Title: Effects Of Short-Term Memory And Content Representation Type On Mobile Language Learning.
Journal: Languange Learning and Technology, Volume 12, Number 3, Pg 93-113
Author: 1. Nian-Shing Chen from National Sun Yat-sen University
2. Sheng-Wen Hsieh from Far East University
3 Kinshuk, Athabasca University
2. Sheng-Wen Hsieh from Far East University
3 Kinshuk, Athabasca University
1. Summary of the article
As now, mobile phone has become an important asset to people. It acts not just as connection tool but it also now acts as interactive media that consists of variety of functions. Due to that, the way of learning has been introduced through mobile or what has been called Mobile learning or M-learning (Sharples, 2000). This can be implemented by delivering learning content through mobile phones.
However, there are still researchers who doubt to accept the reality of learning language through mobile devices. This is because they typically agree that mobile devices such as PDAs and mobile phones serve only as an extension for learning and they do not replace existing learning tools.
The research is basically addresses the issue of content adaptation in mobile language learning environments. According to the authors, based from their analysis through the past literature review, they found that learner’s STM ability is an important issue for studying learning outcomes and that examining learning outcomes from just the Multi-Store Model (Atkinson & Shiffrin, 1968) which consists of three types of memory: Sensory Memory, Short-Term Memory (STM) and Long-Term Memory (LTM)
1.1 Aims of research
The aim of the research is to explore how to better match different strategies Learning Content Representation (LCR) types for presenting English vocabulary learning content with learners’ individual Short-Term Memory (STM) ability (verbal or visual) using mobile phones, and examine how the relationship affects English vocabulary learning environments.
The aim of the research is to explore how to better match different strategies Learning Content Representation (LCR) types for presenting English vocabulary learning content with learners’ individual Short-Term Memory (STM) ability (verbal or visual) using mobile phones, and examine how the relationship affects English vocabulary learning environments.
1.2 Methodology
The methodology of the research is that the authors came up with few research questions that deliver annotation-based learning content to learners with good verbal ability will result in better learning outcomes. The questions are based on delivering picture annotation-based learning content to learners with good visual ability would result in better learning outcomes. Besides, this study also looks on the impact of content with both written and pictorial annotation on learners with different Short-Term Memory (STM) abilities. In spite of the quantitative method used by the authors, they also did a group interview whereas 8 participants were selected. During the interviews, learners were asked three modified open-ended questions that were originally proposed by Al-Seghayer (2001).
The methodology of the research is that the authors came up with few research questions that deliver annotation-based learning content to learners with good verbal ability will result in better learning outcomes. The questions are based on delivering picture annotation-based learning content to learners with good visual ability would result in better learning outcomes. Besides, this study also looks on the impact of content with both written and pictorial annotation on learners with different Short-Term Memory (STM) abilities. In spite of the quantitative method used by the authors, they also did a group interview whereas 8 participants were selected. During the interviews, learners were asked three modified open-ended questions that were originally proposed by Al-Seghayer (2001).
1.3 Subjects/Samples
The participants of the research were among ESL students in four classes from the Industrial Technology Education Department from Kaohsiung and Information Management Department of Far East University. All the respondents were categorized into four groups according to their different STM abilities.
The participants of the research were among ESL students in four classes from the Industrial Technology Education Department from Kaohsiung and Information Management Department of Far East University. All the respondents were categorized into four groups according to their different STM abilities.
1.4 Findings
In short, through quantitative research by the authors, it shows that lower verbal and higher visual ability will benefit more from learning content with pictorial annotation than from content with no annotation. It also shows that pictorial annotation can help learning and memorizing more than without annotation. It is proven based from both quantitative and qualitative research findings that the most suitable method to help these learners study in the mobile language learning environment is to provide them with more pictorial and less written annotation. Results also shows that by providing the basic learning materials can actually help the learners with lower verbal visual ability to learn better. Thus, by providing pictorial annotation in a mobile language learning environment can help learners with both lower verbal and higher visual ability to learn as they are cognitively better equipped for learning content presented in visual form. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Due to that, their findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities.
2. Reactions towards the research
In short, through quantitative research by the authors, it shows that lower verbal and higher visual ability will benefit more from learning content with pictorial annotation than from content with no annotation. It also shows that pictorial annotation can help learning and memorizing more than without annotation. It is proven based from both quantitative and qualitative research findings that the most suitable method to help these learners study in the mobile language learning environment is to provide them with more pictorial and less written annotation. Results also shows that by providing the basic learning materials can actually help the learners with lower verbal visual ability to learn better. Thus, by providing pictorial annotation in a mobile language learning environment can help learners with both lower verbal and higher visual ability to learn as they are cognitively better equipped for learning content presented in visual form. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Due to that, their findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities.
2. Reactions towards the research
The research brings to a new perspective towards the new way of learning languages. Like what been learnt in PELT, traditional teaching method which is chalk and talk will not make a great impact rather than technologies did. Students are now more motivated in technologies learning in class. I could see the difference in the students through my practicum last semester.
However, in this research, the researchers were too focusing on the representation of mobile phone rather than the implementation of it towards the students. Besides, the scope of the research was on University and college students who are already mature enough to use the technology. The authors should be more focused on the school children as well due to the percentage of mobile user among them are also increasing. This research can also be improved if it gives a more detail explanation on the early use of Mobile Learning. This is due to not all of the viewers will have the schemata on the learning system of the technology.
The research was also not in being studied in general as it is known that Malaysia is just a developing country and technologies are not as highly develop like US or Japan. Our technologies are not as rapid as those countries. If it is implemented in this country, it may not being fulfill by all types of people especially in rural areas. Besides, not all of the children are able to own a high technology mobile that can support the process of M-Learning. Yet, it gives the people in this country to a challenge that we are far left behind from them.
Your review is rather confusing.
ReplyDelete6.3/10