Exploring the effect of mobile-assisted task-based language learning on vocabulary achievement and student attitude

This study explores the effect of mobile-assisted task-based language learning on vocabulary achievement and student attitude among English as a Foreign Language (EFL) students in Content and Language Integrated Learning (CLIL) Science Lessons. For this purpose, the researcher employed a quasi-experimental research design. During the first semester of the 2022-2023 academic year, 34 fourth graders from a private school in Istanbul participated in the study. The experimental group received six different mobile-assisted task-based activities and a one-page worksheet as homework over six weeks, while the control group completed only the one-page worksheet. Vocabulary achievement tests and a student attitude questionnaire were used to collect data for the quantitative study. Paired sample t-tests and descriptive analyses were conducted using the SPSS 27.0 statistical package program. There was a significant difference in vocabulary achievement between the experimental and control groups. In addition, it had a positive effect on student attitudes and sparked their interest in learning the target language. Based on the findings, it can be concluded that mobile-assisted task-based activities have a positive effect on both vocabulary achievement and student attitude among primary EFL students participating in CLIL Science Lessons.