With the aforementioned limitations, the suggestions for future research are as follows: First, the questionnaires can be administered among students of different backgrounds, especially among the students in senior high school and college students, to see whether the survey would yield different results. Second, researchers can develop and conduct questionnaires for investigating the relationship between learners’ metacognitive awareness and mobile learning readiness in other language learning areas, such as grammar, phonetics, and reading comprehension. Third, in order to probe into learners’ mobile language learning readiness in more aspects, the various categories of readiness, such as psychological and budget readiness, should be integrated and incorporated in the questionnaire. The final suggestion would be the need for empirical studies. Although the learners’ opinions, thoughts, and feelings were collected, investigated and analyzed in the present survey study, it is crucial to find out more evidence in future research to support or challenge the results and findings in the present study. More research instruments such as questionnaires or interviews inquiring other learner variables or mediator variables between learners’
metacognitive awareness and mobile readiness should be incorporated and implemented along with intervention studies in the future. Educators and instructors should design language courses in which learners can employ their metacognitive learning strategies to learn vocabulary or listening with their high-tech smartphones to see whether there is really a positive and significant correlation between learners’
metacognitive strategy awareness and mobile learning readiness.
REFERENCES
Abas, Z. W., Peng, C. L., & Mansor, N. (2009). A study on learner readiness for mobile learning at Open University Malaysia. IADIS International Conference
Mobile Learning, 151–157.
Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond
words (pp. 3-14). London: British Association for Applied Linguistics, in
association with Centre for Information on Language Teaching and Research.Ally, M. (2009). Mobile learning: Transforming the delivery of education and
training. Au Press.
Anderson, J. R. (2009). Cognitive psychology and its implications seventh edition. NY:
Worth Publishers.
Antonietti, A., Colombo, B., & Lozotsev, Y. (2008). Undergraduates’ metacognitive knowledge about the psychological effects of different kinds of computer-supported instructional tools. Computers in Human Behavior, 24(5), 2172–2198.
Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English Language Teaching,
4(2).
Ausubel, D. (1961). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 266-274.
Baird, J. R. (1990). Metacognition, purposeful enquiry and conceptual change. In E.
Hegarty-Hazel (Ed.), The student laboratory and the science
curriculum (pp. 183-200). London: Routledge.
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader.
Educational Psychology Review, 1, 3-38.
Balog˘lu, M., & Çevik, V. (2008). Multivariate effects of gender, ownership, and the frequency of use on computer anxiety among high school students. Computers in
Human Behavior, 24(6), 2639–2648.
Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829–835.
Bax, S. (2003). CALL--past, present and future. System 31(1), 13-28.
Beckers, J., & Schmidt, H. (2003). Computer experience and computer anxiety.
Computers in Human Behavior, 19(6), 785-797.
Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania, 78, 316–319.
Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension.
International Journal of Listening, 14, 14-31.
Brown, A. L. (1978). Knowing when, where and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (pp.
77–165). New York: Halsted Press.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.),
Metacognition, motivation, and understanding
(pp. 65-116). Hillsdale, NJ:Lawrence Erlbaum Publishers.
Brown, C., & Payne, M. E. (1994). Five Essential Steps or Processes in Vocabulary Learning. Paper presented at the TESOL 1994, Baltimore, Maryland, USA.
Brown, G. & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language
Pedagogy (Second Edition). New York: Pearson Education.
Buck, G. (1991). The test of listening comprehension: An introspective study.
Language Testing, 8, 67–91.
Buck, G. (1995). How to become a good listening teacher. In D. J. Mendelsohn & J.
Rubin. (Eds.), A guide for the teaching of second language listening (pp.
113-131). San Diego, CA: Dominie Press
Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.
Buda, J. (1984). Improving Your Reading Ability, retrieved May 5, 2008 from http://www.f.waseda.jp/buda/texts/reading.html.
Catalán, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies.
International Journal of Applied Linguistics, 13(1), 54-77.
Cavus, N. & Ibrahim, D. (2009). m-Learning: an experiment in using SMS to support learning new English language words. British Journal of Educational Technology.
40(1), 78-91.
