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

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 le...

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Bibliographic Details
Published in:International journal of distance education technologies 2017-07, Vol.15 (3), p.15-30
Main Author: Shih, Ru-Chu
Format: Article
Language:English
Subjects:
Business
College Second Language Programs
College Students
Colleges
Colleges & universities
Control Groups
Distance education
Electronic Learning
English for Special Purposes
Experimental Groups
Handheld Devices
Information technology
Instructional Effectiveness
Intermode Differences
Language
Language Laboratories
Language Tests
Learning
Mobile devices
Online instruction
Portable equipment
Second Language Learning
Social networks
Student Attitudes
Student Satisfaction
Students
Teaching
Teaching Methods
User satisfaction
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Summary: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.
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.2017070102