| Summary: | 碩士 === 國立中央大學 === 資訊管理學系 === 101 === Vocabularies are the most fundamental part when it comes to English studying. The skills of oral, aural, reading and writing of English will be definitely improved as soon as we are able to know more words. The students, however, mostly tend to feel it tedious to memorize all the words due to the lack of leaning motivations during their learning courses.
According to previous studies, although E-learning will be able to improve the willingness of learning, and interactions between learners, it is believed that the mobility and accessibility of E-learning will be the primary problems for users. With the maturity of the wireless network infrastructures and the rapid development of information and communication technology this decade, it has become more and more feasible for us to learn through handheld devices. Therefore, this research will be based on the concept of self-directed learning, and thus designed a ─ new mobile program with vocabulary learning. In addition to the traditional functions, the system also incorporates the concept of community, for instance, the teachers will be able to motivate students through text messages.
Besides the development of the program and teacher supervision platform, a two-week vocabulary learning experiment for students in NCU was held during this research. The purpose of this experiment is for the understanding whether the performance and motivation of students will be influenced by self-directed vocabulary learning, and teachers’ supervision. Our subjects were divided into experimental group and control group during the experiment, which are under two different learning and supervised environment in the system respectively.
Studies have shown that the learning motivation and performance of students in the experimental group, with supervision-enabled mobile program, was significantly better than those in the control group. However, what interesting is that the general response of the experimental group shows that there’s no direct help from the functional supervision of teachers; instead, it was only considered an indirect influence as a function of companionship and reminder. Consequently, it is more about an in-depth analysis of the experimental results, and it then shows that the students in experimental group have a better understanding of the words than those in control group. Percentage of wrong answers of experimental group among the vocabulary test was much lower than the other, and most of the faults are more difficult. In addition, according to the survey, both groups of student were satisfied with the mobile application.
Above all, the result shows that vocabulary learning through mobile phone and teacher supervision can indeed improve the performance and learning motivation of students. This result is expected to be beneficial and inspiring to the later development of the mobile learning researches.
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