Effects of presentation mode on mobile language learning: A performance efficiency perspective
01 Feb 2012-Australasian Journal of Educational Technology (Australian Society for Educational Technology)-Vol. 28, Iss: 1, pp 122-137
TL;DR: The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.
Abstract: This study investigated the effects of simultaneous written text on the comprehension of spoken English as a foreign language, when the text is presented with the aid of a personal digital assistant (PDA) as a learning tool. Eighty-seven university students majoring in applied foreign languages were randomly assigned to either listening with auditory materials only, or listening with identical and concurrent written text. Performance efficiency was used to provide a better indicator of the quality of learning. The results revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension. However, the beneficial effect of the written text did not extend to the subsequent auditory-only passage. The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.
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Journal Article•
TL;DR: Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself.
Abstract: To enhance the information contained in these references, over 90% of the entries are complemented by a brief (~80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited.
188 citations
TL;DR: It was found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views, which imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning.
Abstract: The purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In terms of limitations the situation was balanced for laptops and m-phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m-phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning, especially m-learning through m-phones. [ABSTRACT FROM AUTHOR]
154 citations
TL;DR: It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language and young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English asA second language should find this mobile application enjoyable and useful.
Abstract: The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre-Test and a Post-Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful. [ABSTRACT FROM AUTHOR]
62 citations
TL;DR: In this paper, the authors examined the influence of podcasting on the listening comprehension of 46 female Saudi EFL students in higher education and found significant differences between the two groups, favoring the experimental group.
Abstract: Despite recognition that language can best be learned in an authentic context, and a growing emphasis on the importance of using technology to improve listening skills, only limited research in this area exists in a Saudi context. To add to this research, this quantitative study examines the influence of podcasting on the listening comprehension of 46 female Saudi EFL students in higher education. The randomly selected participants were divided into two groups: a control and an experimental group, and given a six week treatment. A T-test and questionnaire were employed, and the results indicate significant differences between the two groups, favoring the experimental group.
55 citations
Journal Article•
TL;DR: This article found that the appropriate type of structure may depend on the learner's level of expertise and that the best instructional designs changed from ones in which diagrams and text were physically integrated to those in which the text was eliminated, indicating that less expert learners using a diagram might require the diagram to be physically integrated with related text based information in order to reduce cognitive load.
Abstract: Cognitive load theory assumes that information should be structured to eliminate any avoidable load on working memory in order to enhance learning. We hypothesized that the appropriate type of structure may depend on the learner's level of expertise. Less expert learners using a diagram might require the diagram to be physically integrated with related text-based information in order to reduce cognitive load. However, the same diagram might be intelligible in isolation by more experienced learners, who might require the elimination of redundant text to reduce cognitive load. The results of three experiments indicated that as level of expertise increased, the best instructional designs changed from ones in which diagrams and text were physically integrated to ones in which the text was eliminated.
48 citations
References
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TL;DR: The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning.
Abstract: The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not de...
419 citations
TL;DR: A personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to individual learner vocabulary ability and memory cycle is presented.
Abstract: Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures. Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such as PDAs, tablet PCs, and cell phones has gradually become considered effective because it inherits all the advantages of e-learning and overcomes limitations of learning time and space that limit web-based learning systems. Therefore, this study presents a personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to individual learner vocabulary ability and memory cycle. The proposed system has been successfully implemented on personal digital assistant (PDA) for personalized English vocabulary learning. The experimental results indicated that the proposed system could obviously promote the learning performances and interests of learners due to effective and flexible learning mode for English vocabulary learning.
386 citations
"Effects of presentation mode on mob..." refers background in this paper
...However, early research on mobile language learning focused mostly on system construction (Chen & Chung, 2008; Chinnery, 2006; Cooney & Keogh, 2007; Hung & Young, 2007; Saran, Cagiltay & Seferoglu, 2008; Stockwell, 2007)....
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Journal Article•
338 citations
"Effects of presentation mode on mob..." refers background in this paper
...However, early research on mobile language learning focused mostly on system construction (Chen & Chung, 2008; Chinnery, 2006; Cooney & Keogh, 2007; Hung & Young, 2007; Saran, Cagiltay & Seferoglu, 2008; Stockwell, 2007)....
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TL;DR: Investigating the use of a prototype mobile-based intelligent vocabulary tutor system by learners in an advanced EFL class and the results are discussed in terms of learner usage patterns and learner perspectives regarding each platform.
Abstract: Mobile learning has long been identified as one of the natural directions in which CALL is expected to move, and as smaller portable technologies become less expensive, lighter and more powerful, they have the potential to become a more integral part of language learning courses as opposed to the more supplemental role often assigned to computer labs. Mobile phones have been the topic of a number of recent studies, including for learning pragmatic phrases via mobile email, and as electronic flash cards. With the development of mobile systems that can access the Internet, more sophisticated applications which allow the use of databases and interactive web content have been made possible. The current study describes one such application, investigating the use of a prototype mobile-based intelligent vocabulary tutor system by learners in an advanced EFL class. Learners used the tutor to complete vocabulary activities in a variety of task formats through either their mobile phone or through a computer, and th...
273 citations
"Effects of presentation mode on mob..." refers background in this paper
...However, early research on mobile language learning focused mostly on system construction (Chen & Chung, 2008; Chinnery, 2006; Cooney & Keogh, 2007; Hung & Young, 2007; Saran, Cagiltay & Seferoglu, 2008; Stockwell, 2007)....
[...]
TL;DR: This paper found that the students remembered word translations and recalled the passage better when they had selected both written and pictorial annotations while listening rather than one of these types or no annotations available.
Abstract: English-speaking college students enrolled in a French course listened to a 2-minute, 20-second historical account in French presented by a computer program. The participants were randomly assigned to one of four listening treatments: the listening text (a) with no annotations available, (b) with only written annotations available, (c) with only pictorial annotations available, and (d) with both written and pictorial annotations available. The students remembered word translations and recalled the passage better when they had selected both written and pictorial annotations while listening rather than one of these types or no annotations. In addition, effect sizes were much larger for pictorial annotations than for written annotations, especially for delayed tests. The results were consistent with Mayer's (1997, 2001) Generative Theory of Multimedia Learning and extend this theory to listening comprehension.
256 citations