報告人:向峻霈 作者: Nicolas A. Gromik 出處: Computers & Education, vol.58 (2011)
Introduction Research methodology The study Findings Discussion Conclusion
Cellular phone technology allows ◦ Users to take pictures ◦ Write notes ◦ Make voice recordings ◦ Short videos ◦ Listen to music ◦ Use bilingual dictionaries ◦ Language study software ◦ Play games…etc
Research about mobile assisted language learning is extensive and ranges from studies of ◦ Tablet PC ◦ Pdas ◦ Cell phones
Study investigation of students’ use of their cell phone video recording feature to produce 30 seconds videos on a weekly basis ◦ Interviews ◦ Observations ◦ Video samples
The majority of students have had no exposure to authentic communicative experiences ◦ Had seven years of text-based english cognizance ◦ 19 and 20 years old ◦ On a weekly basis ◦ They ed their best performance to the teacher’s yahoo! account for storage and analysis
Nine Japanese EFL second year undergraduate engineering students participated in a 14 week communicative English course ◦ cell phone video performances ◦ process reports ◦ surveys ◦ Interviews understand whether or not the task was conducive to learning
SPSS for data analysis ◦ Words spoken per second ◦ Range of lexical items selected ◦ Weekly cell phone video production process report ◦ Post-test survey were organized
All students (n=9) reported owning a computer or a laptop ◦ 5 <1 hours ◦ hours ◦ 2 >2 hours sending text messages ◦ 1-5 6 people ◦ 6-10 2 people ◦ >11 1 person..etc
WordTimeWord/second PreMean PostMean PreStandard deviation PostStandard deviation PreRange PostRange Vocabulary recollection Pronunciation satisfaction Visual presentation
in terms of speed(6 people) fluency (5 people) speaking without notes(9 people) pronunciation(6 people) volume control(7 people)
The objective was to observe if any relationship between the 12 items existed at different points in time Between week 2 and week 13 Variables are ◦ Word per second output ◦ Preparation time ◦ The first 1000 word group ◦ The first 2000 word group..etc
The literature has placed cell phone-based education as a pillar in Mobile Assisted Language Learning It is up to teachers to develop activities that combine project-based language learning with cell phone technology