Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism
This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted...
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Format: | Article |
Language: | English |
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Frontiers Media S.A.
2021-10-01
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Series: | Frontiers in Psychology |
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Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.624430/full |
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author | Xiao Wang Jing Chen Tingting Zhang Tingting Zhang |
author_facet | Xiao Wang Jing Chen Tingting Zhang Tingting Zhang |
author_sort | Xiao Wang |
collection | DOAJ |
description | This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed. |
first_indexed | 2024-12-14T00:22:17Z |
format | Article |
id | doaj.art-94ea92ac1533464fa565cfc16d3ea51b |
institution | Directory Open Access Journal |
issn | 1664-1078 |
language | English |
last_indexed | 2024-12-14T00:22:17Z |
publishDate | 2021-10-01 |
publisher | Frontiers Media S.A. |
record_format | Article |
series | Frontiers in Psychology |
spelling | doaj.art-94ea92ac1533464fa565cfc16d3ea51b2022-12-21T23:25:10ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-10-011210.3389/fpsyg.2021.624430624430Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning MechanismXiao Wang0Jing Chen1Tingting Zhang2Tingting Zhang3Teaching and Learning Group, The Royal New Zealand Police College, Wellington, New ZealandCollege of Foreign Languages, Huazhong Agricultural University, Wuhan, ChinaFaculty of Education and Social Work, The University of Auckland, Auckland, New ZealandCollege of Foreign Languages, Shanxi University of Finance and Economics, Taiyuan, ChinaThis study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.624430/fullpersonalized mobile learningm-learningself-regulated learning (SRL)English-as-a-foreign language (EFL)grammar learning |
spellingShingle | Xiao Wang Jing Chen Tingting Zhang Tingting Zhang Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism Frontiers in Psychology personalized mobile learning m-learning self-regulated learning (SRL) English-as-a-foreign language (EFL) grammar learning |
title | Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism |
title_full | Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism |
title_fullStr | Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism |
title_full_unstemmed | Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism |
title_short | Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism |
title_sort | facilitating english grammar learning by a personalized mobile assisted system with a self regulated learning mechanism |
topic | personalized mobile learning m-learning self-regulated learning (SRL) English-as-a-foreign language (EFL) grammar learning |
url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.624430/full |
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