| Summary: | 碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 100 === With the trend of internationalization, English has become an essential tool for international communication, but how to increase opportunities of learning English during students’ free time, and to provide learning contents more can closely related with the daily life are the primary research issues of situated English teaching(SET).
In this thesis, a context-aware English vocabulary learning system is constructed for both individual learning and peer learning environments on Facebook. The multiple-choice questions of vocabularies, which are related with the current location, will be proposed on the students’ “wall” when checking-in with mobile devices on Facebook. Students could learn the context-aware vocabularies by answering the questions and enhancing the learning retention. Meanwhile, the interactions, which are the replying and discussion on each vocabulary learning activity, between the friends on Facebook supports students a causal style of peer-learning environment and improves the learning motivation.
The results illustrate that students in experimental group (context-aware learning with Facebook) and control groups (situated learning with Facebook) both improved their English vocabularies learning achievement. Moreover, students in experimental groups represent the learning retention and learning motivation are much better than control groups, which means students using of the context-aware English vocabulary learning system on Facebook can increase both the learning memory effects for a long duration, and motivate students to learn actively.
|
|---|
