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

Authors

Jia Li, University of Ontario Institute of Technology
Qizhen Deng, Boise State UniversityFollow

Document Type

Article

Publication Date

10-2018

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Information

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