政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/75459
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113451/144438 (79%)
造訪人次 : 51278619      線上人數 : 847
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/75459


    題名: 遊戲式行動英語字彙學習APP之學習認知與成效評估研究：以臺灣 EFL 學習者為例
    Assessing the Effects of Mobile Vocabulary Learning APP with Game-Related Functions on Learners’ Learning Perceptions and Performance: A Case Study of Taiwanese EFL Learners
    作者: 黃泓彬
    Huang, Hong Bin
    貢獻者: 陳志銘
    Chen, Chih Ming
    黃泓彬
    Huang, Hong Bin
    關鍵詞: 英語字彙學習
    遊戲式行動學習
    學習認知
    混合研究法
    English Vocabulary Learning
    Mobile Game-Based Learning
    Learners` Perceptions
    Mixed Methodology
    日期: 2014
    上傳時間: 2015-06-01 12:17:40 (UTC+8)
    摘要: 在英語為外語的學習中，英語字彙的習得對於英文能力的提昇扮演極其關鍵的角色，重複背誦法為傳統最常被採用的字彙學習方法。然而，過去的研究已證實此一方法容易造成學習者僅止於被動學習。近年來隨著資訊與通訊科技(ICT)的蓬勃發展，遊戲式行動學習已被證實能有效協助學習者習得並保留知識。因此，本研究探討一款新開發的行動英語字彙學習APP，在有無遊戲相關功能支援下，對於英語字彙學習之學習認知以及學習成效的影響。
    本研究採用混合研究法，使用包括前測、立即後測、延宕後測、問卷、使用者行為分析、半結構式訪談等量化及質化研究工具進行研究。實驗對象為二十名國立政治大學文學院大學部學生，以等組方式隨機分派為採用具遊戲相關功能之行動英語字彙學習APP 的實驗組，以及採用不具遊戲相關功能之行動英語字彙學習APP 的控制組，並以智慧型手機進行為期四週之自主學習活動。結果顯示，採用具遊戲相關功能之行動英語字彙學習APP 的實驗組學習者，其平均字彙習得、字彙保留均顯著優於採用不具遊戲相關功能之行動英語字彙學習APP控制組
    學習者；採用具遊戲相關功能行動之英語字彙學習APP 的實驗組學習者在問卷調查之學習有效性以及滿意度上優於控制組學習者；採用具遊戲相關功能之行動英語字彙學習APP 的實驗組學習者，字彙學習成效與其學習參與程度以及遊戲相關功能使用次數上呈現顯著的正相關；在半結構式訪談中，實驗組學習者提出影響其是否採用具遊戲相關功能之行動英語字彙學習APP 輔助英語字彙學習意願的五大因素，包括介面設計、遊戲設計、內容設計、健康擔憂以及花費。
    綜上所述，本研究證實具遊戲相關功能之行動英語字彙學習APP 具有寓教於樂的特性，為一具備吸引力、有效性之學習輔助工具，不僅能有效協助學習者習得以及保留字彙，亦促使學習者對此種學習方式抱持著正面態度。具遊戲相關功能之行動英語字彙學習APP 的確可改善傳統英語字彙學習方式之諸多侷限，並且協助學習者有效達成學習目標。最後，本研究建議教師以及學習者可以使用具遊戲相關功能之行動英語字彙學習APP 輔助教學與學習，唯特定潛在問題，例如遊戲選擇基準以及成效評估方式，仍須悉心思量；而教育遊戲開發者亦須在教育遊戲之教育目的以及娛樂功能中，取得良好的平衡。
    Many previous studies confirmed that vocabulary learning plays a key role in the processes of foreign language learning, and repetition strategy is still the most widely-used strategy for vocabulary learning. However, it has long been argued that
    repetition strategy may make learners passive, or even indifferent, to their learning.
