Computer supported ubiquitous learning environment for vocabulary learning

Abstract

Ubiquitous computing could help the organisation and the mediation of social interactions wherever and whenever these situations might occur. Using those technologies enables the learning environment to be embedded in the real daily life. One of the most important ubiquitous technologies is radio frequency identification (RFID) tag, which is very useful and efficient to realise the ubiquitous computing, by mapping the real objects and the information into a virtual world. In the near future, RFID tags will be embedded in a lot of physical objects in order to trace the shipping of the products, and so forth. This paper proposes a computer assisted language learning (CALL) environment called tag added learning objects (TANGO). TANGO detects the objects around the learner using RFID tags, and assigns some questions to the learner related to the detected objects that he usually uses during the daily life to improve his vocabulary knowledge. Also, this environment allows the learners to share their knowledge through RFID tags and to learn a language with authentic and tangible objects. This environment is implemented and evaluated.

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

“…Beyond the context of play, a system using RFID technology for language learning was the TANGO (Tag Added learNinG Objects) project developed by Ogata et al (2004). The TANGO system tasked language learners with adding RFID tags to physical objects in a room to teach Japanese vocabulary.…”

“…The notion of implicit learning (unconscious learning) and explicit (conscious learning) has long been an issue of debate (see Hulstijn 2005, for an overview) within the second language learning sciences literature. The work of (Lee and Doh 2013) and Ogata et al (2004Ogata et al ( , 2010 did not draw on any specific theory of language learning or systematic analysis of vocabulary learning outcomes. This is noticeable given the focus on a specific language dimension (vocabulary) and the role of interactional processes with and around the systems.…”

Evaluate Student Satisfaction for Social Learning Network at King Abdulaziz University

“…Following Ogata [3], social learning is defined as one of U-learning which is defined as follows:  Permanency: The information remains and learners can never lose their work unless the learners purposely remove it.  Accessibility: The information is always available whenever the learners need to use it.…”

Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones

“…Several projects have explored contextualised language learning on mobile devices (e.g. Ogata and Yano, 2004;Cui and Bull, 2005;Ogata et al, 2010;KukulskaHulme et al, 2015a;Read et al, 2016) and there has been increased interest in not only using mobile devices in context, but furthermore in exploring context-aware systems. Dey and Abowd (1999) define context awareness as "the use of context to provide task-relevant information and/or services to a user, wherever they may be" (p. 11) and Kukulska-Hulme (2012) suggests that three key contextual dimensions of time, place and activity should be considered when designing a mobile language learning system.…”