Mobile English Learning Research Articles

Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

Research on Mobile English Learning System Based on iOS

In order to improve the use experience of mobile learning and reduce the response delay caused by the slow positioning of system resources, research on mobile English learning systems based on iOS is proposed. Firstly, the value of realizing mobile learning is objectively analyzed, and the practical significance of the research is clarified from the perspectives of social development and learning conditions. On this basis, taking the intelligent client equipped with an iOS operating system as the hardware condition of the system, the system architecture, including data access layer, business logic layer, and presentation layer, is constructed by MVC. In the model module, it is divided into ten difficulty levels by using the frequency of vocabulary, the length of words, and the number of syllables of a single word. The learning resources of the reading class are uniformly represented by the vector space model, and the improved TF-IDF is used to calculate the weight of eigenvalues in the resources. According to the calculation results, the resources are also divided into ten difficulty levels, and the divided resources correspond to their respective databases and use regular expressions to find the learning resources that match the access request. Finally, with the support of the iOS protocol, the feedback mechanism between each module is constructed by Express.js. By analyzing the access requests sent and received by the view, the timely call to the target database resources is realized to improve the response rate of the system. The test results show that the function of the designed system can be realized stably, and the module response delay time is stable within 1s; under the ideal network environment, the buffer delay is in the range of 0.4–0.6 s, and the loading delay is no more than 1.8 s when the network speed is 3 Mpbs, which has a good user experience.

An English Mobile Learning Platform Embedded in GSM-R Wireless Network Communication

English mobile learning platform is affected by external interference signals, resulting in poor remote transmission ability of English information. To solve this problem, a design of the English mobile learning platform based on the GSM-R wireless network communication system is proposed. The overall framework of the English mobile learning platform is designed. MSP430F149 single-chip microcomputer is selected as the hardware microcontrol unit of the platform, and R-C reset circuit is designed. The reset circuit is used to reset the single-chip microcomputer platform to prevent external signal interference. The modem is initialized according to AT instruction, and the main program flow of the single-chip microcomputer of the English mobile learning platform is designed on this basis. GSM-R wireless network communication system is used to plan the course module. After planning, the platform operation management function is designed, the interactive learning environment is established, the user information template is designed, and the platform database is built. The experimental results show that the designed English mobile learning platform can meet the learning needs and improve students’ comprehensive ability after application.

Design of English Mobile Learning Platform Based on GSM-R Wireless Network Communication System

Because the traditional English mobile learning platform has low student satisfaction and a long learning time, an English mobile learning platform based on the GSM-R wireless network communication system is designed. A GSM-R wireless network communication system is built through existing facilities, new facilities, and business-side facilities. Platform function modules are designed based on the communication system, including course resource management module, online examination management module, online Q&A management module, platform management module, and user login. Based on this module, the platform software is designed according to the three steps of database design, platform encryption technology, and learning recommendation algorithm to create the English mobile learning platform. The simulation experiment results show that the application of the designed platform can improve student satisfaction and improve student learning efficiency.

The Effect of Mobile English Learning Center to Teacher's Ability, English Proficiency and Attitude of Students in Remote Areas

Inequality in education is an important problem in Thailand especially English learning between urban and rural students that concerned teacher quality, socioeconomic status of students, and English learning support system that directly affects the quality of English learning. This research aimed to develop teachers' ability in teaching English, English proficiency and attitude of primary students in Loei Primary Educational Service Area Office 2 where located in the remote area of Thailand using Mobile English Learning Center based on activity based learning approach. The study conducted 2 phases in the academic year 2019 with the 157 affiliated schools comprising of 130 teachers and 1,482 students. The quantitative and qualitative data were collected through questionnaires, English skills assessment, observation, interview, and reflection meetings. Descriptive statistics were applied for quantitative data, Z-test and one sample t-test for hypothesis testing and content analysis for qualitative data. The result of this research indicated that the treatment affected teachers' ability in teaching English, English proficiency and attitude of the students with the statistical significance, and also achieved the student attitude toward English learning. The implication and recommendation were also discussed.

Identifying the contradictions in the technology enhanced language classroom

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

Research on Blended Teaching Model in College English Based on Mobile Learning APP

Mobile learning is the general trend of the times and the inevitable choice for the reform and development of college English teaching. This article attempts to use blended learning theory, mobile learning theory, and instructional design theory as a guide. In many English mobile learning apps, Superstar Learning Link is used as an example to design an online and offline blended teaching mode. It proposes thinking expansion and interaction in pre-class stage. Consolidation of input and output-oriented process are during class and evaluation and sublimation are made after class. The essay is aimed to break the boundaries between traditional teaching and mobile learning, combining synchronous learning with personalized learning in order to improve comprehensive levels of English.

