Vocabulary Retention via E-Flashcards Aided with Social Media

社群媒體輔助電子閃示卡對單字記憶的影響

翁慈凰(Tzu-Huang Weng) ； 陳怡如(Yi-Ju Chen)

《數位學習科技期刊》 11卷2期 (2019/04) Pp. 57-86

https://doi.org/10.3966/2071260X2019041102003

摘要

With the innovative emergence of smart mobile devices, the potential of mobile-assisted language learning has been recognized globally by English teaching professionals. In particular, numerous smartphone applications on language learning has been created and pedagogical framework designed. In view of this, this study aimed at investigating the influence brought forth by using two applications jointly on learners' intentions to learn English vocabulary: an e-flashcard named ＂Ankidroid Flashcards＂ and a social networking mobile messenger named ＂LINE＂. The result shows that combining these two applications has significantly influenced learners' intentions to study vocabulary. Furthermore, the recall design has significantly influenced learners' intentions, and the interaction function in LINE groups has brought positive influence on learners' intentions.

關鍵字

active recall ； applications ； learning intentions ； spaced repetition ； vocabulary

並列摘要

在行動裝置的年代，行動語言學習已受到全球性的肯定，尤其是應用軟體在教育方面的用途，亦展現了前所未有的潛力。本研究探討在合併使用兩種應用軟體的情形下，學生在英語單字學習意向上的成效。這兩種應用軟體分別為電子閃示卡“Ankidroid Flashcards＂及在亞洲高度風行的“LINE＂社交媒體。從100位自願參加研究的網路語言學習者的學習後問卷分析得知，合併使用這兩種應用軟體確實可使學生在英語單字的學習上有正面的意向，而“Ankidroid Flashcards＂電子閃示卡中的「主動回想」及「間隔重複」兩項幫助記憶的功能，也有助於學習者的正面心態。此外，“LINE＂社交媒體的互動功能亦對學習有正面的影響。

並列關鍵字

主動回想 ； 應用軟體 ； 學習意向 ； 間隔重複 ； 字彙

參考文獻

Abbad, M. M., Morris, D., & De Nahlik, C. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning systems in Jordan. The International Review of Research in Open and Distributed Learning, 10(2), 1-24. doi:10.19173/irrodl.v10i2.596

Alemi, M., & Tayebi, A. (2011). The influence of incidental and intentional vocabulary acquisition and vocabulary strategy use on learning L2 vocabularies. Journal of Language Teaching and Research, 2(1), 81-98. doi:10.4304/jltr.2.1.81-98

Annear, K. D., & Yates, G. C. (2010). Restrictive and supportive parenting: Effects on children’s school affect and emotional responses. The Australian Educational Researcher, 37(1), 63-82. doi:10.1007/BF03216914

Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of secondlanguage vocabulary. Journal of Educational Research, 74(4), 245-248. doi:10.1080/00220671.1981.10885317

Brush, J. A., & Camp, C. J. (1998). Using spaced retrieval as an intervention during speech-language therapy. Clinical Gerontologist, 19(1), 51-64. doi:10.1300/J018v19n01_05