中职学生移动英语学习的使用意向与影响因素之教学研究

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论文字数:**** 论文编号:lw202323256 日期:2023-07-20 来源:论文网
本文是一篇教学论文,笔者通过对技术接受原始模型和技术接受与使用整合理论模型以及移动学习影响因素的相关研究,设计了问卷调查表。以广西华侨学校英语专业的学生为研究对象,采用问卷调查辅以访谈的形式进行调查。获得的数据使用 SPSS 20.0 对其进行了统计分析。

Chapter 1 Introduction

1.1 Background of research
The widespread of mobile technology has led to the introduction of mobile learning that permits moveable learning surroundings and allows learners to access learning materials beyond their conventional classroom situations.
Knowledge acquisition is no longer restricted to a certain place and time. Learning in the 21st century, or the digital age, is affected by rapid development of information and communication technologies and availability of low-cost mobile devices (mobile laptops, tablets, smart phones, personal digital assistants, et cetra), and this has resulted in mobile devices becoming more pervasive.
1.1.1 The rapid development of mobile devices and the Internet
With the rapid development of science and technology, information technology and the Internet have enormously increased the convenience of accessing information for students and public. The price of mobile devices (laptops, tablets, smart phones,personal digital assistants, et cetra) has dropped dramatically over last few years and this has helped increase popularity of use among the students. Thanks to the fast development of handheld communication equipment, the function of mobile device such as smartphone and tablets like a personal computer that has an independent operating system. With its versatile function and reasonable price, mobile devices such as smartphone and tablet have become indispensable in people's daily life. In the field of education, a number of Technology Acceptance Model has been developed to examine inpiduals' acceptance and intention to adopt new technologies in the world of information systems.
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1.2 Purposes and significance of the study
This research aims to investigate secondary vocational school students' intention to use mobile English learning and the factors affecting their intention to use mobile English learning, which may have great significance in both theory and practice.
1.2.1 Purposes of the study
The purposes of this study were to investigate which factors affect secondary vocational school students' intention to use mobile English learning and to help students and English teachers to have a better understanding of mobile English learning. Thus, the present study aims to find out answers to the following questions:
Question 1 (Quantitative): What is the overall situation of students’ intention to use mobile English learning?
Question 2 (Quantitative): What are the significant predictors affecting students’ intention to use mobile English learning?
Question 3 (Quantitative): What is the difference between males and females on intention to use mobile English learning?
Question 4 (Qualitative): What factors do students identify as influencing their intention to use mobile English learning?
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Chapter 2 Literature Review

2.1 Definitions of mobile English learning
Mobile English learning refers to learner can obtain English learning resources at anytime and anywhere through mobile Internet with the help of mobile devices such as laptops, tablets, smart phones and personal digital assistants.
At present, there is no consensus on the concept of mobile learning at home and abroad. Different scholars have different definitions from different perspectives.
The definition of mobile learning by domestic scholars is that mobile learning is a new mode of learning that can be carried out at anytime and anywhere with the help of mobile devices. It is the combination product of infinite communication technology, the Internet technology and modern education. It has the characteristics of mobility, efficiency, universality and personalization (Mo 2011).
However, foreign scholars believe that mobile learning is a cross-context learning through social and content interaction, using personal electronic devices. The essence of mobile learning is situational learning supported by technology, rather than itself. The learners construct a spontaneous learning environment by means of human-to-human interaction with technology and human-to-technology interaction with personal devices (Wei and Yang 2014). Mobile learning has dealt with mobility from a number of dimensions: mobility of technology, mobility of learners, mobility of educators, and mobility of learning. In literature, researchers have defined mobile learning from different perspectives. Mobile learning mainly refers to the use of mobile devices to help students learning at any time and any place. Wood and Homan (2003) specified mobile learning as the technology that changed the way the students communicate, interact, and behave with each other and their perceptions towards their learning. Moreover, McConatha, Praul et al. (2008) has defined mobile learning as the learning that uses of small computing mobile devices. What is more, Hwang, Chen et al. (2014) stated that mobile learning is a form of E-learning that specifically usesmobile devices to integrate with ubiquitous computing technologies to deliver learning contents and supports. In addition, Wolf and Matias (2013) expressed that mobile learning is not only the learning based on the use of mobile devices but also is mediated across multiple contexts using portable mobile devices. Al-Emran and Shaalan (2014) demonstrate that M-learning facilitates knowledge sharing among students and educators while interacting with each other. As a new learning method, mobile English learning has completely broken through the limit of time and space and brought us learning experience anytime and anywhere (Yuan, Xing et al. 2014).
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2.2 Literature analysis of mobile English learning
In the present study, Mobile, learning, and English are used as key words to search for literature on webofknowledge.com database of clarivate analytic, and a total of 865 relevant literatures were retrieved. By a comprehensive analysis of the year of publication, regional distribution and citation of these literatures, it can be seen that mobile learning has become a hot research topic in the past two or three years, especially in China.
2.2.1 Classification by country(region)
Four conclusions can be drawn from statistical analysis of the documents retrieved by different countries(regions), as shown in Figure 2.1.
First, China attaches great importance to the study of mobile learning and is far ahead of other countries (Lai, Hwang et al. 2016). After China became the world's second largest economy, cultural exchanges, import and export trade and scientific and technological development have further improved the requirements for English. Under the new situation, English learning has become a strong demand, thus making related research a hot topic. Among the 346 articles in China, of which 145 articles are from Taiwan, China, second only to mainland China, all higher than other countries or regions.

