Investigating the impact of a mobile learner-generated-content tool on pupils' after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study

This paper reports on a case study of investigating the effect of a mobile learner-generated content (m-LGC) tool on pupils' after-class English as a second language (ESL) vocabulary behavioural learning patterns, learning performance and motivation. Participants were 34 students in grade 4 from two classes in a primary school in Hong Kong. Data collection included students' learning logs on the m-LGC tool, pre-and post-vocabulary tests and pre-and post-questionnaires. Both qualitative and quantitative data analysis methods were adopted. An active group (AG) and a passive group (PG) were categorised based on visualisation and the number of student created learning logs. The results show that: 1) student behavioural learning patterns varied across AG and PG; 2) students in the AG made significant improvement in their learning performance, but those in the PG did not; 3) student learning motivation in the AG was improved, but that in the PG dropped significantly.