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.
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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. http://dx.doi.org/10.1016/j.dib.2018.07.067