The purpose of this study was to investigate the effects of vocabulary learning activity types via smart-phones on vocabulary learning and the attitude of Korean college students. The participants were 56 college students, who were divided into 4 groups: a competitive and self-paced group (Group 1), a competitive and controlled-paced group (Group 2), an individual and self-paced group (Group 3), and an individual and controlled-paced group (Group 4). Vocabulary tests were administered before and after the experiment. The analyses of the post-test results showed that Group 3 had improved most and Group 1 earned the second highest score, indicating that competition can make a positive effect on vocabulary learning via smart-phone applications. The results also revealed that there was no statistically significant difference in the post-test scores between self-paced and controlled-paced groups. In addition, vocabulary learning via smart-phone applications improved the participants’ attitudes toward vocabulary learning.

I. 서론
 II. 이론적 배경
  1. 모바일기반 어휘 학습
  2. 게임 기반 어휘 학습
 III. 연구 방법
  1. 연구 대상
  2. 연구도구
 IV. 연구 결과
  1. 활동 방식의 차이가 듣기 학습 결과에 미친 영향
  2. 어휘 학습에 대한 정의적 반응
  3. 어휘 학습 유형별 장․단점에 대한 학습자 인식
 V. 논의 및 결론
 참고문헌

• 박주연(이화여자대학교) | Park, Ju Yeon 제1저자
• 신상근(이화여자대학교) | Shin, Sang-Keun 교신 저자