ABSTRACT

This mixed-methods true experimental study aimed at exploring the results of using mobile technology educationally by looking into learner practices and attitudes towards using iPads in language learning, as well as looking into students’ language achievement as developed by the paperless classroom. Four research questions guided this study. The quantitative analyses were obtained through the test scores and survey questionnaires. The qualitative analyses were obtained through teachers’ weekly reflective journals. This study conducted an Activity Theory based enquiry into iPad implementation for language learning in terms of student motivation, satisfaction, device usefulness and learning effectiveness, and conceptualised a research model to provide insights into learner perceptions of the iPads in an educational setting, which was then analysed through factor analysis.

The experimental results revealed that level one language learners progress in learning English better when using iPads as compared to using textbooks. The experimental phase results were well supported by the results of the survey analyses, which showed a positive relationship between students’ attitudes towards iPad implementation as a means of language learning and their language achievement.

摘要

这项混合方法真正的实验研究旨在通过研究学习者在语言学习中使用 iPad 的实践和态度，以及研究无纸化课堂开发的学生语言成绩，从而探索在教育上使用移动技术的结果。四个研究问题指导了这项研究。通过测试分数和调查问卷获得定量分析。定性分析是通过教师的每周反思期刊获得的。本研究从学生动机、满意度、设备实用性和学习效果等方面对 iPad 语言学习的实施进行了基于活动理论的调查，并概念化了一个研究模型，以深入了解学习者在教育环境中对 iPad 的看法，

实验结果表明，与使用教科书相比，使用 iPad 的语言学习者在学习英语方面取得了更好的进步。调查分析的结果很好地支持了实验阶段的结果，这表明学生对使用 iPad 作为语言学习手段的态度与他们的语言成绩之间存在正相关关系。