Australasian Society for Computers in Learning in Tertiary Education
摘要:
摘要： This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). This study was carried out throughout one semester with one class of 35 Taiwanese fifth-grade elementary school students (10 or 11 years old). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students' speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices. [Author abstract, ed] 出版者： Australasian Society for Computers in Learning in Tertiary Education 出版日期： 2014-01-01 出處： Australasian Journal of Educational Technology, 2014-01, Vol.30 (5), p.503-516 資源來源： Education Resources Information Center (ERIC) 識別號： ISSN: 1449-5554 識別號： ISSN: 1449-3098 識別號： EISSN: 1449-5554 識別號： DOI: 10.14742/ajet.237
