近年來，行動科技輔助外語學習 (Mobile-assisted Language Learning) 由於被認為能夠提供學習者一種更貼近外語學習的真實語境、加強社交連結、偵測學習者的外在情境，提供符合情境的學習內容，並且提供具個人化的行動輔助語言學習環境，因此在第二外語習得的領域中，引起廣泛的討論與關注。研究者們使用不同的學習策略來檢視行動學習對第二外語字彙記憶的效果，並且提出一些在學習上的優勢以及可能的限制。在目前的行動科技輔助第二外語字彙習得的研究上，根據情境學習理論、外語字彙記憶的認知機制、行為主義和社會建構等理論所支持的簡訊服務(Short Message Service)、多媒體訊息服務(Multimedia Message Service)、和行動學習應用軟體(mobile applications)成為被運用來促進行動輔助學習第二外語字彙的主要方式。儘管行動輔助字彙學習吸引許多教育者關注，然而，對於行動科技輔助第二外語字彙習得的效益，在實證的研究結果上，仍然未能獲得一致性的共識。並且，目前尚未發現針對第二外語字彙學習效果量，進行系統性檢視的量化後設分析研究。
因此，本研究欲藉由量化的後設分析研究，系統性檢視從2005到2015間，29篇符合篩選條件的研究，以瞭解是否行動科技學習與第二外語字彙習得兩者之間有所關聯。後設分析結果發現，行動學習對於輔助第二外語字彙習得的影響上，整體呈現出具有正向並且效果量大的顯著效果，證實行動學習確實能提升第二外語字彙的學習成效。此外，簡訊服務(SMS)與多媒體訊息服務(MMS)模式比起行動應用軟體模式(APPs)在提升第二外語字彙學習的成效上，有更為顯著的幫助。然而，這樣的發現應該被視為一種暫時性的結果，因為賦予SMS與MMS兩種學習模式的單字量和記憶時間並不相等。研究進行的場域，研究實施時間，學習者的自主控制性，以及測驗方式經比較分析後發現，對於行動輔助第二外語字彙的成效上，皆有顯著性的影響。此外，由於本研究中發現一些研究有設計不良之處以及部分類別的變項之研究數量偏少，故上述的研究結果，僅為具有建議性而非決定性的研究發現。

Recently, Mobile-Assisted Language Learning (MALL) has been popular in SLA field since it has been considered able to facilitate language learning in a more authentic, socially connective, contextually sensitive and personalized mobile mediated language learning environments. Researchers have employed various strategies to examine the advantages and possible limitations of mobile L2 word retention. Among the current mobile L2 vocabulary learning research, Short Message Services (SMS), Multimedia Message Service (MMS) and mobile applications (APPs) are predominant approaches supported by Situated learning theory (Brown et al, 1989), cognitive mechanisms to L2 word retention (Sweller et al, 1998; Nation, 2001; Schmidt, 1990; Paivio, 1991), Behaviorism (Skinner, 1968) and Social Constructivism (Lev Vygotsky, 1978). Despite its seeming appeal to language educators, literature on the effectiveness of mobile L2 vocabulary learning still remained inconclusive. Besides, to date, little research synthesis has been conducted to investigate the effect of mobile-assisted L2 vocabulary learning.
Thus, this meta-analysis aims to systematically synthesize findings from (quasi-) experimental studies conducted between 2005 and 2015 to examine whether there was a connection between the use of mobile technologies and L2 word retention. Results from 29 primary eligible studies showed a positive and large effect from mobile-assisted L2 word learning interventions. Additionally, SMS/MMS mode was found to be more beneficial for L2 word retention than mobile applications (APPs) modes; however, this result should be interpreted as tentative since the number of target words and time were unequal between two modes. Moreover, research settings, treatment durations, learner autonomy, and outcome measurements were found to be variables that would significantly moderate the effectiveness of mobile-assisted L2 word retention. The above results, however, should be viewed as suggestive but definitive due to research flaws found in the primary studies and the small sample size of some categories of moderators under comparison.

摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Motivation and Background 1
The Theoretical Frameworks Related to Mobile L2 Vocabulary Learning 3
Strands of Mobile L2 Vocabulary Research 3
Research Syntheses: Quantitative Meta-analyses 6
1.2 Statement of Problems 7
1.3 Purposes of the Study 8
1.4 Research Questions 9
1.5 Significance of the Study 9
1.6 Definition of Terms 10
CHAPTER TWO LITERATURE REVIEW 13
2.1 Research Syntheses: Quantitative Meta-analyses 13
Quantitative Meta-analysis 14
Qualitative Meta-analysis 14
The Process and Learning Strategies of L2 Vocabulary Acquisition 15
Summary 16
2.2 The L2 Vocabulary Learning 17
The L2 Vocabulary Acquisition and Definition of Knowing a Word 17
Implicit Versus Explicit Vocabulary Learning Approaches 18
The Process and Learning Strategies of L2 Vocabulary Acquisition 19
Summary 20
2.3 Mobile-assisted Language Learning (MALL) 23
The Features of Mobile-assisted Language Learning 23
The Rebuttals of Mobile-assisted language learning 25
Main Approaches of Mobile L2 Vocabulary Learning 27
SMS/MMS Approaches 27
Mobile Learning Applications (APPs) 29
Principles for MALL evaluation and design 31
Task-afforded Autonomy and mobile-assisted language learning 33
Summary 35
2.4 The Theoretical Frameworks for Mobile L2 Vocabulary Learning 36
Situated Learning Theory and Mobile Vocabulary Learning 37
The Benefit of Cognitive Mechanisms to Words Retention 37
Cognitive Load Theory 37
Spacing Effect 38
Noticing Hypothesis 38
Dual-Coding Theory 39
From Mobile Behaviorist Learning to Constructivist Learning Theory 40
Constructivist Learning Theory 40
Summary 41
2.5 Empirical Research of Mobile ESL/ EFL Vocabulary Learning 42
Effectiveness of SMS research on L2 Vocabulary 42
Significant Results of SMS on L2 Vocabulary 43
Non-Significant Results of SMS on L2 Vocabulary 45
Effectiveness of MMS Research on L2 Vocabulary 46
Effectiveness of Mobile Applications (APPs) on L2 Vocabulary 47
Summary 52
2.6 Research Syntheses on Mobile L2 Vocabulary Learning 53
Summary 57
2.7 Summary of Chapter Two 57
CHAPTER THREE METHODOLOGY 59
3.1 The Problem Formulation 59
3.2 The Data Collection 60
3.3 Literature Searching 60
3.4 Inclusion and Exclusion Criteria 64
3.5 The Data Evaluation 65
3.6 Categorizing the Retrieved 29 Studies 65
3.7 Study-level Coding 66
3.8 The Effect Size Calculation 67
3.9 Analysis and Interpretation 72
3.10 Moderator Analysis 74
3.11 Public Presentation 76
3.12 Summary of Chapter Three 78

CHAPTER FOUR RESULT 79
4.1 Overview of Eligible Studies 79
4.2 The Quantitative Meta-analysis 83
4.3 The Examination of Publication Bias 92
4.4 Summary of Chapter Four 94
CHAPTER FIVE CONCLUSION AND DISCUSSION 95
5.1 Summary of Research Findings 95
5.2 Conclusion 112
5.3 Pedagogical Implications 114
5.4 Limitations of This Study 117
5.5 Suggestion for Future Research 117
REFERENCE 131
Appendices
Appendix A Study- Level Coding Manual for Total 29 Studies 122
Appendix B Study- Level Coding Sheet for Total 29 Studies 124
Appendix C Study-level Coding of All 29 Studies 125
Appendix D Effect Size Level Coding Manual 130

LIST OF TABLES
Table 3.1 Brief Summary of 29 Eligible Quantitative Studies for Meta-analysis 69
Table 4.1 Learners Characteristic of Included Studies 81
Table 4.2 Methodology Characteristics of the Included Studies 82
Table 4.3 Effect Sizes for Each Included Study 84
Table 4.4 Effects of Mobile Vocabulary Learning by Independent Variable 86
Table 4.5 Comparison of Two Meta-analysis Models 87
Table 4.6 Moderator Analysis Results 91
Table 4.7 Follow-up Pairwise Comparisons of Significant Moderators 91
Figure 4.1 Percentage of Publication Type 80
Figure 4.2 Publication Year of Eligible Studies 80
Figure 4.3 Publication Bias: Funnel Plot of Precision by Standard Difference in Mean 93

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