Personalized Intelligent M-learning System for Supporting Effective English Learning

Chen, Chin‐Ming; Hsu, Shih‐Hsun; Li, Yi-Lun; Peng, Chi-Jui

doi:10.1109/icsmc.2006.385081

Cited by 88 publications

(89 citation statements)

References 9 publications

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“…Although English as an international language affects the overall competition of different fields in a country and how to enhance English proficiency of people is a critical issue in non-English countries (Chen & Hsu, 2008), there are factors might inhibit people living in these countries from attending regular classrooms. As an instance, imagine individuals have to learn English due to their occupations or those individuals interested in traveling to countries where English is spoken as the first or second language or students learning English for studying abroad, but none of them have the opportunity for participation in classrooms.…”

Section: Introductionmentioning

confidence: 99%

Contribution to Vocabulary Learning via Mobiles

Khazaie¹,

Ketabi²

2011

ELT

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As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology at the service of learning and teaching seems to be both self-evident and unavoidable. To this end, this study employed multimedia to develop three types of vocabulary learning materials. Due to the importance of short-term memory in the realm of vocabulary learning, careful consideration was given to the L2 learners' different visual and verbal short-term memories. 158 L2 learners aged 18-23 participated in the major phases of vocabulary learning experiment through mobile. Based on their scores on the English Vocabulary and Recall tests and statistical analysis of the results it was revealed that L2 learners with high-visual and high-verbal abilities find it easier to learn the content presented with both pictorial and written annotations. However, L2 learners with low-visual and low-verbal abilities benefit from learning materials presented without annotations. Furthermore, delivery of learning materials with pictorial annotation to learners with high-visual ability and the delivery of learning materials with written annotation to learners with high-verbal ability result in better vocabulary learning. The findings of this study could perform as a roadmap in creating learning materials for mobile learning English language.

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Section: Introductionmentioning

confidence: 99%

Contribution to Vocabulary Learning via Mobiles

Khazaie¹,

Ketabi²

2011

ELT

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“…It is among the four important dimensions of language learning process identified by Chen and Hsu (2008); that is, listening, reading, speaking and writing skills. Language learners need to read different text from their academic textbooks, stories and newspaper.…”

Section: Introductionmentioning

confidence: 99%

SMS Vocabulary Learning: A Tool to Promote Reading Comprehension in L2

Alemi

Lari

2012

IJL

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Reading comprehension and vocabulary knowledge have critical roles in success in a foreign language. They have also intricate relationships so that the increase in one leads to increase of the other. The aim of the present study was to investigate the effect of learning vocabulary via SMS -as an optimal way of teaching words-on university students reading comprehension. To this end, 45 freshmen students took part in this study. They were assigned as experimental and control group. Before the beginning of the experiment both groups took a vocabulary test and a reading comprehension test. During 16 weeks of experiment the participants of the experimental group were taught 320 headwords of the Academic Word List (Coxhead, 2000) via SMS. The control group learned them by using a dictionary. Both groups were assessed each session by the instructor in the class. At the end, both groups were administered a reading comprehension test as a post-test. The result of the post-test showed that although there was not any difference between the two groups in the pre-test, the experimental group outperformed the control group in reading comprehension test (t = 2.31, P = .02). However, both groups had improved in the post-test regardless of the medium of learning. In addition, the participants of the experimental group filled out a questionnaire International Journal of Linguistics ISSN 1948-5425 2012 www.macrothink.org/ijl 276 regarding their attitudes towards SMS vocabulary learning. It was found that they had positive attitudes towards this approach of vocabulary learning. Based on this result, language teachers need to seek every opportunity to teach words to students to improve their reading comprehension. However, because of the superiority of SMS on other means of learning vocabulary, it is recommended that this approach of vocabulary learning be used to help students in the reading process.

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“…Novel methodologies as well as proposed framework were introduced to achieve personalization, with encouraging results indicating enhanced learner performance [37].…”

Section: Multi-agent Architecturementioning

confidence: 99%