| Summary: | 碩士 === 國立臺灣師範大學 === 英語學系在職進修碩士班 === 102 === Educators are looking into the opportunities and concerns brought by the integration of mobile technologies and language learning. Although m-learning has been thought to be effective and beneficial, few studies have investigated learners’ perception and their readiness towards using these technologies in language learning. The present study intends to explore the relationship between the metacognitive vocabulary and listening learning strategy awareness and the readiness towards mobile-assisted English learning among Taiwanese junior high school EFL students.
In the pilot study, a total of 251 participants completed the four questionnaires as the research instruments: a metacognitive vocabulary learning strategy awareness questionnaire, a Metacognitive Awareness Listening Questionnaire (MALQ), a mobile vocabulary learning readiness questionnaire, and a mobile listening learning readiness questionnaire. Their readiness towards mobile learning was assessed in terms of familiarity, attitude, and experience was assessed. The metacognitive vocabulary learning strategy questionnaire was used to investigate the learners’ awareness of metacognitive vocabulary learning strategies with respect to Selective Attention, Self-Initiation, and Consolidation. The MALQ evaluated their awareness and perceived use of listening strategies in five components, including problem solving, planning-evaluation, directed attention, mental translation, and person knowledge.
After the principal components analysis (PCA), the questionnaires were revised and administered in the main study. A total of 877 copies of questionnaires were collected and analyzed. The results of the analysis revealed that the learners’ current grade levels, proficiency levels and ownership duration had significant influence not only on their readiness towards mobile vocabulary and listening learning, but also on their metacognitive vocabulary and listening strategy awareness. In addition, with the multiple regression analysis, the learners’ awareness of metacognitive vocabulary strategy in general was found to be significantly related to their mobile vocabulary learning readiness. The three aspects of readiness could be good predictors of the learners’ mobile vocabulary learning readiness. Furthermore, it was also found that the learners’ metacognitive listening strategy awareness in general was related to their mobile listening learning readiness. The five components of the awareness except person knowledge were also good predictors of their readiness.
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