Analysis of the Effect a Student-Centred Mobile Learning Instructional Method Has on Language Acquisition

Autor/inn/en	Oberg, Andrew; Daniels, Paul
Titel	Analysis of the Effect a Student-Centred Mobile Learning Instructional Method Has on Language Acquisition
Quelle	In: Computer Assisted Language Learning, 26 (2013) 2, S.177-196 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2011.649484
Schlagwörter	Student Attitudes; Teaching Methods; Standardized Tests; Classroom Environment; Electronic Learning; Control Groups; Experimental Groups; Communication Skills; Handheld Devices; Linguistic Input; Independent Study; College Freshmen; Scores; Comparative Analysis; Foreign Countries; Surveys; Educational Technology; College Entrance Examinations; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Klassenklima; Unterrichtsklima; Kommunikationsstil; Sprachbildung; Selbststudium; Studienanfänger; Ausland; Survey; Umfrage; Befragung; Unterrichtsmedien; Aufnahmeprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest
Abstract	In this study a self-paced instructional method based on the use of Apple's iPod Touch personal mobile devices to deliver content was compared with a group-oriented instructional method of content delivery in terms of learner acquisition of course material. One hundred and twenty-two first-year Japanese university students in four classes were used in the study. The subjects were placed in two experimental groups and two control groups, and each researcher taught one control and one experimental group. An independent samples t-test performed on the groups' placement scores on the university's English entrance examination showed no significant difference between the two groups in terms of general English ability at the outset of the experiment. During the treatment sessions the control groups studied in a group-oriented classroom environment while the experimental groups studied the same course material but did so with a self-paced method that used Apple's iPod Touch personal mobile devices. As such, the subjects in the experimental group were allowed to study at a rate they chose rather than having the timing of the language input controlled by the teacher. The curriculum for both the control and experimental groups was based on the course textbook ("Science English: Communication skills for scientists and engineers", Daniels, 2007, Tokyo: Thomson). The same standardized tests were given to all students involved in the study and the scores of the control and experimental groups were analysed using independent samples t-tests supported by Mann-Whitney tests. The post-treatment data showed a significant difference emerge between the groups, while the experimental group scored consistently higher than the control group. Results of a post-treatment survey given to the experimental group also indicated very positive learner attitudes towards the self-study iPod Touch-based instructional method. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10