• International Journal of Contents
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• 제13권3호
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• pp.25-31
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• 2017

With tremendous advancement of information and communication technologies, mobile learning systems have been widely adopted in language learning contexts, and several frameworks have been developed for identifying and categorizing different factors of mobile-assisted language learning (MALL). However, pre-existing frameworks have limitations when evaluating the importance level of criteria. The purpose of this study is to develop a comprehensive hierarchical framework for identifying and categorizing success factors of MALL and prioritizing them according to the importance level. To do that, AHP method is used to quantitatively estimate weight values of MALL criteria. Results reveal that the priority of MALL criteria is ordered as follows: content, system, learner, language learning. Local weights of each criterion are also analyzed; for example, usefulness, accuracy, and authenticity are critical factors for improving MALL contents. Ease of use and mobility of MALL systems are also considered more critical than other systematic factors. In addition, availability of immediate feedback and self-directness has the highest weight values of importance. The findings of the study are discussed regarding hierarchical orders of MALL criteria and conclude that successful MALL implementation may be achieved if related elements are diversely measured and evaluated. Pedagogical implications and suggestions for further research are also presented.

• International Journal of Contents
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• 제12권3호
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• pp.47-53
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• 2016

The purpose of this study was to examine how Korean students accept and use mobile-assisted language learning (MALL) and investigate related factors that potentially affect MALL usage. The participants were 244 undergraduate students who were surveyed with a questionnaire. The research model, which included students' self-efficacy, content reliability, interactivity, perceived enjoyment, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use MALL, was developed based on the technology acceptance model (TAM). The structural equation modeling (SEM) technique was employed in order to analyze the overall results of modified TAM and the research model. The results indicated that TAM was a good theoretical tool to understand students' acceptance of MALL. In addition, all constructs, with the exception of self-efficacy and interactivity, had significant effects on students' acceptance possibilities of MALL. Limitations and suggestions for the further study are also presented.

• 한국컴퓨터정보학회논문지
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• 제28권5호
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• pp.189-196
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• 2023

본 연구는 정보통신기술(IT)의 발전으로 외국어 교육과 학습에서 기존의 전통적인 '훈련과 연습(drill and practice)'의 방법에서 벗어난 '컴퓨터 보조언어학습(Computer-assisted learning: CALL)'과 '모바일 지원 언어학습(Mobile-based Language Learning: MALL)'이 실제로 어학 교육에 미치는 영향을 분석한다. 연구 대상은 비교적 영어 능력이 상대적으로 우수하지 않고, 또한 영어학습에 대한 동기부여를 충분히 느끼지 못하는 전문대학 1학년 학생들을 대상으로 진행하였다. 연구 방법은 멀티미디어 저작 도구를 이용하여 디지털 콘텐츠를 제작하여 이러닝(e-learning) 시스템에 등재하여 교육보조재료로 한 학기 동안 활용한다. 동영상 콘텐츠는 컴퓨터, 스마트폰, 테블릿, 노트북 등 다양한 매체로 접근하여 활용할 수 있도록 구성한다. 동영상 콘텐츠에 대한 설문조사를 통하여 콘텐츠의 구성, 학습에 도움 여부, 보완해야 할 부분, 콘텐츠 접근 빈도, 학습경로 등을 분석한다. 분석의 결과를 통하여 정보통신기술을 활용한 어학 학습의 효과, 교육용 콘텐츠의 개선해야 할 부분 및 교육에 어떻게 활용해야 하는지에 대해 제언한다. 궁극적으로는 '플립러닝((Flipped Learning)'을 위한 컴퓨터 및 모바일 매체에 대한 효용성 분석과 활용방안을 제언한다.

• 한국컴퓨터정보학회논문지
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• 제23권9호
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• pp.65-71
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• 2018

Using mobile technology in educational and learning environments has attracted a lot of attention in recent years. In this mobile environment, mobile phones have been used to enhance the effectiveness of education in the field, which has been recognized through numerous experimental studies so far. The study was proposed and conducted to find out how much the use of mobile phones can have to improve the grammatical knowledge of EFL students. Introduction of 95 intermediate courses to Chungnam area The second grade students of 4-year college participated in this study. Everyone in the experimental and control groups was given the opportunity to review and recur to use the six grammar formats, including the current complete tense, simple past tense, direct and indirect question sentences, and comparative and superative-based methods. During the class discussion, the participants of the group record their voice on their cell phones, analyze the mistakes in the expressions recorded as a task after the class, and explain the results in the next session. However, in the class of the control group participants, this recording process is omitted. Participants benefited from mobile learning were much more positive in multidimensional grammar tests than those in control groups.