Abstract
AbstractTo determine the factors of learning effectiveness inEnglish vocabulary learning when using a calibration scheme, this study developed a freshman English mobile device application (for iPhone 4) for students with low levels ofEnglish proficiency to practise vocabulary in the beginning of theirFreshmanEnglish course. Data were collected and validated from 243 subjects for confirmatory factor analysis and structural equation modeling. The findings revealed thatInternet cognitive failure (i.e., trait cognitive disability) was positively correlated to Internet cognitive fatigue (i.e., state cognitive disability). Both types of Internet cognitive disability were negatively correlated to self‐regulation in English vocabulary learning (SREVL).SREVLwas positively correlated to the degree of learning improvement. The findings implied that the use of a calibration design for mobile English vocabulary learning could benefit students with low levels of Internet cognitive disability but high levels ofSREVL.
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