A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students

Hsu, Ting Chia; Hwang, Gwo‐Jen; Chang, Chih‐Kai

doi:10.1016/j.compedu.2012.12.004

Cited by 250 publications

(139 citation statements)

References 42 publications

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“…Osaka Jogakuin College in Japan became the first educational institution to provide m-learning devices (tablets) to its students to assist in learning a foreign language (McCarty, 2005). It was soon followed by several similar initiatives worldwide (Hsu, Hwang & Chang, 2013;Lim, Fadzil & Mansor, 2011). Peters (2007) suggested that mobile technologies were in common use in different commercial sectors, but their use exclusively for learning was relatively rare.…”

Section: Mobile Learning (M-learning)mentioning

confidence: 99%

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Biloš

Turkalj

Kelić

2017

Naše Gospodarstvo/Our Economy

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The purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students' mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience. However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students' views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.

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Section: Mobile Learning (M-learning)mentioning

confidence: 99%

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Biloš

Turkalj

Kelić

2017

Naše Gospodarstvo/Our Economy

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“…New evaluation methods that cover technical and educational criteria. Recommender systems can be analysed to measure the effect on effectiveness (completion rates and amount of progress) and efficiency (time taken to complete) in learning [48] [88], towards an ascending learning curve and better grades [111], including mash-up environments that combine sources of users from different Web2.0 services [22] and mobile learning approaches [46]. For the RecSysTEL field it is important that upcoming developments on TEL RecSys should follow a standardised evaluation method as suggested in [66].…”

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confidence: 99%

Panorama of Recommender Systems to Support Learning

Drachsler

Verbert

Santos

et al. 2015

Recommender Systems Handbook

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115

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“…The relief on many of their faces as they turned on their phones upon leaving and checked messages seemed like divers taking their first breaths again after plunging into the depths. Although recent studies (e.g., Hayati, Jallifar & Mashadi, 2013: Hsu, Hwang & Chang, 2013 have begun more detailed investigation of mobile devices in various EFL contexts, results have thus far been mixed suggesting a need for future studies in this area. In conclusion, as teaching and education are future-oriented endeavors, it seems imperative that researchers, teachers and administrators re-examine the relationship of technology to education through studies such as this case study in order to engage in and help realize a more equitable balance between the real, technology-laden world that students and teachers inhabit and the learning environment that we use to prepare students for tomorrow's world.…”

Section: Resultsmentioning

confidence: 99%

Doing what works: A grounded theory case study of technology use by teachers of English at a Korean university

Webster¹,

Son²

2015

Computers & Education

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Despite considerable effort and expenditure by the Korean government and universities to promote technology use in tertiary education, few teachers of English in Korea regularly and consistently employ technology in their teaching. Moreover, research into the hindrances and enablers of technology use in English education in Korea has been limited for primary and secondary schools and conspicuously absent on the tertiary level. This case study examines what teachers in a general English department at a private university in Seoul undergo as they consider the use of technology both in and out of classrooms. It attempts to provide a holistic look into teacher decision-making in this context. It employs a grounded theory of investigation underpinned by a close reading of the diffusion of innovations theory by Rogers (2003). Data for the study involves three main techniques: semi-structured interviews, a survey questionnaire, and classroom observations. Analysis follows an iterative, grounded method and includes use of both qualitative and quantitative software programs (Atlas.ti 5.0 and SPSS 16.0 respectively). Results from the study form a substantive theory entitled "what works" which helps explain the myriad of decisions that teachers make while trying to manage personal (internal) and administrative (external) goals and aims. Further, all decisions within this system are underpinned by "what works" for teachers in any situation both in terms of reliability and consistency. Implications suggest that the use of technology in the classroom exacerbates preexisting pedagogical and infrastructure issues, leading to inconsistencies in representation and application, as well as an overall limitation of potential use by teachers.

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A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students

Cited by 250 publications

References 42 publications

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

Panorama of Recommender Systems to Support Learning

Doing what works: A grounded theory case study of technology use by teachers of English at a Korean university

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