Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

• Published in: Journal of computer assisted learning 2019-06, Vol.35 (3), p.359-377
• Main Authors: Wang, Hong‐You, Lin, Vivien, Hwang, Gwo‐Jen, Liu, Gi‐Zen
• Format: Article
• Language: English
• Subjects: Attitudes; Clean technology; Comprehension; Computer Software; Conservation (Environment); context‐aware ubiquitous learning; Correlation; English (Second Language); Green buildings; Handheld Devices; High Achievement; human–computer interaction; informal learning; Information Technology; Instructional Effectiveness; interactive learning environment; language learning; Learning; Listening Comprehension; Listening Skills; Low Achievement; Perceptions; Pretests Posttests; Qualitative analysis; Reading Skills; Second Language Instruction; Second Language Learning; Self Efficacy; Semi Structured Interviews; Skills; Smartphones; Student Attitudes; System effectiveness; Telecommunications; Usability; User satisfaction
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12336

To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self‐efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post‐test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high‐achievement (HA) and low‐achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self‐efficacy showed that a well‐designed context‐aware learning system can help learners enhance self‐efficacy in CAULL mode. Implications for the design of effective context‐ and knowledge‐specific ubiquitous learning systems are provided in the study. Lay Description What is already known about this topic: Context‐aware ubiquitous learning is on the rise. An ecological building and its surroundings are the trend for reducing global warming. Users enjoy using their smartphones and interacting with embedded QR codes in the context. What this paper adds: Explaining the design and development of a context‐aware language learning application for developing users' green technology building knowledge Identifying the effects of perceived usability, usefulness, learner attitude, learner behaviour, self‐efficacy, and contextual factors of using this application Investigating the English reading and listening comprehension development for high‐ability (HA) and low‐ability (LA) groups Implications for practice: A category of English for Scientific Purposes described the new emphasis on science‐ or green technology–based language learning using context‐aware tools. Function usability and smartphone self‐efficacy facilitated the participants' reading and listening skills. Content usefulness and self‐efficacy fostered participants' reading and listening proficiency.