Abstract:

In the context of information education in the 21st century, a new type of learning method-mobile learning (M-learning), plays an increasingly important role in education with its characteristics of learning and communication anytime, anywhere, and other advantages. 

The emergence of mobile networks and mobile communication devices has made people's work, life, and study more convenient. Traditional English teaching has been unable to meet people's learning needs for English. The fixed online English learning model in front of computers has gradually been adopted by mobile English learning. Replace. For example, mobile devices such as mobile phones and pads carry more and more English software content, which lays the foundation for English mobile learning.

However, in the face of the slow innovation of mobile learning technology and the mixed phenomenon of the English learning software market, how-to guide mobile learning to play its advantages and help it develop more mature, systematic, and rule-based is an urgent problem be solved.

This article adopts the literature method and questionnaire survey method. Taking 202 college students as the research objects, it explores their acceptance of using mobile devices to learn English and the specific behaviors of college students in mobile English learning and compares and analyzes various mobile communication English software.

The study found that 57.43% of students would choose to use mobile phone software for English learning, and 56.93% of students believed that abundant learning resources were the primary reason for their choice of mobile communication to learn English. Mobile devices do bring convenience to students. Using fragmented time can significantly improve students' learning efficiency. However, the content of the software is complex and diverse, with different functional characteristics. How to create an efficient, intelligent, and comprehensive mobile communication English learning software is our Problem still to be solved.

At the end of the article, the author analyzes the feasibility of mobile communication in English learning based on the connotation and characteristics of mobile learning and further proposes an efficient and convenient application mode of mobile communication in English learning, which is helpful for fragmented English learning. Specific practical significance and reference effect.

Keywords:

Mobile communication, English learning, information technology.