    With the rapid development of information and communication technology (ICT), mobile game-based learning (MGBL) has been considered as a promising scheme for assisting learners in successfully acquiring and retaining knowledge. Thus, this study assesses the effects of utilizing PHONE Words, which is a novel mobile vocabulary learning APP with game-related functions (MVLA-GF), as a learning tool on learners‘ perceptions and learning performance. A mixed methodology that combines quantitative and qualitative approaches including a pretest, an immediate posttest, a delayed posttest, a questionnaire survey, a usage analysis of MVLA-GF, and a semi-structured interview was adopted in this study. In the 4-week experimental treatment, twenty undergraduate students from
    College of Liberal Arts of National Chengchi University were recruited as the research subjects and were randomly assigned into the experimental group using MVLA-GF and the control group using MVLA-NGF. Analytical results show that the
    mean vocabulary acquisition and vocabulary retention of experimental group using MVLA-GF were both significantly higher than those of control group using MVLA-NGF. Results of the questionnaire confirmed that, in the facilitation of English vocabulary learning, MVLA-GF contributes to higher effectiveness and satisfaction than MVLA-NGF does. Results of Pearson correlation analysis show that learners‘ involvements and dependence on gamification-related functions were positively correlated with their vocabulary learning performance. Five aspects—interface design, gamification design, content design, health concerns, and costs—were proposed as the decisive factors influencing learners‘ perceptions toward using MVLA-GF for supporting English vocabulary learning.
    In conclusion, this study confirmed that MVLA-GF, with its edutainment elements and game attributes, is an appealing, conducive learning tool for augmenting learners‘ vocabulary acquisition and vocabulary retention, and learners generate
    positive perceptions toward using MVLA-GF as a vocabulary learning tool. That is, MVLA-GF can be regarded as a promising, viable learning tool for improving traditional vocabulary learning approaches, which were considered neither effective
    nor attractive. Finally, this study suggested that educators and learners can apply MVLA-GF as a learning tool for English vocabulary learning—with potential issues, such as criteria for educational game evaluation, being attentively taken into account. Educational game developers, on the other hand, should leverage to achieve a balance between education Purpose and entertainment effect of a given educational game.
    參考文獻: Ali, D., & Hossein, K. (2011). Why CALL Why Not MALL: An In-depth Review of Text-message Vocabulary Learning. Theory and Practice in Language Studies, 1 (9), 1150-1159.
    Allen, V. F. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
    Arani, K. A. (2010). Mobile English learning face to face: A blended model. Modern English Teacher, 19 (1), 21-29. Basoglu, E. B., & Akdemir, O. (2010). A comparison of undergraduate students‘ English vocabulary learning: Using mobile PHONEs and flash cards. TOJET, 9 (3), 1-7.
    Bennett, S., & Matont, K. (2010). Beyond the ‗digital natives‘ debate: Towards a more nuanced understanding of students‘ technology experiences. Journal of Computer Assisted Learning, 26, 321-331.
    Brown, J. (2010). Can you hear me now? Training and Development, 64(2): 28-30.
    Caillois, R. (1961). Man, play, and games. New York: Free Press.
    CAUSEweb (n.d.). What Is Game-Based Learning? Retrieved November 10, 2013, from http://serc.carleton.edu/sp/cause/games/whatis.html
    Carter, R. (1987). Vocabulary: Applied linguistic perspectives. London: Unwin Hyman.
    Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40 (1), 78-91.
    Chen, C. M., & Hsu, S. H. (2008). Personalized intelligent mobile learning APP for supporting effective English learning. Educational Technology & Society, 13(3), 153-180.
    Chen, H. C., & Yeh, H. C. (2004). College Student`s Difficulties and Strategies in EFL Vocabulary Learning. Wu Feng Institute of Technology Journal, 12, 107-114.
    Chen, T. C., & Andrew M. (2009). Understanding Taiwanese College Students’Strategies for English Language Learning. Chaoyang Journal of Humanities and Social Sciences, 7 (1),97-130.
    Chinnery, M. G. (2006). Going to the MALL: Mobile Assisted Language Learning. Language Learning and Technology, 1, 9-16.
    Coffey, H (n.d.). Digital game-based learning. Retrieved November 14, 2013, from http://www.learnnc.org/lp/pages/4970
    Crookall, D., Oxford, R. L., & Saunders, D. (1987). Towards a reconceptualization of simulation: From representation to reality. Simulation, Games for Learning, 17,147-171.
    David O. N., Brett E. S., & Brian M. (2009). Cybertext redux: using digital game-based learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22 (5), 409-424.
    Dias, J. (2002). CELL PHONEs in the classroom: Boon or bane? Calling Japan, 10(2), 16-22.
