The influence of using instant messaging application in flipped classroom on Chinese vocational school year two students' English business vocabulary learning strategy

Abstract

Instead of merely confining to retention of meaning, Vocabulary Learning Strategy (VLS) has been shown to have a positive effect on vocabulary acquisition, which is one of the main factors influencing foreign language learning. Although mobile devices were considered to be one of the significant factors affecting VLS, the related influence has not been well explored. This study therefore explored in a particular pedagogy, whether and how mobile technology influenced students’ VLS application. A further literature review found that while assuring the foreign language learning outcomes, using instant messaging application (IM App) in flipped classroom was also more likely to benefit students' usage of VLS. The study was therefore conducted in this setting. The participants were one teacher and 50 year two students from a vocational school in mainland China. This paper reports on whether and how using IM App in flipped classroom had influences on students' English business VLS. After a one-month intervention, the study found that using IM App in flipped classroom had influences on English business VLS due to Sig. = 0.047＜0.05. Students were better able to use VLS. Also, by analyzing the interviews, the data revealed that the main influences were in social and metacognitive strategies. Students’ communication about vocabulary learning became more frequent. Meanwhile, the sociality and immediacy of IM App, and flipped classroom setting facilitated students' time management practices, which was conducive to improve their English business VLS.