Cavus, N., & Uzunboylu, H. (2009). Improving critical thinking skills in mobile learning. Procedia-Social and Behavioral Sciences, 1(1), 434-438.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J.
Rubin (Eds.), Learner strategies in language learning (pp. 71-83). New York:
Prentice Hall.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching.
Electronic journal of foreign language teaching, 1(1), 14-26.
Chang, A. C.-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375-397.
Chang, A. C-S., & Read, J. (2007). Support for foreign language listeners: Its effectiveness and limitations. RELC Journal, 38, 375-394.
Chang, A. C.-S., & Read, J. (2008). Reducing listening test anxiety through various forms of listening support.
TESL-EJ, 12.
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume12/ej45/ej45al/Chang, C. C., Chen, I. J., & Chen, W. C. (2010). More than just audio guide—Listening comprehension training of foreign language supported by mobile devices. UbiLearn 2010.
Chang, C. C., Tseng, K. H., & Tseng, J. S. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers &
Education, 57(4), 2313-2321.
Chang, C.-C., Lei, H. & Tseng, J.-S. (2011). Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments:
Modality effect or redundancy effect? Australasian Journal of Educational
Technology, 27(4), 633-654.
Chang, C.Y. (2003). The effects of language learning motivation on the use of
language learning strategies among EFL learners at technological universities and colleges in Taiwan. Unpublished doctoral dissertation, Spalding University,
Kentucky, USA.Chaudron, C & Richards, J. C. 1986. The Effect of Discourse Markers on the Comprehension of Lectures. Applied Linguistics, 7 (2): 113-127.
Chen, C.-M. & Li, Y.-L. (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive
Learning Environments, 18(4), 341-364.
Chen, C.-M., & Chung, C.-J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle.
Computers & Education, 51, 624-645.
Chen, C.-M., & Hsu, S.-H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society, 13(3), 153-180.
Chen, I. J. & Chang, C. C. (2011). Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language
Learning, 24(5), 451-470.
Chen, I. J., Chang, C. C. & Yen, J. C. (2012). Effects of presentation mode on mobile language learning: A performance efficiency perspective. Australasian Journal
of Educational Technology, 28(1), 122-137.
Chen, I.J., Chang, C.C. & Lee, Y.C. (2011). Effects of the Presentation Mode on the Performance Efficiency of English Listening Comprehension Task Supported by PDA. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications 2011 (pp.
2903-2912). Chesapeake, VA: AACE.
Chen, L. (2002). Taiwanese junior high school English teachers’ perceptions of the
washback effect of the Basic Competence Test in English. Unpublished doctoral
dissertation, The Ohio State University, Columbus.Chen, N.-S., Hsieh, S.-W., & Kinshuk. (2008). Effects of short-term memory and content representation type on mobile language learning. Language Learning &
Technology, 12(3), 99-113.
Chinnery, G. M. (2006). Emerging technologies going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.
Clough, G., Jones, A. C., McAndrew, P. & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24, 359–371.
Cook, L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley & J. Levin (Eds.), Cognitive strategy
research: Educational applications (pp. 87-126). New York: Springer Verlag.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational
Psychology, 80(2), 131-142.
Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues In Educational Research, 18(1), 1-11.
Daud, N. M., & Husin, Z. (2013). Mobile Learning: A Quasi-Experiment on Using SMS to Support Reading Comprehension Programme. Mobile Learning:
Malaysian Initiatives & Research Findings.
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perception and behavioral impacts. International Journal of
Man-Machine Studies, 38(3), 475–487.
Diao, Y., Chandler, P. & Sweller, J. (2007). The effect of written text on comprehension of spoken English as a foreign language. The American Journal
of Psychology, 120(2), 237-261. http://www.jstor.org/stable/20445397
Dunkel, P. (1991). Listening in the native and second/ foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 431-457.
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process?. Educational Research Review, 1(1), 3-14.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206-220.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & education, 50(2), 491-498.
Eyraud, K., Giles, G., Koening, G., & Stoller, F. L. (2000). The world wall approach:
Promoting L2 vocabulary learning. English Teaching Forum, 38(3). Retrieved, June 27, 2005, from http://exchanges.state.gov/forum/vols/vol38/no3/p2.htm.
