Effects of situated mobile learning approach on learning motivation and performance of EFL students

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Title:	Effects of situated mobile learning approach on learning motivation and performance of EFL students
Authors:	楊鎮華;Huang, Chester S. J;Yang, Stephen J. H;Chiang, Tosti H. C;Su, Addison Y. S
Contributors:	資訊電機學院資訊工程學系
Keywords:	Academic achievement;Achievement Gains;Comparative Analysis;Control groups;Conventional Instruction;Distance learning;Educational activities;Educational aspects;Educational Environment;Educational technology;Electronic Learning;Elementary School Students;English (Second Language);English as a second language;English as a second language instruction;English language;Foreign Countries;Foreign languages;Full Length Articles;Grade 4;Handheld Devices;Interviews;Learning;Learning environment;Learning Motivation;Methods;Mobile devices;Mobile learning;Motivation;Online education;Pretests;Pretests Posttests;Questionnaires;Satisfaction;Second Language Learning;Second language vocabulary learning;Strategies;Strategy;Student Attitudes;Student teacher relationship;Students;Studies;Study and teaching;Taiwan;Teachers;Teaching methods;Telecommunications;Tests;Vocabulary;Vocabulary Development
Date:	2016-01-01
Issue Date:	2026-04-23 13:35:07 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL students and 1 teacher participated in this study. Two learning methods were implemented. The first involved employing the FSVL strategy and the mobile learning tool in a situational English vocabulary learning environment, and the other method involved employing the FSVL strategy and traditional learning tools in a situational English vocabulary learning environment. Data were collected by conducting interviews and tests and administering the Attention, Relevance, Confidence, and Satisfaction motivation questionnaire. The results showed that the learning motivation and performance of students taught using the FSVL strategy and mobile learning tool were superior to those of students taught using the FSVL strategy and traditional learning tools in a situational English vocabulary learning environment. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2016-01-01 出處： Educational Technology & Society, 2016-01, Vol.19 (1), p.263-276 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2016 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2016 International Forum of Educational Technology & Society 版權： 2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201601_19(1).0022
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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