Investigating the impact of context-awareness smart learning mechanism on EFL conversation learning

References

• Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57–73. https://doi.org/10.1007/s12528-019-09207-0
   Web of Science ®Google Scholar
• Ávila-Cabrera, J. J., & Rodríguez-Arancón, P. (2021). The use of active subtitling activities for students of tourism in order to improve their English writing production. Ibérica, 41(41), 155–180. https://doi.org/10.17398/2340-2784.41.155
   Google Scholar
• Banerjee, S., Deb, K., Das, A., & Bag, R. (2021). A Survey on the Use of Adaptive Learning Techniques Towards Learning Personalization. In M. Khosrow-Pour D.B.A. (Ed.), Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 790–808). IGI Global.
   Google Scholar
• Barradell, S., Blackstock, F. C., Tang, C. Y., & Leo, J. (2017). “Being absorbed in that environment … It’s just so beneficial”–the experiences of physiotherapy students in a situated learning pilot study. International Journal of Practice-based Learning in Health Social Care, 5(1), 12–23. https://doi.org/10.18552/ijpblhsc.v5i1.388
   Google Scholar
• Chen, M.-P., Wang, L.-C., Zou, D., Lin, S.-Y., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers & Education, 140, 103602. https://doi.org/10.1016/j.compedu.2019.103602
   Web of Science ®Google Scholar
• Chen, N.-S., Cheng, I.-L., & Chew, S. W. (2016). Evolution is not enough: Revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581. https://doi.org/10.1007/s40593-016-0108-x
   Web of Science ®Google Scholar
• Chen, & Li. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341–364. https://doi.org/10.1080/10494820802602329
   Google Scholar
• Choi, J. F. (2016). Gamification in smart learning design to enhance speaking skills for EFL young learners. Journal of Korea Game Society, 16(3), 7–16. https://doi.org/10.7583/JKGS.2016.16.3.7
   Google Scholar
• Chusanachoti, R. (2009). EFL learning through language activities outside the classroom: A case study of English education students in Thailand. Michigan State University.
   Google Scholar
• Dokukina, I., & Gumanova, J. (2020). The rise of chatbots–new personal assistants in foreign language learning. Procedia Computer Science, 169, 542–546. https://doi.org/10.1016/j.procs.2020.02.212
   Google Scholar
• Dunbar, N. E., Brooks, C. F., & Kubicka-Miller, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess communication skills. Innovative Higher Education, 31(2), 115–128. https://doi.org/10.1007/s10755-006-9012-x
   Google Scholar
• Gómez, J. E., Huete, J. F., & Hernandez, V. L. (2016). A contextualized system for supporting active learning. IEEE Transactions on Learning Technologies, 9(2), 196–202. https://doi.org/10.1109/TLT.2016.2531685
   Google Scholar
• Gros, B. (2016). The design of smart educational environments. Smart Learning Environments, 3(1), 1–11. https://doi.org/10.1186/s40561-016-0039-x
   Google Scholar
• Guliyeva, G. (2011). The role of drama in language teaching. 1st International Conference on Foreign Language Teaching and Applied Linguistics, 521–524.
   Google Scholar
• Hwang, G.-J. (2014). Definition, framework and research issues of smart learning environments-a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(1), 4. https://doi.org/10.1186/s40561-014-0004-5
   Google Scholar
• Hwang, W.-Y., & Chen, H. S. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101–125. https://doi.org/10.1080/09588221.2011.639783
   Web of Science ®Google Scholar
• Hwang, W.-Y., Guo, B.-C., Hoang, A., Chang, C.-C., & Wu, N.-T. (2022). Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements. Computer Assisted Language Learning, 1–27. https://doi.org/10.1080/09588221.2022.2095406
   Google Scholar
• Jeong, M., Jeon, H., & Kim, J. (2014). Effects of smart Reading in the elementary English classroom. International Journal of Contents, 10(2), 59–66. https://doi.org/10.5392/IJoC.2014.10.2.059
   Google Scholar
• Kim, N.-Y. (2018). Chatbots and Korean EFL students’ English vocabulary learning. Journal of Digital Convergence, 16(2), 1–7. https://doi.org/10.14400/JDC.2018.16.2.001
   Google Scholar
• Kim, N.-Y. (2019). A study on chatbots for enhancing EFL grammar competence, 27.
