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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23 Mar 2008
TL;DR: This paper developed instructional materials to be delivered through mobile phones operated in second generation GSM technology in order to improve English language learners' vocabulary acquisition and suggests some important points to consider while creating MMS content and a SMS quiz system for educational purposes.
Abstract: With its widespread use and its features and functions such as mobility, reachability, localization, and personalization, mobile phone technology offers a great potential in learning environments. With this consideration, our first and foremost aim in this study has been to make use of this profound interest and potential, and contribute to the efforts to enhance existing educational practices, particularly in the developing regions of the world. Therefore, we developed instructional materials to be delivered through mobile phones operated in second generation GSM technology in order to improve English language learners' vocabulary acquisition. The multimedia messages in this study allowed students to see the definitions of words, example sentences, related visual representations, and pronunciations. After students finished reading multimedia messages, interactive short message service (SMS) quizzes for testing their learning were sent. This paper suggests some important points to consider while creating MMS content and a SMS quiz system for educational purposes.
60 citations
TL;DR: In this paper, Borgin et al. present a survey of experiments carried out so far with regard to the main theoretical, methodological and applied problems at which the investigations aimed and a substantial part of the paper is devoted to the analysis of the concept of perceived difficulty and to the possibilities of measurement.
Abstract: BORG, G., BRATFISCH, O. & DORNI'C, S. On the problems of perceived difficulty. Scand. J. Psychol., 1971, 12, 249–260.–The development and meaning of the concept of “perceived difficulty” is presented. A concise survey of experiments carried out so far is given with regard to the main theoretical, methodological and applied problems at which the investigations aimed. A substantial part of the paper is devoted to the analysis of the concept of perceived difficulty and to the possibilities of measurement. The concept of perceived difficulty is dealt with also in a differential connection and a model for interindividual comparisons is suggested. It is emphasized that a systematic investigation of perceived difficulty is both possible and useful, and that it yields an opportunity to improve and facilitate the construction of psychological tests. Finally, possible future research projects are briefly outlined.
40 citations
TL;DR: This paper found that inexperienced 7th graders performed better on meaning recall in the mixed visual-audio mode than the visual mode presentation, but the superiority of these two formats was reversed for pronunciation.
33 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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...Many researchers have successfully used the perceived difficulty of tasks to measure learners’ mental effort as the cognitive load imposed in the learning process (Borg, Bratfisch & Dornic, 1971; Chung, 2008; Kalyuga, Chandler & Sweller, 1998; Yeung, Jin & Sweller, 1997)....
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TL;DR: This paper investigates the problem of how best to achieve learning outcomes of reading comprehension, recall, critical thinking, and synthesis in the study of literature by incorporating mobile learning that accommodates cognitive architectures, as described by Sweller's cognitive load theory, Mayer's multimedia learning theory, Paivio's dual coding theory and others.
Abstract: Introduction This paper investigates the problem of how best to achieve learning outcomes of reading comprehension, recall, critical thinking, and synthesis in the study of literature by incorporating mobile learning that accommodates cognitive architectures, as described by Sweller's cognitive load theory, Mayer's multimedia learning theory, Paivio's dual coding theory and others. Overview of the Applications of Mobile Learning to the Study of Literature The definition of mobile learning has evolved with the advent of new technology. While mobile learning could, in its broadest sense, be said to cover books, CD-ROMs, radios, and laptops, most researchers in the field of educational technology consider mobile learning, or m-learning, to be a subset of e-learning (Laouris & Eteokleous, 2005). What differentiates mobile from electronic is the nature of the technology. S. Geddes (2004) has provided a succinct definition: "mLearning is the acquisition of any knowledge and skill through using mobile technology, anywhere, anytime, that results in an alteration in behaviour" (Geddes, 2004, p. 1). Other definitions of m-learning have been developed, but instead of focusing on the technology, they emphasize the characteristics of the learning process. Instead of looking at technology and behavioral change, they examine how mobile technology has allowed a shift in learning strategies and approaches. For the purposes of this paper, mobile learning denotes instructional content or activities that are delivered on handheld (or mobile) devices, that accommodate limited multimedia delivery, primarily in the form of audio, images, animations (video), and text. Popular mobile devices include those capable of playing files that are often downloaded from the Internet on a computer and then uploaded onto the device where it is then taken with the individual, who may play the files while not directly connected to a computer. Audio and video files may be played on handheld computers, audio file players such as iPod, and handheld devices that play video files. New hardware is always being developed which accommodate more simultaneous functions, larger files, and more robust access through phone and high-speed satellite connections. While all handheld technologies are expanding, the fastest development has been in the incorporation of connectivity and functionality, envisioned in the form of smartphones or wireless handhelds. Mobile learning also can accommodate ebooks, where text files can be read on pdf files on handheld devices that include pdf or ebook reader software. e-Learning vs. m-Learning According to Laouris and Eteokleous (2005), e-learning was dominated by the following terms: "multimedia, interacttive, hyperlinked, media-rich," (Laouris & Eteokleous, 2005, p. 3). M-learning terms, however, exhibit a shift away from a media immersion experience, or a structured, benchmarked set of activities, to words that express what are perceived as the primary attributes of a very different experience: "spontaneous, intimate, situated, connected, informal, lightweight, personal," (Laouris & Eteokleous, 2005, p. 3). Because "mobility is about increasing a learner's capacity to physically move their own learning environment as they move" (Barbosa & Geyer, 2005), the nature of the learner's interaction with instructional content is altered. Instead of immersing oneself into an environment that floods the senses with stimuli, such as that of a virtual reality experience provided by simulations and games in robust computer systems, or interacting with multiple users within a complex learning management system, the m-learner engages with the content in a constantly changing environment. Thus, if designed well, the m-learning course takes advantage of constantly changing instructional contexts or environment to allow the learner to connect the content so that he or she is compelled to integrate the world outside with the world of material on the device in order to successfully demonstrate the achievement of learning objectives. …
29 citations
"Effects of presentation mode on mob..." refers background in this paper
...Finally, the small screens of mobile devices has often been reported as one of the major disadvantages of mobile learning, because it may require extra effort in reading the materials (Ally, 2004; Cheung & Hew, 2009; Hsi, 2003; Nash, 2007; Paas & Van Merriënboer, 1994; Pettit & Kukulska-Hulme, 2007)....
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...The convenience and immediacy of m-learning warrant further investigation on instructions carried out with the aid of mobile devices (Nash, 2007)....
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...Mobility may provoke a high cognitive load because environmental variations or context differences often impose distractions or even threats to learners (Nash, 2007)....
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...…the small screens of mobile devices has often been reported as one of the major disadvantages of mobile learning, because it may require extra effort in reading the materials (Ally, 2004; Cheung & Hew, 2009; Hsi, 2003; Nash, 2007; Paas & Van Merriënboer, 1994; Pettit & Kukulska-Hulme, 2007)....
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18 Jul 2007
TL;DR: A PDA-based English vocabulary acquisition game entitled Wireless Crossword Fan-Tan Game (WiCFG) is designed that can facilitate students' learning motivation in the interactive learning environment.
Abstract: This paper reports on the rationale of designing a PDA-based English vocabulary acquisition game entitled Wireless Crossword Fan-Tan Game (WiCFG). It aims to help elementary school students learn English words through group collaborative and competitive learning activities through game playing. Moreover, the authors anticipate that it can facilitate students' learning motivation in the interactive learning environment.
15 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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