English vocabulary learning experience through an individualand collaborative learning environment can be extended using cloud computing technology. The immediate benefits of cloud computing are obvious where cloud-based applications reduce infrastructure and IT costs, increase accessibility and enable collaboration for their users. However, the local students of institutes of higher education (IHE) seldom apply the Web 2.0 technology in vocabulary learning tools because these tools do not focus on learners’ needs. Besides, they also do not integrate any student-centred approach, vocabulary learning strategies or motivational techniques to cater for various learning styles. With the help from the literatures, this paper focuses on formulating the conceptual framework in developing a cloud-based student-centred vocabulary learning tool which is named as VocabBook. Since the cloud-based web applications can be run on any Internet browsers, this will enable the students to design their own learning time at their convenience. Besides the strategies applied, the gamification technique will also be utilized to motivate the learners to attempt the quizzes to improve the learning capabilities. The findings from the literature will be helpful for the IHE students to elevate their learning styles. One of the biggest advantages of cloud-based computing is the Software-as-a-Service (SaaS) model. Many software programs are now available either free or on a low-cost subscription basis, which substantially lowers the cost of essential applications for students. Finally, the paper presents UML-based Web Engineering (UWE) that will be used to visualize the design stage of the VocabBook tool proposed for the student-centred learning approach.
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In-Text Citation: (Yoong, Kaur, & Keat, 2019)
To Cite this Article: Yoong, Y. Y., Kaur, S., & Keat, P. H. (2019). Constructivist Learning, Vocabulary Learning Strategies and Motivational Theories for English Vocabulary Acquisition Tool Using Cloud Computing. International Journal of Academic Research in Business and Social Sciences, 9(13), 304–318.
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