Fan, M.-Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The
Modern Language Journal, 87, 222-240.
Farrell, T. S. C. (2001). Teaching reading strategies: ‘It takes time!’. Reading in a
Foreign Language, 13, 631-646.
Fischer, R. & Farris, M. (1995). The instructional basis of Libra. The IALL Journal of
Language Learning Technologies, 28, 15-46.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Eds.), Children's oral
communication skills (pp. 35-60). New York: Academic Press.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition.
In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and
understanding (pp. 21-29). Hillsdale, NJ: Erlbaum.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.
New York: Cambridge University Press.
Frommer, J. (1989). Listening, looking, and learning with MacLang. CALICO Journal,
6(4), 51-71.
Gay, L. R. (1992). Educational Research Competencies for Analysis and Application, Macmillan, New York.
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-Royal, 1(2), 84-91.
Geddes, S. J. (2004). Mobile learning in the 21st century: Benefits for learners.
Knowledge Tree.
Retrieved fromhttp://knowledgetree.flexiblelearning.net.au/edition06/download/Geddes.pdf Goodwin-Jones, R. (2007). Digital video update: YouTube, Flash, High-Definition.
Language Learning & Technology, 11(1), 16–21.
Godwin-Jones, R. (2010). Emerging technologies from memory palaces to spacing algorithms: approaches to second language vocabulary learning. Language,
Learning & Technology, 14(2).
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning.
Language Learning & Technology, 15(2), 2-11.
Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
http://dx.doi.org/10.1016/S0346-251X(99)00060-3
Greene R.L. (1989). Spacing effects in memory: evidence for a two-process account.
Journal of Experimental Psychology: Learning, Memory and Cognition, 15(3),
371–377.Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679.
Hacker, D. (1997). Metacognitive: Definitions and Empirical Foundations, In Hacker, D., Dunlosky, J., Graesser A. (Eds.), Metacognition in Educational Theory and
Practice. Hillsdale, NJ: Erlbaum, in press.
Hasan, A. (2000). Learners’ perceptions of listening comprehension problems.
Language, Culture and Curriculum, 13,
137-153. doi:10.1080/07908310008666595
Hatch, E. (1983). Psycholinguistics: A second language perspective. Rowley, MA:
Newbury House.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research.
Education Technology Research and Development, 55(3), 223–252.
Hsu, L.-Y. (2005). EFL learners’ vocabulary learning strategies and vocabulary knowledge. Selected Papers from the Fourteenth International Symposium and
Book Fair on English Teaching (pp. 203~213). Taipei: Crane Publishing Co., Ltd.
Kojic-Sabo, & Lightbown, M. (1999). Students' approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83, 176-192.
Hu, H.-Y. (2007). An investigation into Taiwanese vocational high school students'
use of vocabulary learning strategies (Unpublished master thesis). National
Taiwan Normal University, Taipei, Taiwan.Huang, Y.-M., Huang, Y.-M., Huang, S.-H., Lin, Y.-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs.
usefulness/ease-of-use. Computers and Education, 58, 273-282.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21(2), 181-193.
Hulstijin, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted
Language Learning, 16, 413-425.
Hussin, S., Manap, M. R., Amir, Z., & Krish, P. (2012). Mobile learning readiness among Malaysian students at higher learning institutes. Asian Social Science,
8(12), p276.
International Telecommunication Union. (2013). The World in 2013: ICT Facts and
Figures.
ITU. Retrieved from http://www.itu.int/en/ITU-D/Statistics/Pages/facts/default.aspxJacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22 (3 & 4), 255-278.
Jones, L. C. & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern
Language Journal, 86,546-561.
Keene, E. O., & Zimmermann, S. (1997). Mosaic of Thought: Teaching
Comprehension in a Reader's Workshop. Heinemann, 361 Hanover Street,
Portsmouth, NH 03801-3912.Kemp, J. (2010). The listening log: Motivating autonomous learning. ELT Journal, 64, 385-395. doi: 10.1093/elt/ccp099
Kennedy, C., & Levy, M. (2008). L'italiano al telefonino: Using SMS to support beginners' language learning.
ReCALL, 20(3),
315-330.http://dx.doi.org/10.1017/S0958344008000530
Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. The Internet and Higher Education, 9(2), 91–105.
Khezrlou, S. (2012). The relationship between cognitive, metacognitive strategies, age and level of education. The Reading Matrix, Vol. 12 (1), 50-61.
Kim, H.-S. (2012). Using short message service for vocabulary learning by Students’
English proficiency. Multimedia-Assisted Language Learning, 15(2), 75-96.
Kramarski, B. (1999). The study of graphs by computers: is easier better? Educational
Media International. 2, 203–209.
Kramarski, B. & Feldman, Y. (2000) Internet in the Classroom: Effects on Reading Comprehension, Motivation and Metacognitive Awareness, Educational Media International, 37:3, 149-155, DOI: 10.1080/09523980050184709.
Kramarski, B., & Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media
International, 38(2/3), 77-82.
Krashen, S. D. (1985), The Input Hypothesis: Issues and Implications. New York:
Longman.
Kudo, Y. (1999). L2 vocabulary learning strategies (NFLRC NetWork #14) [HTML document]. Honolulu: University of Hawaii, Second Language Teaching &
Curriculum Center. Retrieved [February 15, 2006] from the World Wide Web:
http://www.nflrc.hawaii.edu/NetWorks/NW14/
Kukulska-Hulme, A., & Shield, L. (2007). An overview of mobile assisted language learning: Can mobile devices collaborative practice in speaking and listening?
Retrieved on June 28, 2008.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and Interaction.
ReCALL, 20(3), 271–289.
Kukulska-Hulme, A., & Traxler, J. (2005). Mobile Learning: A Handbook for Educators and Trainers. London: Routledge.
Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sa´ nchez, I. and Vavoula, G. (2009). Innovation in Mobile Learning: A European Perspective. International
Journal of Mobile and Blended Learning, 1(1): 13–35.
Kung, W.-J. (2004). An exploratory study on vocabulary learning strategies by
Taiwanese EFL elementary school students (Unpublished master thesis).
National Taipei Normal University, Taipei, Taiwan.
Kurita, T. (2012). Issues in second language listening comprehension and the pedagogical implications. Accents Asia, 5(1), 30-44.
Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A.
Kukulska-Hulme, & J. Traxler (Eds.), Mobile learning: A handbook for
educators and trainers (pp. 76-83). London: Taylor and Francis.
Liao, Y. F. (2004). A survey study of Taiwanese EFL freshmen’s vocabulary learning strategies. Journal of Pingtung Teachers College, 21, 271-288.
Lin, L. (2001). Taiwanese children’s EFL vocabulary learning strategies (Unpublished master thesis). National Chinhwa University, Hsinchu, Taiwan.
Livingston, J. A. (1997). Metacognition: an overview. Retrieved August, 11, 2006.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of
Computer Assisted Learning, 24, 515-525.
Lynch, T., & Mendelsohn, D. (2002). Listening. In N. Schmitt (Ed.), An introduction
to applied linguistics (pp. 193-210). London: Arnold.
Malan, D. J. (2007). Podcasting computer science E-1. ACM SIGCSE Bulletin, 39(1), 389-393.
Markham P. (1989), The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students,
Educational Technology, 29(10), 38-41.
Matthews, D., & Shrum, L. (2003). High-speed Internet use and academic gratifications in the college residence. Internet and Higher education, 6(2), 125-144.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press.
Mayer, R. E. (2003). Learning and Instruction. New Jersey: Pearson Education, Inc.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. New York: Cambridge
University Press.
Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia
learning.
Educational Psychologist,
38(1), 43-52.http://dx.doi.org/10.1207/S15326985EP3801_6
Meara, P., & Jones, G. (1987). Tests of vocabulary size in English as a foreign language. Polyglot, 8(1), 1-40.
Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. In D. J. Mendelsohn & J. Rubin (Eds.), A guide
for the teaching of second language listening
(pp. 132–150). San Diego, CA:Dominie Press.
Meskill, C. (1996). Listening skills development through multimedia. Journal of
Educational Multimedia and Hypermedia, 6, 179-201.
Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing.
Cambridge, MA: MIT Press.
Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning.
International Journal of Distributed & Parallel Systems, 3(1).
Mokhtar, A. A., Rawian, R. M., Hussain, M. N. M., & Mohamed, A. R. (2011).
Metacognitive Regulation of Malaysian Adult ESL Learners in Vocabulary Acquisition. International Journal of Business and Social Science, 2(7), 174-180.
Mueller, G., A. (1980). Visual contextual cues and listening comprehension: an experiment. Modern Language Journal, 64 (3), 335–40.
Nagy, W. (2003). Teaching vocabulary to improve reading comprehension. Urbana, IL:
National Council of Teachers of English.
Nah, K.-C., White, P., & Sussex, R. (2008). The potential of using mobile phone to access the Internet for learning EFL listening skills within a Korean context.
ReCALL, 20 (3), 331-347.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle Publishers.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press, Cambridge, UK.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening?
The Canadian Modern Language Review, 63, 59-82. doi: 10.3138/cmlr.63.1.59
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle.Nunnally, J. O. (1978). Psychometric theory. New York: McGraw Hill.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
O’Malley, J., Chamot, A., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985a).
Listening strategies used by beginning and intermediate ESL students. Language
Learning, 35, 21-46.
O’Malley, J., Chamot, A., Stewner-Manzanares, G., Kupper, L., & Russo, R. (1985b).
Learning strategy application with students of English as a second language.
TESOL Quarterly, 19 (3), 557-584.
O’Malley, C., Vavoula, G.., Glew, J. P., Taylor, J. ,Sharples, M. & Lefrere, P. (2005).
Guidelines for Learning, Teaching, Tutoring in a Mobile Environment.
MOBllearn.
Osada, N. (2004). Listening Comprehension Research: A Brief Review of the Past Thirty Years. Dialogue, 3, 53-66.
Oxford, R. (1990). Language learning strategies: What every teacher should know.
New York: Newbury House.
Oxford, R. (2002). Language learning strategies. In R. Carter & D. Nunan (Eds.), The
Cambridge guide to teaching English to speakers of other languages (pp.
166–172). Cambridge: Cambridge University Press. Paolucci, R. (1998).
Hypermedia and learning
Paas, F. G. W. C., Renkl, A. & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
http://dx.doi.org/10.1207/S15326985EP3801_1
Padeliadu, S., Botsas, G., & Sideridis, G. (2000). Metacognitive awareness and reading strategies: differences between average and reading disabled students. In
Proceeding of the 14 th International Conference on Applied Linguistics, Thessaloniki, Greece (pp. 1-9).
Parasuraman, A. (2000). Technology readiness index (TRI): A multiple-item scale to measure readiness to embrace new technologies. Journal of Service Research, 2, 307-320.
Patten, B., Arnedillo Sánchez, I., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers &
Education, 46(3), 294-308.
Pawley, D., Ayres, P., Cooper, M. & Sweller, J. (2005). Translating words into equations: A cognitive load theory approach. Educational Psychology, 25(1), 75-97. http://dx.doi.org/10.1080/0144341042000294903
Pintrich, P. R. & Garcia, T. (1994). Self-regulated learning in college students:
Knowledge, strategies, and motivation. In P. R. Pintrich, D. R. Brown & C. E.
Weinstein (Eds), Student motivation, cognition, and learning (pp.113-133).
Hillsdale, NJ: Erlbaum.
Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the
measurement of metacognition
(pp.43-97). Lincoln, NE: Buros Institute of Mental Measurements.Poynton, T. A. (2005). Computer literacy across the lifespan: A review with implications for educators. Computers in Human Behavior, 21(6), 861-872.
Psycharis, S. (2005). Presumptions and action affecting an e-learning adoption by the educational system. Implementation using virtual private networks. European
Journal of Open and Distance Learning, 2, 2005.
Quinn, C. (2000). M-Learning: mobile, wireless, in-your-pocket learning. LineZine.
