中职学生移动英语学习的使用意向与影响因素之教学研究

本文是一篇教学论文，笔者通过对技术接受原始模型和技术接受与使用整合理论模型以及移动学习影响因素的相关研究，设计了问卷调查表。以广西华侨学校英语专业的学生为研究对象，采用问卷调查辅以访谈的形式进行调查。获得的数据使用 SPSS 20.0 对其进行了统计分析。

Chapter 1 Introduction

1.1 Background of research
The  widespread  of  mobile  technology  has  led  to  the  introduction  of  mobile learning that permits moveable learning surroundings and allows learners to access learning materials beyond their conventional classroom situations.
Knowledge  acquisition  is  no  longer  restricted  to  a  certain  place  and  time. Learning in the 21st century, or the digital age, is affected by rapid development of information  and  communication  technologies  and  availability  of  low-cost  mobile devices  (mobile laptops, tablets,  smart phones, personal digital assistants, et cetra), and this has resulted in mobile devices becoming more pervasive.
1.1.1 The rapid development of mobile devices and the Internet
With the rapid development of science and technology, information technology and the Internet have enormously increased the convenience of accessing information for students and public. The price of mobile devices (laptops, tablets, smart phones, personal digital assistants, et cetra) has dropped dramatically over last few years and this  has  helped  increase  popularity  of  use  among  the students.  Thanks  to  the  fast development of handheld communication equipment, the function of mobile device such  as  smartphone and  tablets  like  a  personal  computer  that  has  an  independent operating  system.  With  its  versatile  function  and  reasonable price,  mobile  devices such as smartphone and tablet have become indispensable in people's daily life. In the field of education, a number of Technology Acceptance Model has been developed to examine individuals' acceptance and intention to adopt new technologies in the world of information systems.
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1.2 Purposes and significance of the study
This research aims to investigate secondary vocational school students' intention to use mobile English learning and the factors affecting their intention to use mobile English learning, which may have great significance in both theory and practice.
1.2.1 Purposes of the study
The  purposes  of  this  study  were  to  investigate  which  factors  affect  secondary vocational  school  students'  intention  to  use mobile  English  learning  and  to  help students  and  English  teachers  to  have  a  better  understanding  of  mobile  English learning. Thus, the present study aims to find out answers to the following questions:
Question 1 (Quantitative): What is the overall situation of students’ intention to use mobile English learning?
Question 2 (Quantitative): What are the significant predictors affecting students’ intention to use mobile English learning?
Question 3 (Quantitative): What is the difference between males and females on intention to use mobile English learning?
Question 4 (Qualitative): What factors do students identify as influencing their intention to use mobile English learning?
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Chapter 2 Literature Review

2.1 Definitions of mobile English learning
Mobile English learning refers to learner can obtain English learning resources at anytime and anywhere through mobile Internet with the help of mobile devices such as laptops, tablets, smart phones and personal digital assistants.
At present, there is no consensus on the concept of mobile learning at home and abroad. Different scholars have different definitions from different perspectives. 
The definition of mobile learning by domestic scholars is that mobile learning is a new mode of learning that can be carried out at anytime and anywhere with the help of mobile devices. It is the combination product of infinite communication technology, the Internet technology and modern education. It has the characteristics of mobility, efficiency, universality and personalization (Mo 2011). 
However,  foreign  scholars  believe  that  mobile  learning  is  a  cross-context learning through social and content interaction, using personal electronic devices. The essence of mobile learning is situational learning supported by technology, rather than itself.  The learners  construct  a  spontaneous  learning  environment  by  means  of human-to-human  interaction  with  technology  and  human-to-technology  interaction with personal devices (Wei and Yang 2014). Mobile learning has dealt with mobility from a number of dimensions: mobility of technology, mobility of learners, mobility of educators, and mobility of learning. In literature, researchers have defined mobile learning  from  different  perspectives.  Mobile  learning  mainly  refers  to  the  use  of mobile devices to help students learning at any time and any place. Wood and Homan (2003) specified mobile learning as the technology that changed the way the students communicate, interact, and behave with each other and their perceptions towards their learning. Moreover, McConatha, Praul et al. (2008) has defined mobile learning as the learning that uses of small computing mobile devices. What is more, Hwang, Chen et al. (2014) stated that mobile learning is a  form of E-learning that specifically uses mobile  devices  to  integrate  with  ubiquitous  computing technologies  to  deliver learning contents and supports. In addition, Wolf and Matias (2013)  expressed that mobile learning is not only the learning based on the use of mobile devices but also is mediated  across  multiple  contexts  using  portable  mobile  devices.  Al-Emran  and Shaalan  (2014)  demonstrate  that  M-learning  facilitates  knowledge  sharing  among students and educators while interacting with each other. As a new learning method, mobile English learning has completely broken through the limit of time and space and brought us learning experience anytime and anywhere (Yuan, Xing et al. 2014).
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2.2 Literature analysis of mobile English learning
In  the  present  study,  Mobile,  learning,  and  English  are  used  as  key  words  to search  for  literature  on  webofknowledge.com database  of  clarivate  analytic,  and  a total of 865 relevant literatures were retrieved. By a comprehensive analysis of the year  of publication,  regional  distribution  and  citation  of  these  literatures,  it  can  be seen that mobile learning has become a hot research topic in the past two or three years, especially in China.
2.2.1 Classification by country(region)
Four  conclusions  can  be  drawn  from  statistical  analysis  of  the  documents retrieved by different countries(regions), as shown in Figure 2.1.
First, China attaches great importance to the study of mobile learning and is far ahead of other countries (Lai, Hwang et al. 2016). After China became the world's second  largest  economy,  cultural  exchanges,  import  and  export  trade  and  scientific and technological development have further improved the requirements for English. Under the new situation, English learning has become a strong demand, thus making related research a hot topic. Among the 346 articles in China, of which 145 articles are  from  Taiwan,  China, second  only  to  mainland  China,  all  higher  than  other countries or regions.

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Chapter 3  Methodology ................................. 23
3.1 Research questions ............................. 23
3.2 Subjects ..................................... 23
3.3 Instruments .................................. 24
Chapter 4  Results and Discussion ................................. 29
4.1 Demographic characteristics ................................ 29
4.2 Reliability and validity of the questionnaire............. 29
Chapter 5  Pedagogical Implications and Suggestions ........................... 51
5.1 Administration should strongly advocate mobile English learning ............... 51
5.2 Teachers should integrate mobile English learning into teaching .................. 52

Chapter 5 Pedagogical Implications and Suggestions

5.1 Administration should strongly advocate mobile English learning
With  the  development  of  information  technology,  the  connection  of  English teaching and education information technology is stronger than ever before (Dou and Wen 2015). In the rational utilization of the network, it is necessary to create a good learning environment for students, so as to get the best state of learning outcomes (Liu 2013).  Moreover,  the  development  of  mobile  learning has  a  more  solid  technical reality  with  the  wide  spread  of  mobile  devices.  The  characteristics  of  mobility, multi-orientation, and autonomy provide the practical possibility of language learning to support learners' personalized, interactive and collaborative learning (Hu and Shen 2015).