Abstract
Mobile devices are now widely owned and available to the majority of people. While the affordances of mobile learning include supporting a more personalized, authentic, situated learning based on the findings of many studies, it is crucial and urgent to start rethink pedagogy and learning using mobile devices. Additionally, as the concept of augmented reality (AR) enables learners to receive additional, valuable information in a real setting, this study, thus, aims to investigate the effects of a mobile-based augmented reality simulation learning system for English vocabulary acquisition on learners of different learning styles (field independence/dependence, FI/FD) and English proficiency (high/low) in terms of learning outcome and motivation. An experimental research design was used in this study to identify any differences between FI, FD students and high/low English proficiency learners. The results showed that FD learners benefitted significantly from the mobile AR instruction on learning outcome; there was a borderline significant difference between high and low English proficiency learners on learning outcome; and neither learning styles nor English proficiency affected learning motivation after the mobile AR instruction was applied. From the findings of the present study, individual differences should be considered when a new instructional approach is applied in order to make learning more effective and motivating.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alptekin, C., & Atakan, S. (1990). Field dependence-independence and hemisphericity as variables in L2 achievement. Second Language Research, 6(2), 135–149.
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.
Azuma, R. T. (1997). A survey of augmented reality. Presence-Teleoperators and Virtual Environments, 6(4), 355–385.
Barab, S. (2002). Human-field interaction as mediated by mobile computers. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 533–537). Mahwah, NJ: Lawrence Erlbaum.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life. New York, NY: The Guilford Press.
Bormuth, J. R. (1966). Readability: A new approach. Reading Research Quarterly, 1(3), 79–132.
Brown, H. D. (1987). Principles of language learning and teaching (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–41.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.
Chang, V. W. (2011). English education in Taiwan: Current situation and examination. Journal of Educational Resources and Research, 69, 129–144.
Chapelle, C., & Green, P. (1992). Field Independence/Dependence in second-language acquisition research. Language Learning, 42, 47–83.
Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36, 27–45.
Chen, C. M., & Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341–364.
Chen, C. M., & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638–652.
Chuo, T.-W. I. (2004). The application of computer technology in foreign language instruction. Languages, Literacy Studies and International Studies, 1, 15–33.
Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. English Language Teachers, 48, 162–172.
Davis, F. (1944). Fundamental factors in comprehension in reading. Psychometrika, 9, 185–190.
Davis, F. (1968). Research in comprehension in reading. Reading Research Quarterly, 4, 499–545.
Day, R. (1984). Student participation in the ESL classroom or some imperfections in practice. Language Learning, 34(3), 69–102.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. L. Long (Eds.), The handbook of second language acquisition (pp. 589–630). Oxford, England: Blackwell.
Dugard, P., & Todman, J. (1995). Analysis of pre-test-post-test control group designs in educational research. Educational Psychology, 15(2), 181–198.
Goodenough, D. R. (1986). History of the field dependence construct. In M. Bertini, L. Pizzamiglio, & S. Wapner (Eds.), Field dependence in psychological theory, research, and application-two symposia in memory of Herman A. Witkin (pp. 5–13). Hillsdale, NJ: Lawrence Erlbaum.
Gu, Y. (2003). Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37(1), 73–104.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679.
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia.
Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415.
Huang, H. T. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64–82.
Huang, S. C., & Tsai, R. R. (2003). A comparison between high and low English proficiency learners’ beliefs.
Hunt, A., & Beglar, D. (2002). Current research and practice in teaching vocabulary. Methodology in language teaching: An anthology of current practice (pp. 258–266). Cambridge, England: Cambridge University Press.
Keefe, J. W. (1979). Learning style overview. In Student learning styles: Diagnosing and prescribing programs (pp. 1–18). Reston, VA: National Association of Secondary School Principals.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
Keller, J. M., & Suzuki, K. (2004). October). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229–239.
Khatib, M., & Hosseinpur, R. (2011). On the validity of the Group Embedded Figure Test (GEFT). Journal Of Language Teaching And Research, 2(3), 640–648.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73, 445–464.
Kraus, L. A., Reed, W. M., & Fitzgerald, G. E. (2001). The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: A case-based hypermedia environment. Computers in Human Behavior, 17(1), 125–140.
Lai, Y. C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly, 43(2), 255–280.
Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55, 630–643.
Marshall, C., & Rossman, G. B. (1989). Designing qualitative research. Newbury Park, CA: Sage.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner (Research in Education Series No. 7). Toronto, ON: The Ontario Institute for Studies in Education.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–46.
Ogata, H., & Yano, Y. (2004). Context-aware support for computer-supported ubiquitous learning. Paper presented at the 2nd IEEE international workshop on wireless and mobile technologies in education, JhongLi, Taiwan, March.
Oxford, R., & Anderson, N. (1995). A crosscultural view of learning styles. Language Teaching, 28, 201–221.
Park, C. C., Endo, R., & Goodwin, A. L. (Eds.). (2006). Asian and Pacific American education: Learning, socialization and identity. Charlotte, NC: Information Age Publishing.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Seliger, H. W. (1977). Does practice make perfect? A study of’ interaction patterns and L2 competence. Language Learning, 27, 263–278.
Shahrokni, S. A. (2009). Second language incidental vocabulary learning: The effect of online textual, pictorial, and textual pictorial glosses. TESL-EJ, 13(3). Retrieved Jan 1, 2015 from http://www.tesl-ej.org/wordpress/issues/volume13/ej51/ej51a3/.
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371–413.
Su, M. H. M. (2005). A study of EFL technological and vocational college students’ language learning strategies and their self-perceived English proficiency. Electronic Journal of Foreign Language Teaching, 2(1), 44–56.
Wade, V. P., & Ashman, H. (2007). Guest editors’ introduction: Evolving the infrastructure for technology-enhanced distance learning. IEEE Internet Computing, 3, 16–18.
Wilkins, D. A. (1972). Linguistics in language teaching. London, England: Edward Arnold.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: Essence and origins- Field dependence and field independence. Psychological Issues Monograph, 51, 1–141.
Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A Manual for the Embedded Figures Tests. Palo Alto, CA: Consulting Psychologists Press.
Wong, L. H., & Looi, C. K. (2010). Vocabulary learning by mobile-assisted authentic content creation and social meaning-making: Two case studies. Journal of Computer Assisted learning, 26(5), 421–433.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
Wyss, R. (2002). Field independent/dependent learning styles and L2 acquisition. Computer data on-line. The weekly column article 102. Retrieved from http://www.eltnewsletter.com/back/June2002/art1022002.htm
Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of picture and annotation types. CALICO Journal, 20(1), 33–58.
Acknowledgments
This paper is dedicated to Dr. Chien-Hwa Wang, Dr. Huey-Kang Sytwu, Dr. Shuh-Jen Sheu, the Sytwu brothers, and Hegel Tsai, who helped and guided me all the way.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix A: Motivation Questionnaire
Appendix A: Motivation Questionnaire
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Sytwu, TA., Wang, CH. (2016). An Investigation of the Effects of Individual Differences on Mobile-Based Augmented Reality English Vocabulary Learning. In: Churchill, D., Lu, J., Chiu, T., Fox, B. (eds) Mobile Learning Design. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-0027-0_23
Download citation
DOI: https://doi.org/10.1007/978-981-10-0027-0_23
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0025-6
Online ISBN: 978-981-10-0027-0
eBook Packages: EducationEducation (R0)