Fall 2000. Found at: http://www.linezine.com/2.1/features/cqmmwiyp.htm Rahamat, R., Shah, P. M., Din, R. B., & Aziz, J. B. A. (2011). Students’ Readiness and
Perceptions Towards using Mobile Technologies for Learning the English language Literature Component. Journal. Malaysia: Universiti Kebangsaan
Malaysia.
Rahamat, R., Shah, P., Puteh, S. N., Din, R., Aziz, J. A., Nordin, N. M. N. M., Embi, M. A. (2012). Students Perceptions Towards Receiving Short Message Services for Learning: A Mobile Learning Experience. First International Conference on
Mobile Learning, Applications, and Services (mobilcase2012), 12-16.
Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161.
Research and Markets. (2013). Taiwan - Mobile Market - Overview, Statistics and
Forecasts.
Retrieved fromhttp://www.researchandmarkets.com/research/lv8vbm/taiwan_mobile
Richards, J. C. (2008). Teaching listening and speaking. Cambridge University Press.
Rost, M. (1990). Listening in language learning. New York: Longman.
Rost, M. (2001). Teaching and researching listening. London: Longman.
Sánchez-Alonso, S., & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects. Computers in Human Behavior, 23(6), 2585–2595.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227).
Cambridge: Cambridge University Press.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science,
26,113-125.
Schraw, G. (2001). Promoting general metacognitive awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp.3-16.). Boston: Kluwer.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness.
Contemporary Educational Psychology, 19, 460-475.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review 7 (4), 351-371.
Schraw, G.., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research
in Science Education, 36, 111-139.
Schreurs, J., Sammour, G., & Ehlers, U. (2008). ERA-E-Learning Readiness Analysis:
A eHealth Case Study of E-Learning Readiness. In The Open Knowledge Society.
A Computer Science and Information Systems Manifesto, 267-275. Springer
Berlin Heidelberg.Seo, K. (2002). The effect of visuals on listening comprehension: A study of Japanese learners’ listening strategies. International Journal of Listening, 15, 57–81.
Shaughnessy, J., Zechmeister, E., & Jeanne, Z. (2011). Research methods in
psychology (9th ed.). New York, NY: McGraw Hill. pp. 161–175.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449.
Smartphone Adoption Tips Past 50% in Major Markets Worldwide. (2013, May 29).
eMarketer Newsletter. Retrieved from
http://www.emarketer.com/Article/Smartphone-Adoption-Tips-Past-50-Major-M arkets-Worldwide/1009923
Solé, R. C., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL, 22(1), 39-52.
Song, Y. & Fox, R. (2008). Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3), 290-314.
Stadtler, M., & Bromme, R. (2008). Effects of the metacognitive computer-tool metaware on the web search of laypersons. Computers in Human Behavior, 24(3), 716-737.
Stahr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31, 577-607. doi: 10.1017/S0272263109990039
Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365-383.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.
Stoffer, I. (1995). University foreign language students’ choice of vocabulary learning
strategies as related to individual difference variables (Unpublished doctoral
dissertation). University of Alabama, Alabama.Strevens, J. (1996). Applied multivariate statistics for social sciences (3rd ed.).
Mahwah, NJ: Lawrence Erlbaum.
Sun, K. C. (2002). Investigation of English Listening Difficulties of Taiwan Students.
Selected Papers from the Eleventh International Symposium on English Teaching/Fourth Pan-Asia Conference, 518-525. Taipei, Taiwan: Crane.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R.
E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp.19-29).
New York, NY: Cambridge University Press.
Tabachnik, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.).
Boston: Pearson Education.
Taylor, H. M. (1981). Learning to listen to English. TESOL quarterly, 15(1), 41-50.
Teng, H. C. (1998). The effects of text types and task types on English listening comprehension. English Teaching Journal, 23, 5-18.
Teo, T. (2008). Assessing the computer attitudes of students: An Asian perspective.
Computers in Human Behavior, 24(4), 1634–1642.
Thornton, P. & Houser, C. (2001). Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS. In C. Montgomerie & J. Viteli (Eds.), Proceedings of
Thornton, P. & Houser, C. (2001). Learning on the Move: Vocabulary Study via Email and Mobile Phone SMS. In C. Montgomerie & J. Viteli (Eds.), Proceedings of