    Dolati, I., & Mikaili,P. (2011). Effects of Instructional Games on Facilitating of Students‘ Vocabulary Learning. Australian Journal of Basic and Applied Sciences, 5(11): 1218-1224,
    Dondi, C., & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3), 502-512.
    Ellis, N. C. (1995). Psychology of foreign language vocabulary acquisition: Implications for CALL. Computer Assisted Language Learning 8(2), 103-128.
    ELLEY, W. B. (1985). Lessons learned about LARIC. New Zealand: University of Canterbury. Ersoz, A. (2000). Six games for the EFL/ESL classroom. The Internet TESL Journal,6, 49-62.
    ETS (2011). New TOEIC Official Test -Preparation Guide III. Taipei: Chun Shin.
    Facer, K., Joiner R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah: mobile gaming and learning? Journal of Computer Assisted Learning, 20, 399-409.
    Fotouhi-Ghazvinchi, F., Earnshaw, R., Robinson, D., & Excell, P. (2009). The MOBO City: A mobile game package for technical language learning. iJIM, 3(2), 19-24.
    Francis, W. N., & Kucera, H. (1982). Frequency analysis of English usage. Boston: Houghton Mifflin Company.
    Franciosi, S. J. (2011). A Comparison of Computer Game and Language-Learning Task Design Using Flow Theory. CALL-EJ, 12(1), 11-25.
    Gairns, R., & Redman, S. (1986). Working with words-A guide to teaching & learning vocabulary. Cambridge: Cambridge University Press.
    Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
    Goodman, D., Bradley, N. Paras, B., Williamson, J., & Bizzochi, J. (2006). Video gaming promotes concussion knowledge acquisition in youth hockey players. Journal of Adolescence, 29, 351- 360.
    Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11, 341-363.
    Griffin, G. (2010). Mobile learning is beyond its tipping point. Retrieved November 9, 2013, from http://www.parrotscience.wordpress.com
    Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Orlando: Naval Air Warfare Center Training APPs Division.
    Harmon, J. M. (1998). Vocabulary teaching and learning in a seventh-grade literature-based classroom. Journal of Adolescent & Adult Literacy, 41(7), 518-529.
    Hogle, J. (1996). Considering games as cognitive tools: In search of effective Edutainment. Retrieved November 14, 2013, from http://twinpinefarm.com/pdfs/games.pdf
    Hung, H. C., & Young, S.C. (2007). Constructing the game-based learning environment on handheld devices to facilitate English vocabulary building. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 348-350.
    Huang, T. L. (1997). An investigation the importance of enhancing vocabulary teaching. The Proceedings of the 6th International Symposium on English Teaching, 322-331. Taipei: Crane Publishing Co.
    Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797.
    Huang, Y. C. (2003). The effects of vocabulary glosses and example sentences on junior high school EFL students` reading comprehension and vocabulary learning. Unpublished master‘s thesis, National Cheng-Kung University,
    Taiwan.
    Hulstijn, J. H., & Atkins, B. T. (1998). Empirical Research on Dictionary Use in
    Foreign-Language Learning: Survey and Discussion. Lexicographical Series
    Major, 88, 7-19.
    Huyen, N. T., & Nga, K. T. (2003). Learning vocabulary through games: The
    effectiveness of learning vocabulary through games. Retrieved October 22, 2013,
    from http://www-asian-efl-journal.com
    Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria: ASCD.
    Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston:
    Allyn & Bacon.
    Juul, J. (2003). The Game, the Player, the World: Looking for a Heart of Gameness.
    Digital Games Research Conference Proceedings, 30-45. Utrecht: Utrecht
    University.
    Kang, J. (2012). Attributes and motivation in game-based learning: a review of the
    literature. Unpublished master‘s thesis, University of Texas, America.
    Ke, F. (2008). Computer games application within alternative classroom goal
    structures: Cognitive, metacognitive, and affective evaluation. Educational
    Technology Research and Development, 56(5), 539-556.
    Kennedy, C., & Levy, M. (2008). Using SMS to support beginners‘ language learning.
    ReCALL, 20(3), 315-350.
    Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental Detectives: PDAs as a
    window into a virtual simulated world. Retrieved October 16, 2013, from
    http://dx.doi.org/10.1109/WMTE.2002.1039227
    Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward.
