Integrating Self-Paced Mobile Learning into Language Instruction: Impact on Reading Comprehension and Learner Satisfaction

Autor/in	Wang, Yen-Hui
Titel	Integrating Self-Paced Mobile Learning into Language Instruction: Impact on Reading Comprehension and Learner Satisfaction
Quelle	In: Interactive Learning Environments, 25 (2017) 3, S.397-411 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1131170
Schlagwörter	Telecommunications; Handheld Devices; Technology Uses in Education; Educational Technology; Second Language Instruction; Teaching Methods; Individualized Instruction; Pacing; Reading Comprehension; English (Second Language); Student Satisfaction; Comparative Analysis; Conventional Instruction; College Freshmen; Pretests Posttests; Scores; Language Tests; Foreign Countries; Language Proficiency; Likert Scales; Multivariate Analysis; Statistical Analysis; Questionnaires; Taiwan + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Lerntempo; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Language test; Sprachtest; Ausland; Language skill; Language skills; Sprachkompetenz; Likert-Skala; Multivariate Analyse; Statistische Analyse; Fragebogen
Abstract	The study integrated self-paced mobile learning (m-learning) into a language course, and examined what impacts were being produced on learners' reading comprehension and student satisfaction resulting from the instruction with m-learning integration. The self-paced, learner-centered mobile learning integration instruction (MLI) was compared with group-oriented, teacher-centered instruction without m-learning integration. Six classes of students from three different departments participated in the study. One class from each department received MLI, while the other class from each department was involved in traditional learning instruction (TLI). Evaluation of the instruction was based upon data from the post-treatment reading test and one questionnaire related to learner satisfaction. The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning. Particularly, the students from the Department of Information Management receiving instruction supported by mobile technologies performed best in the reading test and gained the highest score on the satisfaction questionnaire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01