Effects of English Spelling Learning Experience through a Mobile LINE APP for College Students

Shih, Ru-Chu; Lee, Chun-Yi; Cheng, Tsai-Feng

doi:10.1016/j.sbspro.2015.01.945

Cited by 43 publications

(36 citation statements)

References 4 publications

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“…Van de Bogart and Wichadee (2015) suggest that smartphones with a LINE chat app may support teaching and learning in a database course. Shih et al (2015) also found that college students demonstrated a positive attitude toward learning English vocabulary, particularly spelling, using the LINE app. The LINE chat app constantly updates choices of self-expressive sticker characters that can also be attached to a standalone message to convey a feeling or even an attitude.…”

Section: Using the Line Messaging Application In Educationmentioning

confidence: 84%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

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Section: Using the Line Messaging Application In Educationmentioning

confidence: 84%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

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“…Moreover, faculty members and curriculum design researchers found a way to use cellphones for extracurricular independent interactive learning [18], after comparing the learning effect of the use of mobile electronic dictionary with the use of printed dictionary, presented that the former could significantly improve the language ability. [2,4] verified that using mobile learning APP could increase the students' vocabulary. The effect that employees using mobile APP for informal learning also attracted the attention of the researchers.…”

Section: Research Of Mobile Learning Behaviormentioning

confidence: 91%

“…Language APP [2][3][4][5] and examination APP have become the mainly used APP types by college students, however, part of mobile learning APPs still exist some faults, such as boring content, logical confusion and poor manufacture, which were not designed and developed from the perspective of user satisfaction. Whether the learning resources are rich, whether the learning goals can be achieved, whether the APPs need to be paid have become users' mostly concerned factors.…”

Section: Introductionmentioning

confidence: 99%

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Liu¹,

Zhang²,

Ye³

et al. 2018

Int. J. Emerg. Technol. Learn.

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Abstract-The main purpose of this study is to construct the user satisfaction structure model of mobile learning APP (software designed that run on mobile devices) from the perspective of the mobile learning participants, and to analyze the influence factors of satisfaction with mobile learning APP. The results of this study show that perceived responsiveness and perceived content are both the important factors that affect user satisfaction with mobile learning APP. Users have high satisfaction with the content conforming to the mobile learning context. Users expect to get immediate feedback in the process of learning, which can improve the learning methods and efficiency.

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“…Furthermore, the learners also built confidence in learning spelling without being afraid of new vocabulary. Shih, Lee and Cheng (2015) concluded by saying "This case study presents a promising future in applying LINE APP, or other similar APPs on a smartphone to ESL learning, for it is not restricted to learning pace, time, and spaces for learners" (p. 2638). As a new tool for language learning and teaching, not only can MALL fit learners' learning needs, but it can also be a complement to CALL.…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

Hong

Yang

2017

RiL

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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students' acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.

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Effects of English Spelling Learning Experience through a Mobile LINE APP for College Students

Cited by 43 publications

References 4 publications

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress

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