| Abstract: | 本研究主要研究手機行動裝置在英語教學課的使用。本研究以問卷方式調查手機行動裝置在教學使用情形。為了有效地完成調查，我們確定選擇使用Google線上調查為工具，問卷有56題。問題11至56基於李克特量表五項反應類型（1“非常不同意”至5“非常同意”）。受試者共十二位包含台灣教師或外國英語母語教師。分析以SPSS軟體，以T考驗與ANOVA分析。本研究顯示台灣和非母語外語教師在課堂上使用手機教學行為的差異，結果顯示外籍教師較能接受以手機行動裝置補助英語教學，台灣教師相對保守，同時較為擔心手機使用影響學習成效，最後討論台灣與外籍教師使用手機行動裝置補助教學對於跨文化以及課堂教學技巧和策略的影響與看法。
One of the most recent changes in English language teaching has been the use of mobile devices.
This study will focus mainly on the usage of the mobile phone in language classes.
The present article is an introduction to mobile-assisted language learning (MALL) and some it offers some practical ideas for using mobile technology in class. These devices can definitely be a great resource and teachers need to know the best ways of using them before they can introduce their students to mobile-assisted language learning.
Mobile-assisted language learning, a successor of computer-assisted language learning, is a new phase in second and foreign language learning. Students show interest in using mobile devices in order to practice languages. Researchers have concluded, ”we need to re-conceptualize learning for the mobile age” (Sharples and al, 2005).
Mobile devices include smart phones, palmtops, PDAs, tablet PCs, laptop computers and personal media players.
Mobile learning is a young field but there is a lot of research on this topic. As mobile devices become more powerful, cheaper, easier to use, the study of mobile-assisted language learning becomes a necessity. “MALL offers to all learners an unprecedented range of learning possibilities that expand outside the limitations of traditional learning spaces.” MALL can be successfully used outside the classroom, as well as in the classroom and in resource-poor environments. The potential of MALL is enormous and by studying this field, we can learn how to make the most out of it. However, there are a lot of pitfalls along the way that we must be aware of. This study aims to look at key aspects of mobile-assisted language learning and examples of activities.
MALL offers us the great advantage of transcending time and place boundaries, and thus allowing us to interact with peers from another part of the world, as well as accessing learning material. However, with the new research in MALL, new techniques are implemented in order to make us benefit from these new devices.
In order to complete the survey efficiently, it was identified that using Google Documents to create a cost effective and functional survey was chosen. The international survey was comprised of 56 questions. Questions 11 to 56 were based on the Likert scale five-item response type (1 “Strongly Disagree” to 5 “Strongly Agree”). The target audience was organizations comprising of teachers, either native Taiwanese teachers or Foreign native English speaking teachers, and instructors who were perceived to use MALL in their classes or lectures.
This study concludes by showing how different native and non-native foreign language instructors use MALL in their classrooms, and their views on its usage in influencing cross-cultural communication and teaching techniques and strategies in the classroom. |
