Conducting the Task-based Approach With Context Aware Mobile Situated Learning on Learning English for College Students＇ Learning Performance

Learning English with specific purpose （ESP） initiatives domain knowledge and language ability with English learning to meet future job demands （Leroux ＆ Lafleur, 1995; Khan ＆ Khan, 2015）. In the information age, the innovative technologies of mobile devices make the dramatical changes in ways of teaching and learning （Atkinson, 2011; Bierstaker, Janvrin ＆ Lowe, 2014, Pittaway, 2012; Yang ＆ Che, 2015）. The focus of this study aims to examine ESP college students＇ English learning performance by using Context Aware Mobile Situated Learning （CAMSL） in Tourism and Hospitality Management field and other majors. The mixed research method is conducted for data collection and analysis. The quantitative data are collected by examining students＇ learning performance; the qualitative data are allowed to understand the students＇ perspective toward their role in using the CAMSL with Tourism related content. Eight-three students are randomly selected and divided into two groups： 42 students are assigned in the experimental group A （CAMSL）, and 41 students are assigned in control group. Two groups of students receive pretest and posttest to examine their English performance. Besides, twenty students from group A and B are selected for online survey. The survey is mailed directly to students＇ email account. Results represented by using CAMSL show the significant improvement on students＇ learning performance. In addition, the survey data indicate the benefits of using the CAMSL help students enhance their academic discourse, develop their learned knowledge to represent their profession, use English properly to speak themselves up, and provide the effectiveness of obtain domain knowledge in future workplace.

Mobile Assisted Chinese Learning as a Foreign Language:An Overview of Publications between 2007 and 2019

This paper presents a critical overview of studies on mobile assisted language learning(MALL)in teaching Chinese as a foreign language(CFL)during the period 2007−2019.In the review,keyword and reference searches were conducted to identify and select empirical studies during the review period.Thematic and frequency analyses were employed on the data.This identified methodological trends and research outcomes in the reviewed studies.As shown in the results,most of the reviewed studies used qualitative methods to examine the effect of mobile CFL learning on formal learning in higher education settings.These studies document the positive impact that mobile technology has on CFL learning.Their attention is primarily on the use of mobile learning in Chinese vocabulary acquisition,language skill development and mobile seamless learning.Suggestions are provided for further research to support continuous mobile assisted CFL teaching and learning.