| Summary: | 碩士 === 國立臺灣師範大學 === 英語學系在職進修碩士班 === 100 === The study aims to explore the effects of MMS vocabulary learning messages via mobile phones on vocabulary learning for EFL junior high school learners. The content of MMS vocabulary learning messages were presented in four different annotation modes: the textual mode, the audio mode, the pictorial mode, and the audio plus pictorial mode. Different effects of the four annotation modes on vocabulary learning as well as different cognitive load imposed by the different modes were also examined.
Thirty-two eighth graders in central Taiwan were recruited in the study. The participants were sent MMS vocabulary learning messages twice a day at regular time. In the textual annotation mode, the target words were presented with their syntactical categories, L1 translations, and example sentences. In the audio mode, the basic textual information listed in the textual mode was provided with the audio references in which a native speaker read the target words and the example sentences. In the pictorial mode, the basic textual information was presented with the pictures illustrating the meanings of the target words. As for the audio plus pictorial mode, all the textual information, the audio and the pictorial references were all involved. The immediate and the two-week delayed posttests were administered to examine the effectiveness of vocabulary learning via MMS. In addition, a cognitive load measurement was constructed to investigate the cognitive load induced by the different annotation modes. The participants’ attitudes toward the MMS vocabulary learning and their feedback and suggestions were also explored in the post questionnaire. The data was analyzed by one way repeated measure ANOVA.
The results of the study were presented as follows:
Firstly, the participants held positive attitudes towards vocabulary learning via MMS. The participants considered MMS vocabulary learning interesting, effective, and beneficial in terms of vocabulary learning. Besides, MMS vocabulary learning realized the potential of the ubiquitous learning in the mobile learning environment. Next, as for the cognitive load, the cognitive load induced by the audio plus pictorial mode was less than that imposed on the textual mode and the pictorial mode. In addition, the textual mode imposed higher cognitive load on the participants than the audio mode. However, the results did not detect any significant differences in the effects among the four annotation modes on vocabulary learning.
|
|---|
