This paper reports on a case study of English as a second language (ESL) vocabulary learning that examined a group of Grade 4 students’ mobile learning experiences of bridging in‐class and real‐life vocabulary learning mediated by a mobile learner‐generated content (m‐LGC) tool. This study was premised on the proposed framework of mobile vocabulary learning from an ecological perspective using the concept of affordances, taking the topic of “Food” as an example. Data collection included learning logs created by students and a questionnaire about students’ perceptions of the m‐LGC tool for vocabulary learning. The results revealed four types of affordances of the m‐LGC tool that the learners perceived and acted on in real life outside the classroom, namely: vocabulary form‐meaning mapping, consolidating vocabulary by productive use, vocabulary revision and social affordance. The students’ perceptions of the m‐LGC tool for vocabulary learning were positive. This study shows that the various affordances helped students in applying newly learned words to real‐life contexts. Social affordance provided the social contexts for communication via peer interaction, vocabulary expansion as well as the creation of a learning community.

中文翻译：

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移动学习者生成的工具，用于学生将英语作为第二语言词汇学习：生态学的观点

本文报告了一项英语作为第二语言（ESL）词汇学习的案例研究，该案例研究了一组4年级学生的移动学习经验，他们将移动学习者生成的内容介导的课堂和现实生活中的词汇学习联系起来（ m-LGC）工具。这项研究的前提是从生态学的角度出发，以提供能力的概念为基础，提出了移动词汇学习的框架，并以“食物”为例。数据收集包括学生创建的学习日志以及有关学生对m-LGC词汇学习工具的看法的问卷。结果显示，学习者在教室外的现实生活中可以感知并采取行动的m-LGC工具有四种供款方式，分别是：词汇形式-含义映射，通过生产性使用来合并词汇，词汇修订和社会负担能力。学生对m-LGC词汇学习工具的看法是积极的。这项研究表明，各种津贴可以帮助学生将新学到的单词应用于现实生活中。社会负担为通过同伴互动，词汇扩展以及创建学习社区提供了交流的社会环境。