探究行動學習載具輔助語言教學的成效

Mobile learning has become increasingly important in educational settings. Many empirical studies have found that these new mobile learning devices can significantly improve self-regulated learning. In addition, empirical studies have also suggested the effectiveness of instant response system (IRS) on in-class language learning. However, related studies on the use of IRS in foreign/second language classrooms are scant in Taiwan. The numbers of empirical studies on the exploration of the strengths and limitations of IRS-based mobile assisted language learning (MALL) from language teachers’ perspective are even fewer. To fill the gaps in previous studies, two empirical studies were conducted in this one-year research project to uncover both Taiwanese EFL teachers’ as well as learners’ view of IRS-based language learning. In Study 1, we investigated 20 Taiwanese high school teachers’ perceptions toward MALL after intensive training. After the training, the teachers found that mobile devices can enhance students’ learning and provide very rich input as well as high interactivity to students. However, they also identified that classroom management, teaching materials/activities development, and technical problems posed some challenges in the MALL environment. These preliminary findings suggest that teachers are willing to try these mobile devices, but they clearly need some training before using them in classrooms. In Study 2, we explored 29 freshman undergraduates’ perceptions toward IRS-based learning. The students were required to watch one episode of an American drama for six weeks. During the video-watching process, the students were required to answer multiple-choice questions regarding the content of the videos via the instant response function of an IRS to examine their listening comprehension of the videos. Students’ perceptions toward this learning method were investigated after the six-week treatment. Results of the survey reveal that the students generally held a positive attitude toward the usefulness of IRS-based video-watching on improving listening ability. However, they also complained that the instant response function sometimes interrupted their enjoyment of video-watching, and that the unstable network connection impede the language learning process via IRS.