以字彙為本、行動科技為輔的第二語言聽力學習：文獻評述與實證研究

This proposed study of one year is intended to investigate whether or not EFL college students in Taiwan prefer mobile learning when engaged in vocabulary learning. This proposed study will recruit a group of EFL college students enrolled in a language course to participate, in which vocabulary learning is considered crucial. Participants are required to take weekly vocabulary tests and to join in-class vocabulary activities. They are suggested to practice some exercises to familiarize themselves with the new target words before each weekly test; and, they are encouraged to volunteer after-class activities to learn other useful words. Vocabulary activities are, therefore, designed and prepared before, during and after each class. From the data collected in the vocabulary activities, students’ preferences of mobile or non-mobile learning are determined. Data from a questionnaire administered after the course will reveal students’ perceptions of the mobile integration in their vocabulary learning. Finally, scores of the vocabulary tests will evaluate the effectiveness of their vocabulary learning assisted by mobile devices. The results altogether answer the question of the mobility of vocabulary learning among EFL college students. Pedagogically, the results recommend ways to design vocabulary activities with or without mobile integration in a language course.