Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

Autor/inn/en	Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin
Titel	Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 5, S.503-516 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Elementary School Students; Listening Skills; Speech Skills; Telecommunications; Educational Technology; Technology Uses in Education; Learning Activities; English (Second Language); Second Language Instruction; Student Attitudes; Student Motivation; Intention; Language Proficiency; Correlation; Cooperative Learning; Grade 5; Attitude Measures; Questionnaires; Student Surveys; Multiple Regression Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Mündliche Leistung; Sprachfertigkeit; Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Schulische Motivation; Language skill; Language skills; Sprachkompetenz; Korrelation; Kooperatives Lernen; School year 05; 5. Schuljahr; Schuljahr 05; Fragebogen; Schülerbefragung
Abstract	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). 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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10