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Effects of Learning English Maxim through M-Learning with Different Content Representation

机译：通过不同内容表示形式的M-Learning学习英语Maxim的效果

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English maxim is the important elements when it refers to foreign language performance. Learning tools assisted by mobile technology (M-Learning) has been proved to be a great one to learners for self-learning anytime and anywhere. The participants of the study were selected from one large university in the middle of Taiwan. The researchers chose participants from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). One hundred and twenty-one students were from DFL, and 137 students were from DNFL. In accordance with learner's short-term memory (STM) ability, the researchers divided learners into four quadrants. Quadrants 1(Q1) consists of learners with higher STM ability in verbal and higher STM ability in visual. Quadrants 2(Q2) comprises learners with lower STM ability in verbal and higher STM ability in visual. Quadrants 3(Q3) includes learners with lower STM ability in verbal and lower STM ability in visual. Quadrants 4(Q4) is composed of learners with higher STM ability in verbal and lower STM ability in visual. Besides, Learning Content Representation (LCR) Types are clarified into three types (Type A, B, C) according to two main learning modes (verbal mode and visual mode). The research question is that for learners with different learning preferences (Q1, Q2, Q3, Q4), how Learning Content Representation Types (LCR type A, B, C) affect the learning outcome of English maxims? Our findings showed providing learning content with pictorial annotation (Type A) could aid learners with lower verbal ability and higher visual ability (Q2) to have better outcomes because these learners find it easier to learn content presented in a visual form rather than in a verbal form. Providing learning content with both written and pictorial annotation (Type C) can assist learners with higher verbal ability and higher visual ability (Ql) in the recognition test. According to the Cognitive Load theory, providing too much information might cause a higher cognitive load and lead to irritation and lack of concentration. It implied that providing basic learning materials (only written annotation, Type B) is notably helpful to learners with lower verbal ability and lower visual ability (Q3). The research results could provide instructors or learners as learning strategies to promote their English ability.
机译：英语格言是指外语表现的重要要素。事实证明，借助移动技术（M-Learning）辅助的学习工具是学习者随时随地进行自我学习的绝佳工具。研究参与者选自台湾中部的一所大型大学。研究人员从外语系（DFL）和非外语系（DNFL）选择了参与者。来自DFL的121名学生和来自DNFL的137名学生。根据学习者的短期记忆（STM）能力，研究人员将学习者分为四个象限。象限1（Q1）由具有较高STM语言能力和STM视觉能力的学习者组成。象限2（Q2）包括语言能力较低的STM能力和视觉能力较高的STM学习者。象限3（Q3）包括语言能力较低的STM能力和视觉能力较低的STM学习者。象限4（Q4）由具有较高STM语言能力和较低STM语言能力的学习者组成。此外，根据两种主要的学习模式（语言模式和视觉模式），将学习内容表示（LCR）类型分为三种类型（A，B，C）。研究的问题是，对于具有不同学习偏好（Q1，Q2，Q3，Q4）的学习者，学习内容表示类型（LCR类型A，B，C）如何影响英语格言的学习结果？我们的研究结果表明，为学习内容提供图形注释（A型）可以帮助具有较低语言能力和较高视觉能力（Q2）的学习者获得更好的结果，因为这些学习者发现学习以视觉形式而非口头形式呈现的内容更容易形成。提供带有书面注释和图画注释（类型C）的学习内容可以帮助学习者在识别测试中具有较高的语言能力和较高的视觉能力（Q1）。根据认知负荷理论，提供过多信息可能会导致较高的认知负荷，并导致刺激和注意力不集中。这意味着提供基本的学习材料（仅书面注解，B型）对于语言能力和视觉能力较低的学习者（Q3）特别有用。研究结果可以为教师或学习者提供提高他们英语能力的学习策略。

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