<b>MOBILE ASSISTED VOCABULARY LEARNING</b>

<p dir="ltr">This dissertation explores the effectiveness of a mobile-assisted vocabulary learning (MAVL) application, Shanbay Danci (SBDC), in enhancing second language (L2) learners’ vocabulary learning outcomes, self-regulated learning (SRL) skills, perceived social presence during the learning experience, and learning persistence through a series of three interconnected studies. Grounded in frameworks such as the iPAC (Personalization, Authenticity, Collaboration) framework, GAFCC (Goal, Access, Feedback, Challenge, Collaboration) model, and social presence theory, the studies examine how mobile technology, social media, and gamification features can influence learners’ engagement and persistence in informal language learning contexts.</p><p dir="ltr">Study 1 employed an explanatory sequential mixed methods design to investigate whether SBDC supports vocabulary form-meaning linkage (VFML) and to examine learners’ perceptions of mobile vocabulary learning. While the experimental group showed gains in VFML, learners also expressed both enthusiasm and concerns regarding mobile learning features such as personalization, collaboration, and attention challenges. Study 2 adopted a quasi-experimental design to test the impact of a badge-sharing gamification feature embedded in SBDC on learners’ SRL and persistence. Findings revealed that badge-sharing significantly enhanced SRL skills, though it did not lead to significant increases in vocabulary learning persistence. Learners had mixed emotional responses to the social media-based activity, suggesting both motivational and stress-inducing effects. Study 3 utilized a convergent parallel mixed methods design to explore the effect of a collaborative “learning-pal” feature on learners’ vocabulary learning grit and perceived social presence. Results indicated that pairing learners to track mutual progress significantly improved grit-related learning behaviors. However, contrary to expectations, the learning-pal activity led to lower perceived social presence, highlighting the critical role of instructor facilitation in fostering meaningful social interaction in technology-enhanced environments.</p><p dir="ltr">Together, these studies suggest that MAVL tools, particularly when enriched with gamification and collaborative features, can support vocabulary acquisition and learner persistence and grit. However, the effectiveness of these tools depends not only on technological design but also on the use of intentional pedagogical strategies by instructors.</p>