The Effect of English for Specific Purposes (ESP) Learning-Language Lab versus Mobile-Assisted Learning

The Effect of English for Specific Purposes (ESP) Learning-Language Lab versus Mobile-Assisted Learning

Ru-Chu Shih (National Pingtung University of Science and Technology, Department of Modern Languages, Pingtung, Taiwan)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/IJDET.2017070102

Abstract

In recent years, the rapid advancement of information technology has had a great impact on our daily life and changed the world in which we operate; in particular, mobile devices have become more portable and powerful than ever. As a result, mobile-assisted language learning (MALL) and ubiquitous learning have been widely adopted in a variety of studies. However, the purpose of this study was to investigate the effects of teaching English for specific purposes (ESP), i.e., the Business Language Testing Service (BULATS) for college students in a language laboratory and through the mobile LINE app. A total of 72 college students were randomly assigned to two groups, a language lab group and a mobile learning group, for 10 weeks of instruction. The findings revealed that the students in the mobile learning group had significantly positive attitudes toward the teaching method and learning content and high user satisfaction. In addition, the learning performance of the students in the mobile learning group was better than that in the language lab group.
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Literature Review

The emergence and evolution of information technologies have had significant impacts on educational technologies. In particular, mobile technology has gradually increased the potential of e-learning as a mode of delivery in education. With the development of mobile technology, mobile learning (also known as m-learning) has become a mainstream research domain. Researchers and scholars from various disciplines and subject areas have spent a great amount of effort in conducting related projects and studies to improve or boost the learner’s learning experience, motivation, interest, or outcomes. Sharples, Arnedillo-Sánchez, Milrad, and Vavoula (2009) noted that over the past decade, mobile learning has grown significantly from a minor research interest into a great number of projects and studies in schools, workplaces, cities and rural areas worldwide. Each project or study has shown how mobile technology can provide new learning opportunities that extend within and beyond the traditional instructor-led classroom.

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