Optimising the use of wireless application protocol (WAP) sites for listening activities in a Korean English as a foreign language (EFL) context

Nah, Ki Chune

doi:10.1080/09588221.2010.526946

Cited by 17 publications

(6 citation statements)

References 14 publications

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“…Therefore, the selection of an online discussion board should be considered more carefully, and establishing an online community in a more widely used social networking site, such as Facebook, was suggested by some interviewees. As a whole, the use of ubiquitous technologies to enhance second language listening has a bright future (Chen & Chang, 2011), and the results of this work echo the findings of Liu (2009), Liu and Chu (2010) and Nah (2011).…”

Section: Discussionsupporting

confidence: 83%

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Liu¹,

Chen²,

Hwang³

2017

Brit J Educational Tech

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Mobile applications on the go have been adopted in many fields and areas. However, there has been little research regarding the development and use of a context‐aware application for users to improve their English listening comprehension through collaboration. This research aimed at helping users improve their listening comprehension with a combination of context‐aware tools and video‐based materials and attempted to investigate the learning strategies used in groups. Therefore, the researchers designed a Ubiquitous Fitness English Listening Comprehension System (UFELCS) incorporating collaborative listening activities into a fitness center. The researchers conducted mixed methods research using both qualitative and quantitative methods. The results indicate that the participants' learning performance was significantly improved. Moreover, the analysis of the interview data showed that the interviewees and their own groups held positive attitudes towards the creative ways of language learning, and their use of listening strategies was also revealed.

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Section: Discussionsupporting

confidence: 83%

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Liu¹,

Chen²,

Hwang³

2017

Brit J Educational Tech

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“…With regard to mobile-assisted listening learning, since the release of Apple's iPod, several language learners have used podcasts, which are a feature of Web 2.0, to improve their listening comprehension (Godwin-Jones, 2005). Studies have surveyed language learners' attitudes toward podcasts and assessed the effectiveness of podcasts in learning (Alm, 2013;Nah, 2011). Learners' attitudes toward podcasts were generally positive in these studies, with most students indicating that podcasts are effective for listening learning.…”

Section: Mobile-assisted Vocabulary and Listening Learningmentioning

confidence: 99%

Factors influencing students' listening learning performance in mobile vocabulary‐assisted listening learning: An extended technology acceptance model

Hsu,

Lin

2024

Computer Assisted Learning

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BackgroundBehavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance.ObjectivesThe present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary‐assisted listening learning by using two mobile learning tools.MethodsA total of 129 college students with a pre‐intermediate level of English were recruited as participants, and a 10‐week mobile vocabulary‐assisted, listening‐learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial‐least‐squares structural equation modelling.ResultsThe analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%.ConclusionThe extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper.

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“…One of the issues that has been investigated through scientific research is the students' attitude about learning by using technology. In a Korean study, Nah (2011) investigated this issue in terms of learning the listening skill. the students (n=30) who participated in a 12 week study which employed internet to improve the listening skill revealed positive effect in all types of attitude, i.e., neutral, positive and negative attitudes.…”

Section: Empirical Studiesmentioning

confidence: 99%

Mobile-Assisted Vocabulary Learning: A Review Study

Afzali

Shabani

Basir

et al. 2017

ALLS

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Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We selected studies done in different countries such as Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.

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Optimising the use of wireless application protocol (WAP) sites for listening activities in a Korean English as a foreign language (EFL) context

Cited by 17 publications

References 14 publications

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Factors influencing students' listening learning performance in mobile vocabulary‐assisted listening learning: An extended technology acceptance model

Mobile-Assisted Vocabulary Learning: A Review Study

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