Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/106742

Title:	Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts
Authors:	施國琛;Hwang, Wu-Yuin;Shih, Timothy K.;Ma, Zhao-Heng;Shadiev, Rustam;Chen, Shu-Yu
Contributors:	資訊電機學院資訊工程學系
Keywords:	Academic achievement;Computer & video games;Computer assisted language learning;Control Groups;Control methods;Conventional Instruction;Educational activities;Educational Environment;Educational Games;EFL listening and speaking;English (Second Language);English as a second language;English as a second language learning;English language;Experimental Groups;Feasibility;Feasibility studies;Females;Foreign Countries;Foreign languages;Game Based Learning;Games;Groups;High School Students;Interviews;Language Proficiency;Learning;Learning Activities;Learning environment;Listening;Listening Skills;mobile game-based learning;Multiple Regression Analysis;Perceptions;Pretests Posttests;Program Effectiveness;Questionnaires;School environment;Scores;Second Language Instruction;Sentences;situational context;Skills;Speaking;Speech;Speech Skills;Statistical Analysis;Student Attitudes;Students;Taiwan;Technology Uses in Education;Telecommunications;Tests
Date:	2016-05-18
Issue Date:	2026-04-23 13:39:12 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Oxford: Routledge
Abstract:	摘要： Game-based learning activities that facilitate students' listening and speaking skills were designed in this study. To participate in learning activities, students in the control group used traditional methods, while students in the experimental group used a mobile system. In our study, we looked into the feasibility of mobile game-based learning activities. One experiment was carried out and the results revealed that the experimental-group students significantly outperformed the control-group students on the verbal post-test. However, the performance of the two groups was equal on the listening post-test. Two variables (the average score for the interactive jigsaw game and the number of designed cards) were found to be the most important factors for influencing students' performance in the verbal post-test. Furthermore, most students had positive perceptions toward learning activities that are supported by a mobile system. These results suggest that game-based learning activities can significantly improve students' speaking skills if driven by a mobile system. Furthermore, these results suggest that learning activities with a mobile system foster students to (1) practice speaking English as a foreign language (EFL) more frequently as well as to reflect on their speech; (2) create meaningful sentences and speak with greater accuracy and confidence; and (3) practice speaking EFL in an authentic context. 出版者： Oxford: Routledge 出版日期： 2016-05-18 出處： Computer assisted language learning, 2016-05, Vol.29 (4), p.639-657 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2015 Taylor & Francis 2015 版權： 2015 Taylor & Francis 識別號： ISSN: 0958-8221 識別號： EISSN: 1744-3210 識別號： DOI: 10.1080/09588221.2015.1016438
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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