TY - JOUR
T1 - English outside the academic sphere
T2 - A mobile-based context-aware comparison study on collaborative and individual learning
AU - Lin, Chih Chung
AU - Barrett, Neil E.
AU - Liu, Gi Zen
N1 - Funding Information:
We are grateful to the 61 students who participated in the study. This work was supported by the Ministry of Science & Technology in Taiwan (MOST 106‐2511‐S‐006 ‐002 ‐MY2, MOST 105‐2511‐S‐006‐006‐MY3 and MOST 108‐2511‐S‐006‐005‐MY3). This research was also, in part, supported by the Ministry of Education, Taiwan, R.O.C. The Aim for the Top University Project to the National Cheng Kung University (NCKU).
PY - 2020
Y1 - 2020
N2 - Context-aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self-efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile-based ubiquitous learning system combined with a collaborative learning approach to develop Fitness-specific English listening and reading, and fitness knowledge. The researchers recruited two groups of participants, an individual learning group (N = 31) and a collaborative learning group (N = 30), and evaluated their learning performance via pre-and post-tests. In addition, a questionnaire explored the perceived usefulness, usability, follow-up intention of using the system and self-efficacy regarding fitness-specific English. The results show that both groups improved fitness-specific English in terms of listening and reading comprehension. Moreover, collaborative learning was found to facilitate fitness-specific knowledge, and those in the collaborative learning group improved their self-efficacy more than those in the individual learning group.
AB - Context-aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self-efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile-based ubiquitous learning system combined with a collaborative learning approach to develop Fitness-specific English listening and reading, and fitness knowledge. The researchers recruited two groups of participants, an individual learning group (N = 31) and a collaborative learning group (N = 30), and evaluated their learning performance via pre-and post-tests. In addition, a questionnaire explored the perceived usefulness, usability, follow-up intention of using the system and self-efficacy regarding fitness-specific English. The results show that both groups improved fitness-specific English in terms of listening and reading comprehension. Moreover, collaborative learning was found to facilitate fitness-specific knowledge, and those in the collaborative learning group improved their self-efficacy more than those in the individual learning group.
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U2 - 10.1111/jcal.12514
DO - 10.1111/jcal.12514
M3 - Article
AN - SCOPUS:85097498199
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
ER -