a developing country like the DR?
 What are the attitudes of teachers and students in a low SES environment
toward the use of cell phones as teaching tools for English language learning?
 What other factors should be considered for potential studies?

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Conclusion
 It is necessary to include English language learners in Latin American
countries in future studies using cell phones, adapting their
implementation to the resources available.
 Future research needs to take into account the affordability and
efficiency of technological teaching resources and the possibilities
teachers have to incorporate mobile learning activities into their
lesson plans.

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References
Cavus, N., & Ibrahim, D. (2009). M-learning: An experiment in using sms to support learning new English language words. British Journal of Educational Technology, 40(1), 78-
91.
Cooney, G., & Keogh,K. (2007). Use of mobiles phones for language learning and assessment for learning, a pilot project. Department of Education and Science. Retrieved
September 29, 2010 from: http://www.learnosity.com/files/learnosity-use-of-mobile-phones-for-language-learning-and-assessment-for-learning.pdf
Cui, G. & Wang, S. (2008). Adopting cell phones in efl teaching and learning. Journal of Educational Technology Development and Exchange, 1(1), 69-80.
International Telecommunication Union (2009). Information society statistical profiles 2009, Americas. Retrieved from: http://www.itu.int/dms_pub/itu-d/opb/ind/D-IND-
RPM.AM-2009-E09-R1-PDF-E.pdf
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3),
271–289.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of computer Assisted learning, 24, 515-525.
Meurant, R.(2007). Using cell phones and sms in second language pedagogy. Journal of Convergence Information Technology, 2 (1), 98-106.
Saran, M., Kursat C., & Seferoglu, G. Use of mobile phones in language learning : Developing effective instructional materials. Retrieved on September 25, 2010 from:
http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=4489786