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Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices

机译：用户熟悉的情境可以促进小学阶段使用移动设备进行EFL的实践

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摘要

It is beneficial for students to experience situational learning, especially for English as a foreign language (EFL) learning. Providing more listening and speaking opportunities could help EFL students with English learning. Our research proposes a listening and speaking practice system employing personal digital assistants (PDAs) for situated learning using contexts with which students would be familiar. The proposed system attempts to help participating EFL students by presenting learning contexts in familiar situations, such as during lunch at school. The results show that the proposed system and designed activities provided EFL elementary school students with listening and speaking practice opportunities in basic vocabulary and simple sentences with the support of familiar, situational learning. In the experiment, the experimental group learned multimedia-based learning materials about food materials at lunch with PDAs. In contrast, the control group learned via paper-based learning materials in class without real contextual support. After the experiment, findings reveal that the experimental group significantly outperformed the control group in learning achievement. By providing recommended sample voices recorded by peers, students in the experimental group could repeatedly listen to the recordings in familiar situations, thus obtaining more opportunities to practice and interact with peers later. The other significant finding is that the number of peers used to practice speaking English in daily contexts, defined as practice diversity, was significantly correlated to learning improvement. That is, when students practiced speaking English with an increased number of peers, in familiar contexts, their English skills improved. After interviews with students, an interesting phenomenon was identified; students in the experimental group extended their learning from school to home. Furthermore, students' learning was not only a deliberate event or situation - learning also took place spontaneously in their daily lives. Therefore, the proposed system and activities can help EFL students, particularly novices, listen to and speak English in familiar situational contexts.
机译：对学生而言，体验情境学习是有益的，尤其对于英语作为外语（EFL）学习而言。提供更多的听和说的机会可以帮助EFL学生学习英语。我们的研究提出了一个听和说的练习系统，该系统使用个人数字助理（PDA）进行学生会熟悉的情境中的情境学习。拟议的系统试图通过在熟悉的情况下（例如在学校午餐期间）呈现学习环境来帮助参加EFL的学生。结果表明，所提出的系统和设计的活动在熟悉的情境学习的支持下，为EFL小学生提供了基本词汇和简单句子的听力和口语练习机会。在实验中，实验小组在与PDA午餐时学习了有关食物材料的基于多媒体的学习材料。相比之下，对照组在没有真正上下文支持的情况下通过纸质学习材料在课堂上学习。实验后的发现表明，在学习成绩上，实验组明显优于对照组。通过提供由同伴录制的推荐示例声音，实验组的学生可以在熟悉的情况下反复听录音，从而获得更多的机会，以后可以与同伴练习和互动。另一个重要发现是，习惯于在日常情况下练习英语口语的同伴的数量（定义为练习多样性）与学习改善显着相关。也就是说，当学生在越来越多的同龄人中练习说英语时，在熟悉的环境中，他们的英语技能得到了提高。在与学生面试后，发现了一个有趣的现象。实验小组的学生将学习范围从学校扩展到了家庭。此外，学生的学习不仅是故意的事件或情况-学习也在日常生活中自发发生。因此，建议的系统和活动可以帮助EFL学生（尤其是新手）在熟悉的情境中听和说英语。

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