Abstract

Many scholars have highlighted the importance of motivation and anxiety in language learning. They have also indicated the advantages of integrating learning content into a mobile-assisted English learning system environment. Meanwhile, a few studies have explored the impacts of a mobile-assisted English learning system on the motivation and English anxiety of elementary school students. This study explores these factors in the English learning achievement of elementary school students by using a mobile-assisted English learning system that includes interesting and interactive games. This study also tries to improve students' learning motivations and decrease their English anxiety through the mobile-assisted English learning system. This quasi-experimental design required 6 weeks to collect the data from the participants. A total of 79 students participated in the experiment, and they were divided into an experimental group and a control group. The students in the experimental group used a mobile-assisted English learning system to learn. Then, they filled out a questionnaire and evaluated whether the system’s operations and their motivation, English anxiety, and perceived usefulness affected their learning achievement. The experimental results indicate that the mobile-assisted English learning system benefits students' learning achievement. Moreover, students with lower levels of English anxiety have better learning achievement than those with higher levels of English anxiety, and higher levels of perceived usefulness result in better learning achievement. These findings could be used as a reference for relevant instructors to find better assisted learning tools and improve students' learning achievement.

摘要

许多学者强调了动机和焦虑在语言学习中的重要性。他们还指出了将学习内容整合到移动辅助英语学习系统环境中的优势。同时，一些研究探讨了移动辅助英语学习系统对小学生学习动机和英语焦虑的影响。本研究通过使用包含有趣和互动游戏的移动辅助英语学习系统来探讨影响小学生英语学习成绩的这些因素。本研究还试图通过移动辅助英语学习系统提高学生的学习动机，减少他们的英语焦虑。这种准实验设计需要 6 周的时间来收集参与者的数据。共有79名学生参加了实验，他们分为实验组和对照组。实验组学生使用移动辅助英语学习系统进行学习。然后，他们填写了一份问卷，并评估了系统的运作和他们的动机、英语焦虑和感知有用性是否影响他们的学习成绩。实验结果表明，移动辅助英语学习系统有利于学生的学习成绩。此外，英语焦虑水平较低的学生比英语焦虑水平较高的学生学习成绩更好，而感知有用性水平越高，学习成绩越好。