Document Type

Article

Publication Date

10-2018

DOI

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

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

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

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