The Effectiveness of Incorporating M-learning with Reciprocal-teaching on Elementary Students English Story Reading

• Main Authors: Sue-Huei Chou, 周淑惠
• Other Authors: Ping-Yeh Tsai
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/42104518939190016258

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 102 === The purpose of this research was to investigate the impacts of Ｍ-learning for studying with English readers on primary students’ learning interactive in the classroom, students’ attitude of mobile assisted language learning, students’ satisfaction of English readers and students’ effectiveness of reading comprehension . A total of 200 students were grouped by randomization into 4 groups, which were M-learning with reciprocal teaching, M-learning with traditional teaching, reciprocal teaching only and traditional teaching only. These 4 groups participated experimental teaching in this study for 4 classes total 160 minutes. Each of 4 groups took Pretest-Posttest of “Questionary of interactive learning ”, ” Questionary of students’ attitude of mobile assisted language learning”, “Questionary of Reading satisfication”, and “Reading comprehension quiz” as research tools. The collected data analyzed using descriptive statistics, t-test, and one-way ANOVA. The results are as follow: 1. Compared 4 groups’ effectiveness of learning interactive in the classroom, satisfaction of English readers . The goups with M-leranig were better than the groups without M-learning and significant. 2. Compared 4 groups’ effectiveness of reading comprehension, the 4 groups were not found signifaicant. 3. Compared 2 groups effectivness of attitude of mobile assisted language learning, there were not found signifaicant.