Embracing Mobile-Based Spaced Learning to Enhance English Scientific Vocabulary Mastery and Academic Performance among ESP Students

Mohammed AbdAlgane; Mohamed Ali Elkot; Rabea Ali

doi:10.3991/ijim.v19i12.54815

Authors

Mohammed AbdAlgane Qassim University, Saudi Arabia https://orcid.org/0000-0003-4782-9644
Mohamed Ali Elkot Qassim University, Saudi Arabia https://orcid.org/0000-0001-6456-5957
Rabea Ali Qassim University, Saudi Arabia https://orcid.org/0000-0002-2860-3941

DOI:

https://doi.org/10.3991/ijim.v19i12.54815

Keywords:

Education, Virtual Spaced-Learning, Education, English Vocabulary, Academic Performance.

Abstract

Mobile-based spaced learning, an educational approach that divides learning into timespaced periods, has been widely studied in language education, particularly English. However, research on its application in English for Specific Purposes (ESP) contexts, especially within mobile-based spaced learning environments, and its differentiated effects on vocabulary mastery and academic performance remains limited. This study aimed to investigate the impact of mobile-based spaced learning (equal or expanded) on English scientific vocabulary mastery and academic performance among ESP students, specifically scientific lab majors. Sixty students were divided into two groups: those who learned in an equal-spaced style and those who learned in an expanded-spaced style. Data was collected through vocabulary and academic tests, and a quasi-experimental method was employed. The study found that both equal-spaced and expanded-spaced learning enhanced vocabulary acquisition, but only the expanded-spaced learning method significantly boosted academic performance. While both methods improve vocabulary, the extended reinforcement of expanded spaced learning may enhance cognitive activities and long-term retention. The findings suggest that expanded-spaced instruction may particularly benefit cognitively demanding subjects within ESP courses. Further research is needed to examine the long-term effects and applicability of these strategies to different courses and students and to investigate the interaction between spaced learning strategies and learner characteristics.

Author Biographies

Mohammed AbdAlgane, Qassim University, Saudi Arabia

Dr. Mohammed AbdAlgane is an associate professor of English language Applied Linguistics. He has been awarded an MA in ELT and a PhD in Applied Linguistics from University of Gezira, Sudan. He has been teaching English at the tertiary level in Sudan as well as Saudi Arabia since 2006. He taught the four skills, Linguistics, Phonetics & Phonology, Morphology, etc. His research interests are EFL speech production and perception, vocabulary teaching, reading, readability, Phonetics, Phonology, teacher education, teaching methodologies, education technology, & language testing, etc.

Mohamed Ali Elkot, Qassim University, Saudi Arabia

Dr. Mohamed A. Elkot obtained his Ph.D. in educational technology from Cairo University, Egypt; he specializes in the pedagogical use of technology and computers in education. He is an associate professor at the Department of Educational Technology, College of Education, Qassim University, Saudi Arabia. He is currently supervising MA & PhD dissertations in Educational Technology. He has over 25 years of experience teaching, researching, and developing virtual learning systems. His research interests include the pedagogical use of IT, e-learning, smart learning, Diffusion of innovation, and AI in Education.

Rabea Ali, Qassim University, Saudi Arabia

Dr. Rabea Ali has been awarded his Ph.D. in Education (Curriculum and Instruction in English Language Teaching) from Ain Shams University, Egypt. He currently serves as a lecturer of English applied linguistics (ELT) at Qassim University. With over two decades of experience in teaching and research, Dr. Ali specializes in methods of teaching English as a foreign language, educational technology, and e-learning.