   Google Scholar
• Kingsley, N. U., Mustaffa, N., Keikhosrokiani, P., & Azimi, K. (2016). Enhancing E-Learning using smart mobile English learning tool (SMELT). 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings.
   Google Scholar
• Li, S., & Zheng, J. (2017). The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment. Smart Learning Environments, 4(1), 1–14. https://doi.org/10.1186/s40561-016-0040-4
   Google Scholar
• Lin, C.-J., Hwang, G.-J., Fu, Q.-K., & Chen, J.-F. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviors. Journal of Educational Technology & Society, 21(3), 117–131. https://www.jstor.org/stable/26458512
   Web of Science ®Google Scholar
• Lin, V., Lin, Y.-H., Hsieh, M.-C., Liu, G.-Z., & Koong, H.-C. (2021). The design and evaluation of a multimodal ubiquitous learning application for EFL writers. Digital Creativity, 32(2), 79–98. https://doi.org/10.1080/14626268.2021.1885449
   Web of Science ®Google Scholar
• Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application. British Journal of Educational Technology, 49(2), 305–320. https://doi.org/10.1111/bjet.12581
   Web of Science ®Google Scholar
• Lombardo, V., Damiano, R., & Pizzo, A. (2017). Metadata annotation for dramatic texts, 1–6.
   Google Scholar
• Masoumi-Moghaddam, S. (2018). Using drama and drama techniques to teach English conversations to English as a foreign language learners. International Journal of Applied Linguistics English Literature, 7(6), 63–68. https://doi.org/10.7575/aiac.ijalel.v.7n.6p.63
   Google Scholar
• Michaud, M., & Hooper, T. (2016). Cultivating student understanding of context through drama and scriptwriting. Scenario, 2016(02), 22–36. https://doi.org/10.33178/scenario.10.2.3
   Google Scholar
• Moghadam, S. M., & Ghafarsamar, R. (2018). Using drama and drama techniques to teach English conversations to EFL learners. Global Journal of Foreign Language Teaching, 8(2), 92–101. https://doi.org/10.18844/gjflt.v8i2.3319
   Google Scholar
• Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Pham, T. (2022). Self-experienced storytelling in an authentic context to facilitate EFL writing. Computer Assisted Language Learning, 35(4), 666–695. https://doi.org/10.1080/09588221.2020.1744665
   Web of Science ®Google Scholar
• Poláková, P., & Klímová, B. (2019). Mobile technology and generation Z in the English language classroom – A preliminary study. Education Sciences, 9(3), 203. https://doi.org/10.3390/educsci9030203
   Web of Science ®Google Scholar
• Sockman, B. R., Sutton, R., & Herrmann, M. (2016). Comic relief: Graduate students address multiple meanings for technology integration with digital comic creation. TechTrends, 60(5), 475–485. https://doi.org/10.1007/s11528-016-0083-y
   Google Scholar
• Titova, S., & Chikrizova, K. (2019). Psychological, didactic and methodical potential of gamification integration in foreign language teaching (in Russian). Pedagogy Psichology of Education, 1, 135–152. https://doi.org/10.17673/vsgtu-pps.2022.1.5
   Google Scholar
• Yao, C.-B. (2015). Constructing a user-friendly and smart ubiquitous personalized learning environment by using a context-aware mechanism. IEEE Transactions on Learning Technologies, 10(1), 104–114. https://doi.org/10.1109/TLT.2015.2487977
   Google Scholar
• Zheng, Q., Chen, T., & Kong, D. (2017). An empirical study on context awareness integrated mobile assisted instruction and the factors. EURASIA Journal of Mathematics, Science Technology Education, 13(6), 1737–1747. https://doi.org/10.12973/eurasia.2017.00695a
   Google Scholar
• Zhou, M., & Li, Z. (2018). Blended mobile learning in theatre arts classrooms in higher education. Innovations in Education and Teaching International, 1–11. https://doi.org/10.1080/14703297.2018.1447389
   Google Scholar