English outside the Academic Sphere: A Mobile-Based Context-Aware Comparison Study on Collaborative and Individual Learning

Autor/inn/en	Lin, Chih-Chung; Barrett, Neil E.; Liu, Gi-Zen
Titel	English outside the Academic Sphere: A Mobile-Based Context-Aware Comparison Study on Collaborative and Individual Learning
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 3, S.657-671 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrett, Neil E.) ORCID (Liu, Gi-Zen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12514
Schlagwörter	English (Second Language); Handheld Devices; Cooperative Learning; Second Language Learning; Physical Fitness; Usability; Intention; Self Efficacy; Instructional Effectiveness; Listening Comprehension; Reading Comprehension; Individual Activities; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Zweitsprachenerwerb; Leistungsfähigkeit; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Hörverständnis; Leseverstehen; Individual work; Einzelarbeit; Computer based training; Computerunterstützter Unterricht
Abstract	Context-aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self-efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile-based ubiquitous learning system combined with a collaborative learning approach to develop Fitness-specific English listening and reading, and fitness knowledge. The researchers recruited two groups of participants, an individual learning group (N = 31) and a collaborative learning group (N = 30), and evaluated their learning performance via pre-and post-tests. In addition, a questionnaire explored the perceived usefulness, usability, follow-up intention of using the system and self-efficacy regarding fitness-specific English. The results show that both groups improved fitness-specific English in terms of listening and reading comprehension. Moreover, collaborative learning was found to facilitate fitness-specific knowledge, and those in the collaborative learning group improved their self-efficacy more than those in the individual learning group. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01