The Effects of Context-aware Mobile Learning on Chinese as a Second Language

• Main Authors: CHEN, CHING-CHIA, 陳靖佳
• Other Authors: 王健華
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/91863496653457175179

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 101 === A mobile activity will be presented in this study with the guidance of learning and practicing Chinese as second language. This learning activity was based on the teaching strategy to design the content. The goal was to enhance learners’ learning motivation, academic achievement and satisfaction. The learning activity was designed with Whole Language Approach, Communicative Language Learning, Task-Based Language Teaching and Hierarchy of Learning that are suitable for Chinese as second language learning over the mobile devices. In this study, it used an experiment (using mobile devices) and a questionnaire for Chinese learners. The subjects of the study are 40 learners of a university in Taiwan. They were divided in to an experimental group and a control group. Before the experiment, it had a pretest to evaluate learners’ levels of the Chinese language. After the experiment, a posttest and a questionnaire survey was conducted. By experimental obtained before and after the test volume scores with the results of the questionnaire data analysis, in order to understand the situation and the effect of subjects learning. The main findings of this research are as follows: 1. Mobile learning could increase learning motivation. 2. Mobile learning could increase academic achievement. 3. Mobile learning could increase satisfaction. 4. Different levels of motivation and academic achievement positively correlated. 5. Different levels of motivation and satisfaction positively correlated. 6. Low level of Chinese learners had a higher academic achievement than high level. 7. Low level of Chinese learners had a higher satisfaction than high level.