English  |  正體中文  |  简体中文  |  Items with full text/Total items : 65231/98744 (66%)
Visitors : 31959379      Online Users : 3965
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/123240


    Title: Exploring the Effectiveness of LINE for EFL Vocabulary and Reading
    Authors: Liu, Pei-Hsun Emma;Wu, Wen-Chi Vivian
    Keywords: mobile-assisted language learning;English as a foreign language;English reading;English vocabulary;multimedia messaging service;LINE
    Date: 2016-12
    Issue Date: 2023-04-28 17:24:28 (UTC+8)
    Publisher: Tresorix Ltd
    Abstract: The development of mobile technology is rapidly changing the environment and the way of learning in school. In addition to facilitating communication, mobile devices (e.g., smart phones and tablets) have made ubiquitous E-learning more accessible and mobile learning more popular. Multimedia messaging service (MMS), such as WhatsApp and LINE, can deliver richer information, including images, audio and video files, to enhance the interest of English learners. However, whether MMS can help students learn English is of interest. The purpose of this study is to investigate the effectiveness of MMS, LINE in particular, in helping English as a foreign language (EFL) students learn English. The participants were 40 college students enrolled in Freshman English Reading course. Data collection consists of pre- and post-test, MMS messages, student writing, and interviews. Based on the comparison of students’ pre- and post-test, the findings indicate that the LINE-based learning activities helped students familiarize with English vocabulary and improve English reading comprehension. In addition, students who were more engaged in the LINE-based activities tended to have better improvement than those who were less active. In general, most students made improvement and had positive perceptions of the designed activities.
    Relation: International Journal of Learning, Teaching and Educational Research 15(13), p.71-83
    Appears in Collections:[Department of English] Journal Article

    Files in This Item:

    File SizeFormat
    index.html0KbHTML149View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback