Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

Liu, Tsung-Yu; Chu, Yu-Ling

doi:10.1016/j.compedu.2010.02.023

Cited by 441 publications

(299 citation statements)

References 24 publications

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“…It is necessary to study more about how well those sub-factors influence those tests. (Chang & Lehman, 2002;Colakoglu & Akdemir, 2012;Liu & Chu, 2010;Ouyang & Xie, 2009;Yang et al, 2008;Wang, 2011). …”

Section: Student Demographic Profilementioning

confidence: 99%

“…Some researchers employed ARCS model to understand learners' language learning efficiency, and found that students' English achievement was enhanced (Chang & Lehman, 2002;Colakoglu & Akdemir, 2012;Keller, 2009;Liu & Chu, 2010;Ouyang & Xie, 2009;Yang et al, 2008;Wang, 2011) and students' positive learning motivation (Chang & Lehman, 2002;Colakoglu & Akdemir, 2012;Liu & Chu, 2010;Mahadzir & Phung, 2013;Yang et al, 2008;Zou & Chen, 2010), positive English learning attitude (Yang et al, 2008), confidence (Wang, 2011), and autonomy (Qingquan, 2010) were found.…”

Section: Satisfactionmentioning

confidence: 99%

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Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary

Chen

2018

IJHRS

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The purposes of the study were to examine technical college students' hospitality English vocabulary learning performance and motivation. The subjects were 93 students from a technical college in southern Taiwan. The instruments included one questionnaire called ARCS questionnaire consisting of four factors about learning motivation on hospitality English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on hospitality. The subjects accepted a 40-hour hospitality English vocabulary training course. Then, 93 subjects took a 50-minute PVQC test and 10-minute ARCS questionnaire in December, 2015. The researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and inferential statistics. The results revealed that most of the subjects liked to learn hospitality English vocabulary, and found that learning hospitality English vocabulary was important for them, and most of them reported that English was associated with salary and promotion in the future; however, most of them spent little time learning English after school. The results also showed that some learning motivation factors had effects on hospitality English vocabulary learning performance, like being treated and assessed by teachers equally, getting recognition, or being willing to work hard. Finally, the researchers drew a conclusion based on the results and provided some teaching and research implications for the future.

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Section: Student Demographic Profilementioning

confidence: 99%

Section: Satisfactionmentioning

confidence: 99%

Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary

Chen

2018

IJHRS

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“…Liu and Chu [20] investigate the potential of the context-aware, ubiquitous learning game HELLO (Handheld English Language Learning Organization). To measure possible cognitive effects, they evaluate students' English listening and speaking skills.…”

Section: Affectivementioning

confidence: 99%

Mobile Gaming Patterns and Their Impact on Learning Outcomes: A Literature Review

Schmitz¹,

Klemke²,

Specht³

2012

Lecture Notes in Computer Science

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Abstract. Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research activities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes.

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“…Computer-assisted language learning (CALL) is effective because it is readily available, creates abundant individual practice opportunities, and enables the learner to control the learning experience [9], and may even outperform traditional instruction [10]. This approach not only highlights the potential to provide instructional resources, unlimited practice opportunities and scaffolds for students of various language proficiency levels, and for expanding, deepening and widening students' language learning, but can also provide students with a sense of empowerment and foster their language proficiency in listening, speaking, reading and writing through self-learning [11]. It is thus possible that CALL provides a promising avenue to develop specific instructional dialogue skills by interacting via a computer, similar to how students interact with a specialized teacher during language instruction.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students' grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

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Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

Cited by 441 publications

References 24 publications

Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary

Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary

Mobile Gaming Patterns and Their Impact on Learning Outcomes: A Literature Review

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

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