This study aims to establish the relationship between university students’ motivation and how they actually practice when learning English vocabulary using apps downloaded onto mobile devices. The focus group, comprising 30 freshman students at Yuan Ze University, Taiwan, participated in this empirical study during the first semester of 2015 academic year. The data were collected from the questionnaires and analyzed by fuzzy nonparametric tests, including the Wilcoxon Sign Rank Test, the Wilcoxon Rank-Sum Test, and the Kruskal-Wallis Test. The findings show how the focus group learned English vocabulary with the new model. First, we found the participants were willing to use smart phone apps for academic purposes. Secondly, the gender and faculty did not demonstrate differences in terms of how much time spent and learning effect on these two games. Finally, this study reveals that the more time students spent on playing English vocabulary games, the better progress in their English learning.
The Turkish Online Journal of Educational Technology (TOJET) 2016(November), pp.1070-1080