Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Abstract

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.

Factors that influence the development and performance of academic oral presentations using a blended learning environment

“…This paper investigated the main factors and interactions that influence how students develop and perform an academic oral presentation in a BLLE from an ecological approach, and how presentation language and skills improved. Language students are increasingly aware of the best online material and software for learning (Trinder, ), suggesting that there are many research opportunities for researchers and instructional designers (Liu, Chen, & Hwang, ; Wang, Lin, Hwang, & Liu, ). Furthermore, this learning phenomenon gives students more autonomy and allows the instructor to work alongside students to construct knowledge.…”

LocalLearn: Um modelo U-Learning para auxílio no aprendizado do vocabulário de Inglês

“…Os autores também mencionam o uso de elementos de gamificação como suporte para o engajamento dos aprendizes. Wang et al (2019) Como apresentado no Quadro 1, o LocalLearn se distingue dos demais trabalhos principalmente no que diz respeito a abordagem pedagógica, por meio do uso da técnica incidental de aquisição de vocabulário; o uso do contexto do aprendiz que pode ser configurável e personalizado, característica importante da aprendizagem ubíqua; além do método de pesquisa adotado, o design science research (DSR).…”

“…O uso crescente da tecnologia mudou a forma como o inglês é aprendido e ensinado (Sundberg;Cardoso, 2019). As tecnologias móveis e ubíquas ampliam as possibilidades de aprendizado de um idioma, permitindo o acesso em múltiplos contextos (Wang et al, 2019). Assim, ao fornecer acesso a um conjunto de recursos e ferramentas, estas tecnologias oferecem vantagens significativas ao promover o aprendizado de uma segunda língua (Purgina et al, 2019).…”

English outside the academic sphere: A mobile‐based context‐aware comparison study on collaborative and individual learning

“…Language instruction and research has become more focused on how to apply emerging technology to the classroom to facilitate and complement language development. Recently, this integration of tools has led to the development of Mobile‐Assisted Language Learning (MALL) and content‐aware ubiquitous learning (u‐learning) across various disciplines (Liu, Chen, & Hwang, 2018; Wang, Lin, Hwang, & Liu, 2019). English instruction has also become more specialized with English for Specific Purposes (ESP) courses tailored for disciplines such as business, law, medicine and engineering (Belcher, 2009; Liu, Hwang, Kuo, & Lee, 2014).…”

“…Several studies have explored the effectiveness of CAULL on learners' English listening and reading comprehension in the context of fitness centres (Liu et al, 2018), and other environments (Wang et al, 2019). Context‐aware ubiquitous learning (CAUL) for acquiring situated subject‐specific knowledge and skills is a developing area for language learning that shows considerable promise (Godwin‐Jones, 2016).…”