    Cambridge: Education Arcade.
    Kukulska-Hulme, A. (2006). Learning activities on the move. Retrieved November 10,
    2013, from http:// vsportal2006. googlepages.com/ =KukulskaHulme_2006. pdf
    Kuo, F. I., & Chiang, H. K. (2006). Story animation: Helping students build
    connections between words and pictures in multimedia learning. Retrieved
    September 24, 2013, from
    http://fllcccu.ccu.edu.tw/confernece/2005conference_2/download/C16.pdf
    Laouris, Y., & Eteokleous, N. (2005). We need an educationally relevant definition of
    mobile learning. The Proceedings of the 4th World Conference on Mobile
    Learning, symposium held at Cape Town, South Africa.
    Laufer, B., & Sim, D. (1985). Measuring and explaining the threshold needed for
    English for Academic Purposes texts. Foreign Language Annals, 18, 405-413.
    Laufer, B. (1992). How much lexis is necessary for reading comprehension?
    Vocabulary and Applied Linguistics, 126-132.
    Levy, M. M., & Kennedy, C. (2005). Learning Italian via mobile SMS. Handbook for
    Educators and Trainers, 76-83.
    Li, C. L., Haggard, S., Chen, S. (2010). A Study of Taiwan`s Technical College
    Students` English Learning Strategies. Proceedings of the 2010 International
    Conference on ELT Technological Industry and Book Fair, 136-146. Taiwan:
    National Pingtung University of Science and Technology.
    Liang, T. (1996). Cooperative learning in English education. Proceedings of the 5th
    International Symposium on English Education, 65-71.
    Liao, Y. F. (2004). A survey study of Taiwan EFL Freshmen‘s vocabulary learning
    strategies. Journal of Pingtung Teachers College, 21, 271-288.
    Lim, C. (2008). Global citizenship education, school curriculum and games: Learning
    Mathematics, English and Science as a global citizen. Computers & Education,
    51(3), 1073-1093.
    Lu, M. (2008). Effectiveness of vocabulary learning via mobile PHONE. Journal of
    Computer Assisted Learning, 24, 515-525
    Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and
    evaluation. Computer Assisted Language Learning, 19(1), 15-45.
    Mayer, R. E. (1997). Multimedia learning: are we asking the right questions?
    Educational Psychologist, 32, 1-19.
    McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use
    of games: An exploration by TEEM of the contribution which games can make to
    the education process. Retrieved November 6, 2013, from
    http://reservoir.cent.uji.es/ canals/octeto/es/440
    Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning.
    Language Teaching and Linguistics. 13, 221-246.
    Minoo, A., Mohammad, R., Anani, S., & Zahra L. (2012). Successful Learning of
    Academic Word List via MALL. International Education Studies, 5 (6), 99-109.
    Mitchell, A., & Saville-Smith, C. (2004). The use of computer and video games for
    learning: A review of the literature. London: The Learning and Skills
    Development Agency.
    Monheimer, H. A. (2004). L2 vocabulary acquisition through text reading: Canlexical
    processing strategies help? Unpublished doctoral dissertation, University of
    Pennsylvania, USA.
    Mostakhdemin-Hosseini, A., & Tuimala, J. (2005). Mobile Learning Framework.
    Proceedings IADIS International Conference Mobile Learning, 203-207.
    Mostafa, Z., & Zahra, A. (2013). Exploring the effect of Java mobile dictionaries on
    Iranian EFL students‘ vocabulary learning. International Journal of Research
    Studies in Educational Technology, 3(1), 1-14.
    Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and
    reading comprehension ability. Journal of Language Teaching and Research,
    2(5), 1111-1115.
    Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newbury
    House.
    Nation, I. S. P., & Waring, R. (1997). Vocabulary size, text coverage and word lists.
    The Proceedings of Vocabulary: Description, acquisition, and pedagogy, 6-19.
    Cambridge: Cambridge University Press.
    Nation I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge:
    Cambridge University Press
    National Communication Commission (2013). Penetration rate of mobile PHONEs in
    Taiwan. NCC News, 7(3), 1-14.
    Nutta, J. (1998). Is computer-based grammar instruction as effective as
    teacher-directed grammar instruction for teaching L2 structures? CALICO
    Journal, 16(1), 49-62.
