Effects of Presentation Mode on Mobile Language Learning: A Performance Efficiency Perspective

Autor/inn/en	Chen, I-Jung; Chang, Chi-Cheng; Yen, Jung-Chuan
Titel	Effects of Presentation Mode on Mobile Language Learning: A Performance Efficiency Perspective
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 1, S.122-137 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	English (Second Language); Second Language Learning; Listening Comprehension; Written Language; Electronic Learning; Handheld Devices; Educational Technology; College Students; Cognitive Processes; Difficulty Level; Recall (Psychology); Transfer of Training; Efficiency; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverständnis; Geschriebene Sprache; Unterrichtsmedien; Collegestudent; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Abberufung; Training; Transfer; Ausbildung; Effectiveness; Effektivität; Wirkungsgrad; Ausland
Abstract	This study investigated the effects of simultaneous written text on the comprehension of spoken English as a foreign language, when the text is presented with the aid of a personal digital assistant (PDA) as a learning tool. Eighty-seven university students majoring in applied foreign languages were randomly assigned to either listening with auditory materials only, or listening with identical and concurrent written text. Performance efficiency was used to provide a better indicator of the quality of learning. The results revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension. However, the beneficial effect of the written text did not extend to the subsequent auditory-only passage. The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10