Context‐aware language‐learning application in the green technology building: Which group can benefit the most?
To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 3; pp. 359 - 378 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136200233&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136200233 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2019 vid: 35 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 136200233 136200233 136200233 10.1111/jcal.12336 136200233 ppf: 359 ppct: 19 formats: tig: atl: Context‐aware language‐learning application in the green technology building: Which group can benefit the most? aug: au: Wang, Hong‐You Lin, Vivien Hwang, Gwo‐Jen Liu, Gi‐Zen affil: Department of Foreign Languages & Literature, National Cheng Kung University, Tainan City Taiwan sug: subj: Language Development Learning Methods Smartphone Utilization Listening Reading Human Learning Environment Pretest-Posttest Design Questionnaires Semi-Structured Interview Self-Efficacy Language User-Computer Interface Funding Source Conceptual Framework Male Female Young Adult Data Analysis Software Paired T-Tests Spearman's Rank Correlation Coefficient Descriptive Statistics Student Attitudes Male Female ab: To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self‐efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post‐test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high‐achievement (HA) and low‐achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self‐efficacy showed that a well‐designed context‐aware learning system can help learners enhance self‐efficacy in CAULL mode. Implications for the design of effective context‐ and knowledge‐specific ubiquitous learning systems are provided in the study. Lay Description: What is already known about this topic: Context‐aware ubiquitous learning is on the rise.An ecological building and its surroundings are the trend for reducing global warming.Users enjoy using their smartphones and interacting with embedded QR codes in the context.What this paper adds: Explaining the design and development of a context‐aware language learning application for developing users' green technology building knowledgeIdentifying the effects of perceived usability, usefulness, learner attitude, learner behaviour, self‐efficacy, and contextual factors of using this applicationInvestigating the English reading and listening comprehension development for high‐ability (HA) and low‐ability (LA) groupsImplications for practice: A category of English for Scientific Purposes described the new emphasis on science‐ or green technology–based language learning using context‐aware tools.Function usability and smartphone self‐efficacy facilitated the participants' reading and listening skills.Content usefulness and self‐efficacy fostered participants' reading and listening proficiency. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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