    Oblinger, D. (2006) Simulations, Games and Learning. Educause Quaterly, 29(3),
    5-7.
    O‘Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M., & Lefrere, P. (2003).
    Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn
    project deliverable. Retrieved November 20, 2013, from
    http://www.mobilearn.org/download/results/guidelines.pdf
    Paivio, A. (1986). Mental representations: A dual-coding approach. New York:
    Oxford University Press.
    Pettit, J., & Kukulska-Hulme, A. (2007). Going with the Grain: Mobile Devices in
    Practice. Australasian Journal of Educational Technology, 23(1), 17-33.
    Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2),
    73-75.
    Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
    Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press
    Richard, V. E. (2006). Digital Game-Based Learning: It‘s not just the digital natives
    who are restless. EDUCAUSE Review, 41(2), 17-30.
    Rosas, R., Nussbaumb, M., Cumsillea, P., Marianovb, V., Correaa, M., Floresa, P.,
    Graua, V., Lagosa, F., Lopeza, X., Lopeza, V., Rodriguezb, P. & Salinasa, M.
    (2003). Beyond Nintendo: design and assessment of educational video games for
    first and second grade students. Computers & Education, 40, 71-94.
    Robert, A. (2002). Learner attitudes towards the use of CALL. Computer Assisted
    Language Learning, 15(3), 241-249.
    Roschelle, J. (2003). Unlocking the learning value of wireless mobile devices.
    Journal of Computer Assisted Learning, 19(3), 260-272.
    Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2011). Integrating Learning,
    Problem Solving, and Engagement in Narrative-Centered Learning
    Environments. International Journal of Artificial Intelligence in Education,
    21(2), 115-133.
    Ruddell, M. R., & Shearer, B. A. (2002). ―Extraordinary,‖ ―tremendous,‖
    ―exhilarating,‖ ―magnificent‖: Middle school at-risk students become avid word
    learners with the vocabulary self-collections strategy. Journal of Adolescent
    Adult Literacy, 45(5), 352-363.
    Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video
    games: A self-determination theory approach. Motivation and Emotion, 30(4),
    344-360.
    Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An
    evidence-based study with fifth graders. Computers & Education, 57(1),
    1334–1347.
    Schmitt, N. (1997). Vocabulary learning strategies. The proceedings of Vocabulary:
    Description, acquisition, and pedagogy, 194-210. Cambridge: Cambridge
    University Press.
    Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge
    University Press.
    Schwabe, G., Göth, C. (2005). Mobile Learning with a Mobile Game: Design and
    Motivational Effects. Journal of Computer Assisted Learning, 21, 204-216.
    Shahrokni, S. A. (2009). Second language incidental vocabulary learning: The effect
    of online textual, pictorial, and textual pictorial glosses. TESL-EJ, 13(3).
    Retrieved September 29, 2013, from
    http://www.tesl-ej.org/wordpress/issues/volume13/ej51/ej51a3
    Sharples, M. (2000). The design of personal mobile technologies for lifelong learning.
    Computers & Education, 34, 177-193.
    Sharples, M. (2009). Methods for Evaluating Mobile Learning. Retrieved November
    24, 2013, from http://www.lsri.nottingham.ac.uk/msh/Papers/
    MILRM%20book%20Sharples%20SUBMIT TED.pdf
    Sökmen, A. (1997). Current trends in teaching second language vocabulary. The
    proceedings of Vocabulary: Description, acquisition, and pedagogy, 237-257.
    Cambridge: Cambridge University Press.
    Song, Y., & Fox, R. (2008). Using PDA for undergraduate student incidental
    vocabulary testing. ReCALL, 20(3), 290-314.
    Sousa, D. (2001). How the brain learns: A classroom teacher`s guide. Thousand Oaks:
    Corwin.
    Sprenger, M. (2005). How to teach so students remember. Alexandria: ASCD.
    Stead, G. (2005). Moving mobile into the mainstream. Retrieved November 2, 2013,
    from http://www.ascilite.org.au/conferences/brisbane05/blogs/
    proceedings/53_Stead.pdf
    Stockwell, G. (2010). Using mobile PHONEs for vocabulary activities: Examining
    the effect of the platform. Language Learning & Technology, 14(2), 95-110.
