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Users' Familiar Situational Contexts Facilitate the Practice of EFL in Elementary Schools with Mobile Devices

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Title: Users' Familiar Situational Contexts Facilitate the Practice of EFL in Elementary Schools with Mobile Devices
Language: English
Authors: Hwang, Wu-Yuin, Chen, Holly S. L.
Source: Computer Assisted Language Learning. 2013 26(2):101-125.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Cultural Context, English (Second Language), Control Groups, Experimental Groups, Speech Communication, Basic Vocabulary, Second Language Learning, Elementary School Students, Handheld Devices, Sentences, Oral Language, Listening Skills, Teaching Methods, Learning Activities, Vocabulary Development, Instructional Materials, Interviews, Second Language Instruction, Asians
Geographic Terms: Taiwan
DOI: 10.1080/09588221.2011.639783
ISSN: 0958-8221
Abstract: It is beneficial for students to experience situational learning, especially for English as a foreign language (EFL) learning. Providing more listening and speaking opportunities could help EFL students with English learning. Our research proposes a listening and speaking practice system employing personal digital assistants (PDAs) for situated learning using contexts with which students would be familiar. The proposed system attempts to help participating EFL students by presenting learning contexts in familiar situations, such as during lunch at school. The results show that the proposed system and designed activities provided EFL elementary school students with listening and speaking practice opportunities in basic vocabulary and simple sentences with the support of familiar, situational learning. In the experiment, the experimental group learned multimedia-based learning materials about food materials at lunch with PDAs. In contrast, the control group learned via paper-based learning materials in class without real contextual support. After the experiment, findings reveal that the experimental group significantly outperformed the control group in learning achievement. By providing recommended sample voices recorded by peers, students in the experimental group could repeatedly listen to the recordings in familiar situations, thus obtaining more opportunities to practice and interact with peers later. The other significant finding is that the number of peers used to practice speaking English in daily contexts, defined as practice diversity, was significantly correlated to learning improvement. That is, when students practiced speaking English with an increased number of peers, in familiar contexts, their English skills improved. After interviews with students, an interesting phenomenon was identified; students in the experimental group extended their learning from school to home. Furthermore, students' learning was not only a deliberate event or situation--learning also took place spontaneously in their daily lives. Therefore, the proposed system and activities can help EFL students, particularly novices, listen to and speak English in familiar situational contexts. (Contains 6 tables, 2 figures and 1 note.)
Abstractor: As Provided
Number of References: 47
Entry Date: 2013
Accession Number: EJ1005239
Database: ERIC
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  Data: Users' Familiar Situational Contexts Facilitate the Practice of EFL in Elementary Schools with Mobile Devices
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  Data: <searchLink fieldCode="AR" term="%22Hwang%2C+Wu-Yuin%22">Hwang, Wu-Yuin</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Holly+S%2E+L%2E%22">Chen, Holly S. L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Computer+Assisted+Language+Learning%22"><i>Computer Assisted Language Learning</i></searchLink>. 2013 26(2):101-125.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/09588221.2011.639783
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  Data: 0958-8221
– Name: Abstract
  Label: Abstract
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  Data: It is beneficial for students to experience situational learning, especially for English as a foreign language (EFL) learning. Providing more listening and speaking opportunities could help EFL students with English learning. Our research proposes a listening and speaking practice system employing personal digital assistants (PDAs) for situated learning using contexts with which students would be familiar. The proposed system attempts to help participating EFL students by presenting learning contexts in familiar situations, such as during lunch at school. The results show that the proposed system and designed activities provided EFL elementary school students with listening and speaking practice opportunities in basic vocabulary and simple sentences with the support of familiar, situational learning. In the experiment, the experimental group learned multimedia-based learning materials about food materials at lunch with PDAs. In contrast, the control group learned via paper-based learning materials in class without real contextual support. After the experiment, findings reveal that the experimental group significantly outperformed the control group in learning achievement. By providing recommended sample voices recorded by peers, students in the experimental group could repeatedly listen to the recordings in familiar situations, thus obtaining more opportunities to practice and interact with peers later. The other significant finding is that the number of peers used to practice speaking English in daily contexts, defined as practice diversity, was significantly correlated to learning improvement. That is, when students practiced speaking English with an increased number of peers, in familiar contexts, their English skills improved. After interviews with students, an interesting phenomenon was identified; students in the experimental group extended their learning from school to home. Furthermore, students' learning was not only a deliberate event or situation--learning also took place spontaneously in their daily lives. Therefore, the proposed system and activities can help EFL students, particularly novices, listen to and speak English in familiar situational contexts. (Contains 6 tables, 2 figures and 1 note.)
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