Abstract
Mobile devices have now completely integrated themselves into our lives; almost everyone now owns at least a smartphone. In accordance with the development of mobile technologies, several studies have indicated that mobile learning systems can break down conventional boundaries and can in fact facilitate learning on the move. Furthermore, access to the internet provides everyone with the opportunity to instantly, and in the case of OER (Open Educational Resources), freely obtain such learning materials. Motivated learners especially can utilize such resources to further their academic endeavours. This presents Taiwanese EFL students with several options in which English-learning can take place. However, can smartphones and similarly capable mobile devices really facilitate mobile learning during fragmented time intervals? Can learners really benefit from these freely accessible learning materials? Taking these questions into consideration, the researcher developed a system for English listening learning based on the research results of several related studies; the 3R Mobile app integrates two different learning strategies, the Three Step Auditory Comprehension Approach and Hulstijn’s 6-Step Procedure, learning material from OER, and eight specially-formulated learning support functions. By comparing the 3R Mobile app with the TED app, we expected this study to explore the potential of mobile technology in Second Language Acquisition (SLA) as well as the benefits of using repurposed OER over its unmodified counterpart. Furthermore, the study also aimed to account for usage patterns owing to the difference in structures of both the designated apps. Eighty-six individuals participated in this study, and were separated into two different groups based on which app they would use to view the 3 videos selected from TED. The experimental group was assigned the 3R Mobile app, developed by the researcher featuring tasks and hints which facilitated learners in contemplating the intended meaning and to make inferences from the context. The 3R Mobile app learning-support functions include a glossary, read-aloud feature, quizzes, model answer display, timestamps which serve to assist learners in learning effectively. On the other hand, the control group installed the default TED app which features a video player, transcripts, and subtitles. Both groups were required to complete a pretest, post-test, and an evaluation questionnaire. Additionally, in order to collect data for the analysis of usage behaviour and patterns, the 3R Mobile app automatically recorded any interactions the participants had with the app while participants in the control group using the TED app were told to keep journals indicating time of use, frequency of use, method of learning, as well as any other notes they might have taken down. An analysis of the data revealed that the participants in the experimental group showed greater improvement than those in the control group, suggesting that the integration of learning strategies and learning-support functions enhanced the learning resources and yielded greater learning results. Finally, this study also provides design guidelines for any other researchers interested in developing their own apps in similar contexts.