    Stoffer, I. (1995). University Foreign Language Students’ Choice of Vocabulary
    Learning Strategies as Related to Individual Difference Variables. Unpublished
    doctoral dissertation, University of Alabama, Alabama.
    Stokes, B. (2011). Trends in gaming: rethinking mobile. London: Edward Arnold.
    Sukstrienwong, A., & Vongsumedh, P. (2013). Software Development of Word
    Search Game on Smart PHONEs in English Vocabulary Learning. The
    proceedings of the 2013 International Conference on Education and Modern
    Educational Technologies, 37-42.
    Suleyman A. S., Naseer A. J., & Harin S. (2014). Effects of User Age on
    SmartPHONE and Tablet Use, Measured with an Eye-Tracker via Fixation
    Duration, Scan-Path Duration, and Saccades Prop. The proceedings of t he 8th
    HCI International Conference, 3-14.
    Tayebeh M. M., & Amin N. (2012). Mobile-Assisted Language Learning.
    International Journal of Distributed and Parallel APPs, 3(1), 309-319.
    Tarng, W., & Tsai, W. (2010). The Design and Analysis of Learning Effects for a
    Game-based Learning APP. Engineering and Technology, 61, 336-345.
    Thornton, P., & Houser, C. (2005). Using mobile PHONEs in English education in
    Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
    Tobii Technology (2010). Using Eye Tracking to Test Mobile Devices: What to
    Consider and How to Set It Up. Retrieved June 20, 2014, from
    http://www.tobii.com/Global/Analysis/Training/WhitePapers/Tobii_Using_EyeT
    racking_to_Test_Mobile_Devices_WhitePaper.pdf
    Traxler, J. (2005). Defining mobile learning. The Proceedings IADIS International
    Conference Mobile Learning, 261-266.
    Tuzun, H., Yilmaz-Soylu, M., Karakuş, T., İnal, Y., & Kizilkaya, G. (2009). The
    effects of computer games on primary school students` achievement and
    motivation in geography learning. Computers & Education, 52(1), 68-77.
    Uzun, L., Cetinavci, U. R., Korkmaz, S., & Salihoglu, U. M. (2013). Developing and
    applying a foreign language vocabulary learning and practice game: The effect
    of VocaWord. Digital Culture & Education, 5(1), 48-70.
    Valk, J. H., Rashid, A., & Elder, L (2010). Using Mobile PHONEs to improve
    educational outcomes: an analysis of evidence from Asia. IRRODL, 11(1),
    117-40.
    Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and
    vocabulary learning. Language Learning & Technology, 13(2), 48-67.
    You, Y. L., Tsai, J. Y., Chuang, W. C., Kuo, C. F., & Lu, H. Y. (2000). An empirical
    study of the intervention of TVES college students‘ learning difficulties in
    English: Take the engineering-majored students at NYUST as an example. The
    Proceedings of the 9th International Symposium on English Teaching, 640-649.
    Taipei: Crane Publishing.
    Wang, S., & Higgins, M. (2006). Limitations of mobile PHONE learning. CALL
    Journal, 2(1), 3-14.
    Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
    Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., &
    Conkey, C. (2009). Relationships between Game Attributes and Learning
    Outcomes: Review and Research Proposals. Simulation & Gaming, 40(2),
    217-266.
    Winters, N. (2006). What is mobile learning? Nottingham: University of Nottingham.
    Wittgenstein, L. (1953). Philosophical investigations. New York: Macmillan.
    Wu, L. F. (2003). Vocabulary learning strategies among junior college students.
    Journal of Far East University, 23(1), 131-140.
    Wu, S. C. (2002). English vocabulary learning strategies for junior college students in
    Taiwan. The Journal of Hsing Wu College, 31, 269-288.
    Zeinab, A., & Nafiseh, A. M. (2012). Second Language Vocabulary Acquisition in
    CALL and MALL Environments and Their Effect on L2 Vocabulary Retention: A
    Comparative Study. Australian Journal of Basic and Applied Sciences, 6(9),
    109-118.
    描述: 碩士
    國立政治大學
    圖書資訊與檔案學研究所
    101155007
    103
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0101155007
    資料類型: thesis
    顯示於類別:[圖書資訊與檔案學研究所] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    500701.pdf1871KbAdobe PDF2194檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