A texting-based vocabulary intervention for university English language learners

Published: 27-06-2018| Version 2 | DOI: 10.17632/fn4vmn7chk.2
Jia Li,
Qizhen Deng


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 (Li & Deng, 2018). Li, J. & Deng, QZ. (2018). What influences the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception, Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.017