Enhancing Students’ Mobile-Assisted Language Learning through Self-Assessment in a Chinese College EFL Context

The rapid development of mobile communication technology, high penetration of mobile devices as well as the increasing number of mobile English learning applications all together facilitate the feasibility and popularity of mobile-assisted English learning among Chinese college students. Self-assessment is always recommended as a powerful strategy to enhance learning by helping learners regulate their study and improve their motivation and engagement, so it may also offer the potential to evaluate students’ mobile autonomous learning in the new era. This study investigates the current condition of Chinese college students’ mobile-assisted English learning, and which self-assessment strategies are employed during the process. Data collected from the questionnaire, which surveyed about 300 undergraduates from 7 Chinese public and private universities, show the popularity of mobile-assisted English learning among Chinese undergraduates. However, in terms of self-assessment strategies, the results are less optimistic, for only about half of the respondents use it with a medium to high frequency. The reasons, analyzed through a follow-up interview, mainly lie in the lack of strong will and motivation, the loneliness of learning alone and the difficulty in finding the perfect application. Suggestions for strengthening self-assessment include improving knowledge of what self-assessment is and its benefits, planning one’s study properly, improving collaboration with classmates, involving teachers as supporters and paying more attention to subsequent reflection.

An empirical study on adult students’ English mobile learning based on frame model

Based on the framework for the rational analysis of mobile education (frame), this study takes 60 adult non English majors from Handan radio and TV University as the research objects, and uses tablet computers or smart phones as mobile devices to conduct the pre-test and post test, Questionnaire and interview were carried out from the aspects of experimental effect and learner satisfaction. The collected data were analyzed by spss24.0 software to track the relationship among society, equipment and learners reflected by the data.

An Empirical Study of Adult English Mobile Learning Based on Open Mode

An Empirical Study of Adult English Mobile Learning Based on Open Mode

Using the theory of planned behavior and the role of social image to understand mobile English learning check-in behavior

As the number of mobile educational applications for foreign language learning grows, mobile English learning applications play a vital role in helping non-native English speakers learn English. However, the role of check-in services in mobile English learning remains to be explored. Mobile English learning check-in services allow learners to show their learning records on social networking sites, which is beneficial to improving users' actual engagement in English learning applications. The present study established a hypothetical model based on the theory of planned behavior, explaining the relationships between individuals’ attitudes, subjective norms, perceived behavioral control, social image, and the intention to use mobile English learning check-in services, as well as the association between the intention and actual check-in behavior. This study adopted an approach of covariance-based structural equation modeling to analyze the self-report data of 676 mobile English learners. Our results showed that attitude and perceived behavioral control were positively related to the intention to use mobile English learning check-in services, and social image mediated the relationship between subjective norms and intention. In turn, the intention was positively correlated with the frequency and the duration of use. These findings can help mobile learners develop good learning habits and provide useful suggestions for web-based course designers.

Self-regulated mobile game-based English learning in a virtual reality environment

Various studies over the past few decades have been exploring the educational advantages and potential of virtual reality (VR) and the idea that students engage with their learning materials more effectively when using their own devices. This study uses a newly created VR game-based English mobile learning application and investigates student English learning effectiveness, student game engagement, and self-regulated learning from a cognitive and psychological perspective. In total, 274 students from a Taiwan university of science and technology participated in this study. Statistical results indicate that both game engagement and game experience were significantly influenced by self-efficacy, intrinsic value, and test anxiety. Immersion, flow, and presence enhanced self-efficacy while absorption and immersion enhanced self-regulation. Self-efficacy and self-regulation affected each other. Student self-regulation in the learning environment was at a moderate level. The results imply that the interaction feature of the VR application and the challenges of game-based design enable students to enter the state of flow easily and enhance their motivation to learn.

Gender Differences in Cognitive Loads, Attitudes, and Academic Achievements in Mobile English Learning

Studies on gender differences in mobile English learning are in their initial stages. College English IV, designed by a number of professors and engineers in a university in China, serves as a mobile English learning platform. This study aims to determine gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with this mobile English learning platform. Through a mixed research design, 79 randomly selected participants join the research, together with interviews and posts to collect qualitative data. Cognitive loads, attitudes, and academic achievements are measured through related scales to collect quantitative data. It is concluded that there are significant gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with the mobile learning platform. Future research on gender differences in mobile English learning should also examine relationships between gender differences, learner motivation, achievement goals, and learning outcomes.

Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

Despite the increasing ownership of mobile devices among Chinese postgraduate EFL learners, relevant studies regarding mobile English learning resources (MELR) use by postgraduate learners are still lacking. This study tries to understand the uses and the motivation behind language learners´ selection of MALL resources. In this research, 95 Chinese postgraduate students from four university levels took part in a questionnaire, and eight of them in an interview. The results show that “passing exams” was the top reason for using MELR and expanding one’s English vocabulary was the aspect learners aimed to improve. The portability of mobile devices enabled learners to use MELR during short time intervals 1 , which suggests that MALL applications should target this behaviour. However, as a type of supplementary material, few students used MELR for more than one hour per day, and they were not regularly and actively involved in using MELR. Few learners were able to select suitable MELR to meet their current English learning needs, and they relied on recommendations from social media and authoritative education experts. Due to the importance of vocabulary, mobile dictionaries and vocabulary learning applications were the learners’ favourite type of MELR. As the participants suggested, enjoyment and interactivity were the two driving factors behind MELR selection and use. On the basis of Framework for the Rational Analysis of Mobile Education (FRAME, Koole, M. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Athabasca: Athabasca University Press, 25–47) and Technology Acceptance Model (TAM [Davis, F. D., (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems, 13, 319–339]; TAM 2 [Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204]), a new theoretical model for better understanding the complex nature of mobile-assisted language learning (MALL) and the importance of learners in the self-directed, non-formal English language learning setting is proposed in this study.

A Preliminary Study of English Mobile Learning Model Based on Constructivism

This paper aims at exploring the model of English mobile learning system based on constructivism. Firstly, it defines the concepts of constructivism, constructivism learning theory, mobile learning and mobile learning theory. Then, it summarizes and analyses the relevant researches on mobile learning at home and abroad. Then it elaborates the purpose, significance and research value of the topic, respectively. The research hypothesis is put forward, and the English mobile learning model based on constructivist learning theory is preliminarily expounded. Finally, the research ideas, research methods, technical routes and implementation steps are explained.

College English Teaching Status and Individualized Teaching Design in The Context of Mobile Learning

This paper aims to optimize the design of individualized classroom teaching for mobile English learning in colleges, and find a scientific and effective English teaching mode and strategy for mobile learning. For this purpose, the application and evolution of mobile learning in English teaching was investigated, and the concept and theoretical bases of mobile learning were introduced in details. Through literature review, questionnaire survey and face-to-face interview, the status of mobile English learning among college students was analysed qualitatively and quantitatively from three dimensions, namely, the mobile device, learning resource and learning attitude. Then, several strategies for individualized teaching reform were presented through status analysis. Finally, the application of individualized mobile English learning was demonstrated through case studies on public platforms like Weibo and WeChat. The research findings shed new light on the individualized English learning among college students and lay a scientific basis for the application of mobile learning in college English education.

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

Meta-cognitive Strategies in College Students’ WeChat Mobile EnglishLearning

The development of the Internet information technology and the popularization of mobile devices have brought about a new paradigm of learning, Mobile Learning, which is becoming increasingly common in the college English learning. In addition, as a multifunctional messaging and social media application attached to mobile devices, WeChat has enjoyed great popularity among college students and teachers and has been considered as a useful mobile English learning tool, because of its convenient method of operation and its unique features of sending and sharing texts, voices, pictures, videos, web links and so forth. However, the numerous potential distractions have also turned WeChat platform into a double-edged sword for college students when it comes to self-regulated learning. This study investigates the situation of college students’ mobile English learning based on WeChat from the perspective of meta-cognitive strategies, which include self-planning, self-monitoring and self-evaluating through questionnaire. Figuring out the current situation of the mobile college students’ English learning based on WeChat, this study finds that the college teachers’ and students’ knowledge of this new paradigm of learning and their awareness of how to apply it are still insufficient. Besides, the levels of students’ using meta-cognitive strategies are generally not high enough, and students’ gender and major also have an influence on the levels of the three meta-cognitive strategies.

그림을 접목시킨 소셜 네트워크 서비스 어플리케이션 활용이 고등학생의 영어 어휘력, 정의적 영역, 그리고 모바일 학습 형태에 미치는 영향

그림을 접목시킨 소셜 네트워크 서비스 어플리케이션 활용이 고등학생의 영어 어휘력, 정의적 영역, 그리고 모바일 학습 형태에 미치는 영향

Mobile English Teaching System Based on Adaptive Algorithm

To improve the students’ individualized and autonomous learning ability in English teaching, a mobile English learning system is designed on the basis of adaptive algorithm. The students’ need for the adaptive mobile English teaching system is analyzed through researches on students and questionnaires. According to the needs analysis, the main functional modules of the adaptive mobile English learning system are designed, including the creation module, personalized learning module, evaluation and feedback module, and management module. Then, the improved XAHM (XML adaptive hypermedia model) is applied to the mobile English learning system. The three-layer architecture of the English mobile learning system is revised into four layers of composition layer, data layer, business logic layer and presentation layer. At the same time, more attention is diverted to the terminal and the situation. Finally, the system is tested. The test results showed that the mobile English learning system realized the self-adaptive and intelligent navigation of learning space in the course of teaching. It is concluded that the new adaptive algorithm had a good performance for college English learning.