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Chapter 3 Methodology ................................. 23
3.1 Research questions ............................. 23
3.2 Subjects ..................................... 23
3.3 Instruments .................................. 24
Chapter 4 Results and Discussion ................................. 29
4.1 Demographic characteristics ................................ 29
4.2 Reliability and validity of the questionnaire............. 29
Chapter 5 Pedagogical Implications and Suggestions ........................... 51
5.1 Administration should strongly advocate mobile English learning ............... 51
5.2 Teachers should integrate mobile English learning into teaching .................. 52

Chapter 5 Pedagogical Implications and Suggestions

5.1 Administration should strongly advocate mobile English learning
With the development of information technology, the connection of English teaching and education information technology is stronger than ever before (Dou and Wen 2015). In the rational utilization of the network, it is necessary to create a good learning environment for students, so as to get the best state of learning outcomes (Liu 2013). Moreover, the development of mobile learning has a more solid technical reality with the wide spread of mobile devices. The characteristics of mobility, multi-orientation, and autonomy provide the practical possibility of language learningto support learners' personalized, interactive and collaborative learning (Hu and Shen 2015).

The combination of traditional education and information technology is keeping up with the trend of the area, and one of the advantages of mobile learning is its language learning, so the school administrators should strongly advocate mobile English learning. They should provide teachers with sufficient trainings,and establish a scientific, reasonable and open curriculum system for English education (Huang 2016) in how to design core teaching objectives, how to make exquisite and vivid video materials according to teaching objectives, how to use the most effective teaching methods to realize students' mastery of knowledge, and how to evaluate and give feedback to the teaching process. The teacher training can make teachers acquire more professional skills, enhance teachers' self-efficacy, improve teachers' recognition and devotion to the teaching and discussion community. At the executive level, school administrators should give full support to teachers who are willing to integrate mobile English learning into traditional English classroom teaching, providing them support in economy, resources, and environment.

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Chapter 6 Conclusion

6.1 Summary of the major findings
(a) The reliability and validity of the 143 questionnaires were tested in this study,the results showed that the overall reliability of questionnaire is up to 0.904, and factor loading of all items are above 0.5. These two tests indicate that the questionnaire is reliable and valid.

(b) From descriptive statistics, it shows that students' intention to use to use mobile English learning is relatively high. According to their responses, 69.3 % of students agree or strongly agree to use mobile devices to learn English in future; 87.1 % of the students intend to spend time and energy in mobile English learning; 44.1 % of students consider that mobile English learning will be the main mode of English learning in future; and half of the students will persist in using mobile English learning because they consider mobile English learning has become a part of their daily life.
(c) Students are willing to adopt mobile English learning when the quality of service provided is seen as being good and beneficial for their studies. With regard to quality service, 54.6 % of students consider that to access the network is convenient, which makes mobile English learning anytime and anywhere possible, 60.2 % of students prefer English learning resources provided online to be accurate and reliable, which reveals that most students realize the importance of resources.
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