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移动设备辅助英语学习初探 被引量：1

A Preliminary Exploration on Mobile-assisted English Learning
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摘要 移动通讯设备有通讯及时、方便携带的特点,有研究表明,移动设备辅助对语言教学具有较显著的积极影响。笔者通过对86名大一商务英语专业的学生进行一系列问卷调查尝试探索学生对移动辅助学习的使用习惯和对英语语言学习的影响。并探讨在现今环境下,如何能更好地利用移动通讯工具辅助英语学习者提高学习效果。 Mobile communication equipment is easy to carry and can help to communicate timely. Report shows that mobile-as-sisted teaching can have positive improvement on language teaching. A survey has been conducted among 86 business Eng-lish freshmen to explore the influence of mobile-assisted learn-ing. The paper also discusses how to improve learning outcomes via mobile learning equipment.
作者 郭璐
机构地区 深圳信息职业技术学院
出处 《科教文汇》 2015年第12期38-39,共2页 Journal of Science and Education
基金 深圳信息职业技术学院第五批校级教研项目"移动辅助学习与英语学习效果的相关性研究" 负责人:张贝贝 项目编号JY2013109
关键词 移动辅助学习 英语学习 效果 优势 mobile-assisted learning English learning effect ad-vantage
分类号 G43 [文化科学—教育技术学]
  • 相关文献

参考文献6

  • 1Thornton,P.&Houser, C.M learning in transit.In P. Lewis,The Ch- anging face of CALL.Lisse,Tbe Netherlands,2002:229-243.
  • 2Levy,M.&Kennedy,C.Leaming Italian via mobile SMS.In A. Kuk- ulska-Hulme,Mobile Learning:A handbook for educators and trainers.London,2005. Vavoula, G.A Study of Mobile Learning Practices[R],2005:1-20.
  • 3Retrieved from www.mobilearn.org/download/resuhs./public_deliv- erables /MOBIlearn_D4.4_Final.pdf.
  • 4Valk,J-H.,Rashid,A.&Elder,L.Using mobile phones to improve e- ducational outcomes:An analysis of evidence from Asia[J].Inter- national Review of Research in Open and Distance Learning, 2010,11(1):117-140.
  • 5Demirbilek,M.Investigating attitudes of adult educators towards educational mobile media and games in eight European coun- tries [J].Journal of Information Technology Education,2010 (9): 235-247.
  • 6陈小彬.移动辅助语言学习研究初探[J].华南理工大学学报（社会科学版）,2013,15(1):114-119. 被引量：8

二级参考文献27

  • 1Vavoula, G. , & Sharpies, M. (2009). Meeting the Challenges in Evaluating Mobile Learning: A 3 - level Evaluation Framework [J]. International Journal of Mobile and Blended Learning, 1(2), 54 - 75.
  • 2Vavoula, G. (2005). A Study of Mobile Learning Practices ( pp. 1 - 20) [ R]. Retrieved from www. mobilearn, org/download/re- sults/public_deliverables/MOBllearn_D4.4_Final, pdf.
  • 3Sharpies , M. (2009). Methods for evaluating mobile learning [M]. In G. Vavoula, N. Pachler, & A. Kukulska- Hulme (Eds.), Researching Mobile Learning: Frameworks, Tools and Research Designs (pp. 17 - 39). Oxford, UK: Peter Lang Pub- lishing Group.
  • 4Valk, J -H. , Rashid, A. , & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia [ J]. International Review of Research in Open and Dis- tance Learning, 11 ( 1 ), 117 - 140.
  • 5Demirbilek, M. (2010). Investigating attitudes of adult educators towards educational mobile media and games in eight European countries [ J ]. Journal of Information Technology Education, 9, 235 - 247.
  • 6Reinders, H. (2010). Twenty ideas for using mobile phones in the language classroom [J]. English Teaching Forum, 48(3), 20 - 25, 33.
  • 7Lave, J. , &Wenger, E. ( 1991 ). Situated Learning: Legitimate Peripheral Participation [ M ]. Cambridge: Cambridge University P~"e S S.
  • 8de Jong, T. , Specht, M. , & Koper, R. (2010). A study of eontextualised mobile information delivery for language learning [J]. Educational Technology & Society, 13(3), 110 -125,.
  • 9Wong, L. -H., & Looi, C. -K. (2010). Vocabulary learning by mobile -assisted authentic content creation and social meaning - making: two case studies [ J ]. Journal of Computer Assisted Learning. 26(5). 421 -433.
  • 10Ban's, K. (2012). Fostering computer - mediated L2 interaction beyond the classroom [ J]. Language Learning & Technology, 16 (1), 10-25.

共引文献7

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二级引证文献5

科教文汇
2015年 第12期

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