National Cheng Kung University (TAIWAN)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Page: 2852 (abstract only)
ISBN: 978-84-695-3491-5
ISSN: 2340-1117
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Due to the increasing number of development and application of mobile devices with wireless communications, educational institutions have been promoting the use of traditional online learning to the use of mobile learning and context-aware-ubiquitous learning. Along with the development of mobile technologies and English learning, some researchers and instructional designers have been trying to construct new English learning systems and applications. However, the various needs and applicable learning contexts make it difficult for the learners of English to critically select their ideal and appropriate English learning systems. This issue has become an important research topic. Accordingly, it is necessary for interested researchers and instructional designers to develop multi-dimensional evaluation criteria for mobile English systems. Meanwhile, it is also essential to develop an instructional design theory (IDT) for the users of the criteria to choose their preferred English learning systems effectively and efficiently in mobile learning conditions.

The researcher of this study used the research result of a study on networked computer assisted English learning websites—the multi-dimensional evaluation criteria for English learning websites (Liu et al., 2011)—as a developmental foundation to further develop multi-dimensional evaluation criteria for the state-of-the-art mobile learning paradigm. Based on the concept and requirements of paradigm shifts in e-learning (Liu & Hwang, 2010) and of Design Research (Collins et al., 2004), the researcher constructed a set of multi-dimensional evaluation criteria for mobile English learning systems with literature review and practical experiences of mobile English learning systems. These evaluation guidelines were based on web usability, learning materials, functionality of assisting language learning, technology integration, and mobility. In order to achieve this goal, the researcher used a rigorous four-phase procedure and utilized both qualitative and quantitative research methods with university students and professors in Design-based Research to construct and refine the evaluation criteria

In addition, the researcher utilized Formative Research (Reigeluth & Frick, 1999) to develop an instructional design theory (IDT) for the use of the evaluation criteria for mobile English learning systems. The researcher hopes that interested users will take advantage of the well-developed evaluation criteria and the IDT to understand the nature and the use of the evaluation criteria for mobile English learning systems, and that they can select appropriate English learning systems for their learning purposes with effectiveness. It is also expected that educational institutions and instructional designers will make good use of the evaluation criteria to choose and judge proper online learning resources to meet their needs in this Internet Age.
English learning, mobile learning, ubiquitous learning, mobility, evaluation criteria.