The Effect of Situated Mobile Learning on Chinese Rhetoric Ability of Elementary School Students

Abstract

This study developed a situated writing mobile learning (SWML) based on situated learning theory. We attempted to realize whether the situated writing via mobile learning activity could improve learners' Chinese rhetoric ability which includes hyperbole, description, repetition, personification, and simile. Therefore, the purpose of this study is to empirically examine the effectiveness of the practice of learners' Chinese rhetoric ability via SWML. The research method was a pretest and posttest quasi-experimental design. The participants consisted of 70 sixth grade students in an elementary school in southern Taiwan. The results showed that although the abilities of hyperbole, description, repetition, personification, and simile were not statistically significant, but the mean gain scores of the experimental group were higher than the comparison group. Besides, the ability of description was statistically significant. Finally, the findings suggested that SWML could help students' delineation skill in Chinese rhetoric.

Systematising the Field of Mobile Assisted Language Learning

“…It examines how (mobile) learning stretches across locations, times, topics, and technologies. According to this theory, which is discussed and extended in several papers (Sandberg et al, 2011;Petersen et al, 2011;Hsieh et al, 2010), learning taking place in one context can become a resource in other contexts. This effort of creating theory indicates attempts to distinguish the MALL field from other scientific learning areas and theories by raising and discussing its own theoretical perspective.…”

“…Hence mobile technology use plays a dominant role in the process of meaning making in terms of mediated nature of human mind. MALL research often employs learning theories where such mediation is an issue, including Situated Learning Theory (Hsieh, Chiu, Chen, Chen, & Huang, 2010;Hwang & Chen, 2011), collaborative learning Lan et. al., 2007), self-paced learning (Oberg & Daniels, 2012), and seamless learning approach integrating formal and informal ways and contexts of learning (Wong & Looi, 2010).…”

“…The theories and models applied in the reviewed literature most often originate from previously established theories of learning, such as constructivism (Gromik, 2012;Hsu, 2012;Wong & Looi, 2010) and situated learning theory (Hsieh, Chiu, Chen, & Huang, 2010;Hwang & Chen, 2011). The experiments in the reviewed papers are hence typically applied on mature pedagogy.…”

A generalised framework to support field and in-class collaborative learning

“…This system sends tasks to a learner according to his/her interest and learning style and sets the difficulty level of a test according to learner proficiency level. SWML (Hsieh et al, 2010) is a system based on situated learning theory that helps elementary school students to improve their rhetoric abilities in Chinese. Lin et al (2010) describe a sign language learning system on mobile devices with a 3D agent to facilitate communication with deaf and hearing-impaired people.…”

The Learning Style-Based Adaptive Learning System Architecture

“…Certainly, under such framework the learner has the richer learning resources to be possible to utilize and through these different formats of multimedia files used to render the production of different themes of the learning content, it also let the leaner be easier to understand the curriculum content. However, two problems arise, the first problem is to give each person the same academic materials (Chiu, Kuo, Huang, & Chen, 2008;Hsieh, Chiu, Chen, & Huang, 2010); the second problem is caused information overload by a huge amount of information (Pisha & Coyne, 2001;Spooner, Baker, Harris, Ahlgrim-Delzell, & Browder, 2007). Therefore, the adaptive learning in recent years has been more attention (Haste, 2009;Lombardi, Murray, & Gerdes, 2011).…”