Effects of presentation mode on mobile language learning: A performance efficiency perspective

Abstract

This study investigated the effects of simultaneous written text on the comprehension of spoken English as a foreign language, when the text is presented with the aid of a personal digital assistant (PDA) as a learning tool. Eighty-seven university students majoring in applied foreign languages were randomly assigned to either listening with auditory materials only, or listening with identical and concurrent written text. Performance efficiency was used to provide a better indicator of the quality of learning. The results revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension. However, the beneficial effect of the written text did not extend to the subsequent auditory-only passage. The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

“…So a smartphone can be said to be inferior to a laptop only in terms of screen size. However, this also seems to be a temporary problem, as smartphone producers offer larger screen sizes (Chen et al , ) and better resolutions (Nordin et al , ), or LED projectors and touch screen facilities (Wang & Shen, ). Thanks to all these features, smartphones are regarded as one of the most appropriate devices for m‐learning (Yılmaz, ) and possibly increase interest in mobile learning systems (Wu et al , ).…”

“…To illustrate, the review by Wu et al (2012) suggests that most mobile learning studies (86% of 164) present positive outcomes. Not only studies based on the views of teachers (Uzunboylu & Özdamlı, 2011) or students (Chen, Chang & Yen, 2012;Cheon et al, 2012;Gedik, Hancı-Karademirci, Kurşun & Çagıltay, 2012;Menkhoff & Bengtsson, 2012) but also experimental works (Geist, 2011;Shih, Chuang & Hwang, 2010) have found that m-tools including m-phones improve learning. Exceptionally, Kinash et al (2012) reported that undergraduate students were mostly neutral when asked about learning improvement via mobile learning (using iPads).…”

The Trends in Mobile Learning

“…[13] Another study on using mobile devices in ESL learning "revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension." [14] A smaller scale study looked into using mobile phone to produce a weekly 30-second video on a selected topic as part of a language learning tool. In the video performances, the participants suggested that this was an effective learning process that could increase the number of words they spoke in monologue.…”

Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement

“…Mobile learning (m-learning) is a new, promising field (Trifonova & Ronchetti, 2003) that refers to the use of mobile technologies for educational purposes (Chen, Chang, & Yen, 2012). Learning with mobile devices is highly contextualized and experiential within specific domains (Kukulska-Hulme & Traxler, 2005).…”