Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices

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题名:	Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices
作者:	黃武元;Hwang, Wu-Yuin;Chen, Holly S.L.
贡献者:	資訊電機學院網路學習科技研究所
关键词:	Academic achievement;Asians;Basic Vocabulary;Control Groups;Cultural Context;Educational Activities;Elementary Education;Elementary School Students;Elementary schools;English (Second Language);English as a second language;English as a Second Language Instruction;English as a second language learning;English as a Second Language Teaching Materials;English language;Experimental Groups;familiar context;Foreign language learning;Foreign languages;Groups;Handheld computers;Handheld Devices;Instructional Materials;Interviews;Learning;Learning Activities;Learning Environment;Listening;Listening Skills;mobile learning;Mobile phones;Multimedia;Novices;Oral English;Oral Language;peer interaction;Peers;practice diversity;Second Language Instruction;Second Language Learning;Sentences;Social interaction;Speech Communication;Students;Taiwan;Teaching Methods;Vocabulary;Vocabulary Development
日期:	2013-04-01
上传时间:	2026-04-23 14:21:24 (UTC+8)
出版者:	Taylor and Francis Ltd.;Oxford: Taylor & Francis
摘要:	摘要： It is beneficial for students to experience situational learning, especially for English as a foreign language (EFL) learning. Providing more listening and speaking opportunities could help EFL students with English learning. Our research proposes a listening and speaking practice system employing personal digital assistants (PDAs) for situated learning using contexts with which students would be familiar. The proposed system attempts to help participating EFL students by presenting learning contexts in familiar situations, such as during lunch at school. The results show that the proposed system and designed activities provided EFL elementary school students with listening and speaking practice opportunities in basic vocabulary and simple sentences with the support of familiar, situational learning. In the experiment, the experimental group learned multimedia-based learning materials about food materials at lunch with PDAs. In contrast, the control group learned via paper-based learning materials in class without real contextual support. After the experiment, findings reveal that the experimental group significantly outperformed the control group in learning achievement. By providing recommended sample voices recorded by peers, students in the experimental group could repeatedly listen to the recordings in familiar situations, thus obtaining more opportunities to practice and interact with peers later. The other significant finding is that the number of peers used to practice speaking English in daily contexts, defined as practice diversity, was significantly correlated to learning improvement. That is, when students practiced speaking English with an increased number of peers, in familiar contexts, their English skills improved. After interviews with students, an interesting phenomenon was identified; students in the experimental group extended their learning from school to home. Furthermore, students' learning was not only a deliberate event or situation - learning also took place spontaneously in their daily lives. Therefore, the proposed system and activities can help EFL students, particularly novices, listen to and speak English in familiar situational contexts. 出版者： Oxford: Taylor & Francis 出版日期： 2013-04-01 出處： Computer assisted language learning, 2013-04, Vol.26 (2), p.101-125 資源來源： Taylor & Francis Journals AutoHoldings 版權： Copyright Taylor & Francis 2013 版權： Copyright Taylor & Francis Ltd. 2013 識別號： ISSN: 0958-8221 識別號： EISSN: 1744-3210 識別號： DOI: 10.1080/09588221.2011.639783 識別號： CODEN: CALLEE
显示于类别:	[網路學習科技研究所 ] 期刊論文

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