Research on Applying Mobile Devices to Language Teaching and Learning

For comparison purposes fewer language teaching and learning studies were available than non-language teaching and learning. The following studies are previous research done applying mobile devices such as cell phones, PDAs and Tablet PCs to language teaching and learning.

2.2.1 Research on Applying Mobile Phones to Language Teaching and Learning

Thornton and Houser (2005) presented three studies on applying mobile phones to English teaching and learning. In the first study, they polled three hundred and thirty-three Japanese university students about their use of mobile phones. One hundred percent reported owning a mobile phone. Ninety-nine percent reported sending e-mails on their mobile phones. This confirmed that a mobile phone was potentially a great media and tool for learning in Japan because of the high frequency of students’ owning and using them. In the second study, they e-mailed one-hundred-word long English vocabulary lessons at 9:00, 12:30, and 17:00, three

times a day, to forty-four female Japanese university via their mobile phones. These students were compared with students who learned the same material on paper or over the Web. It was found that students who studied on mobile phones learned more English words. In the third study, they created a web site teaching English idioms.

Student-produced animated films showed the literal meaning of the idioms, a video showed the idiomatic meaning, and the textual materials provided an explanation, script as well as quiz. Thirty-one sophomore students evaluated the site by using video-capable mobile phones. They had few technical difficulties using mobile phones and its educational effectiveness was highly rated.

2.2.2 Research on Applying PDAs to Language Teaching and Learning

Wu (2003) built an English PDA learning environment with a Windows CE-based platform. This platform system was used in Compaq as well as HP PDA and offered improved Windows compatibility, combined with real-time processing support. The purpose of this environment was to share knowledge and assist in learning combining the process of a game with the analysis and estimation of the users’ vocabulary. At first, a user had to take a Computerized Adaptive Test (CAT).

According to the user’s ability, the computer opponent, with the proper artificial intelligence grade level, was produced. The computer opponents provided

appropriate learning materials for the user and adjusted the difficulties of materials when the user’s ability changed. Through the game playing process and the mechanism of the knowledge feedback, the user’s zone of proximal development (ZPD) would be built. The ZPD is the difference between what a user can do with help and what a user can do without guidance. With this game the user would gradually upgrade his or her own ability by acquiring more related knowledge, likewise the computer opponent’s grade was adjusted according to the estimation of the users’ vocabulary. When the ability of the users’ vocabulary changed, the computer adjusted the difficulty level of the learning materials within this stimulation.

The users’ vocabulary would increase.

Hsu (2005) presented a personalized intelligent m-learning system (PIMS) on PDAs. Sixteen juniors in a university joined the experiment. This system could recommend appropriate English news articles to learners according to the learners’

reading ability which had been evaluated by the proposed fuzzy item response theory (FIRT) for non-native English speakers. Learners’ new or unfamiliar vocabulary could be automatically discovered and retrieved from the English news articles by the PIMS system for enhancing learners’ vocabulary learning ability. There were three conclusions from this study: (1) A database of English news articles could help English teachers produce English reading materials. (2) Learners could read English

news articles at any time and everywhere with the PIMS system. (3) The PIMS system enhanced learners’ motivation and time spent on learning English. (4) It improved learners’ reading ability.

2.2.3 Research on Applying Tablet PCs to Language Teaching and Learning

Huang (2003) developed wireless formative assessment software program for both Tablet PCs and PDAs to help teachers conduct formative classroom assessment and he also tried to evaluate their learning effects on students. One senior high school English teacher and two classes participated in this evaluation experiment.

The experiment group consisted of twenty female and twenty-two male first year senior high school students. The control group consisted of twenty female and nineteen male first year senior high school students. It reached three objectives: (1) The formative assessment software program for Tablet PCs and PDAs assisted teachers to conduct formative assessments in the classroom while offering a wireless environmental support to forty students using wireless networks. (2) The English learning performance difference between the experimental and control groups was reduced while the achievement increases of the experimental group’s were more stable than the control group’s after long-term use of his software program. (3) The author explored and documented the advantages and limitation of using mobile and

wireless devices in classroom teaching activities.

Chen (2004) discussed the use of Tablet PCs in English teaching. The author tested the hardware and software on a Tablet PC, and investigated several English teaching programs. Twenty-four English teachers had operated Tablet PCs for fifteen hours, and then finished a questionnaire. Through the survey, Chen analyzed the potentials and limitations of Tablet PCs. At the same time, he discovered some valuable and potential language learning software programs, and then he tried to develop and propagate the use of Tablet PCs in English teaching at schools of all levels. The results showed most users gave positive feedback on the use of Tablet PCs in language learning. They also gave high evaluation marks on the use of Tablet PCs in their formative assessments. But the high price and the lack of knowledge as well as the technical support were obstacles for English teachers using Tablet PCs.

Lin (2007) constructed a computer supported collaborative learning environment and examined the feasibility and efficiency of integrating mobile learning devices in an English classroom scenario. The participants were ten, third year junior high school students. They practiced relative clause grammar exercise on a platform with Tablet PCs. There were three conclusions drawn from this study.

First, constructing a classroom using Tablet PCs to support collaborative learning was feasible. Well designed learning activities would be a benefit to both a teacher and

students. Second, it upgraded teaching benefits. The teacher was able to get immediate feedback on the students’ learning status with the supporting functions of recording and analysis of the system. The teacher was encouraged to manage teaching activities and groupings with convenience and efficiency in mind. The teacher was also encouraged to design questions before class began and manage questions according to students’ learning status as necessary. The teacher was thus able to manage learning activities on the platform with feasibility and convenience before and during the class. Third, it improved students’ learning interest and collaborative learning benefits. The students were able to construct their own knowledge comprehension while promoting learning and interest in grammar through their peers’ collaborative learning. The students felt more interested and confident in learning with the convenience and immediate feedback of mobile learning. The students’ abilities in communication, collaboration, coordination were improved and the interaction between the teacher and the students became closer.

With the evident lack of studies, more studies are needed to examine the effect of mobile devices on language teaching and learning.