Usability of English note-taking applications in a foreign language learning context
Usability of English note-taking applications in a foreign language learning context
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英语笔记应用程序在外语学习环境中的可用性
DOI：
10.1080/09588221.2014.889715
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发表时间：
2014
影响因子：
7
通讯作者：
Debopriyo Roy and John Brine
中科院分区：
文献类型：
--
作者：
安武公一;中村 泰之 ;山川修;Debopriyo Roy and John Brine
记笔记可以减轻认知压力，记笔记的应用可以作为外语习得的重要工具。它在外语学习中的使用、重要性和有效性值得商榷。然而，现有的计算机辅助语言学习文献几乎是沉默的主题。本文报告了一个对照实验，介绍了笔记应用程序（即Evernote，Memonic，SpringPad，Ubernote和Keeppy）在英语作为外语（EFL）学习环境中的可用性。为了进行试点测试，25名学生必须使用Twitter作为类似于笔记应用程序的工具，完成五个场景（文本编辑，输入说服性内容，共享内容，搜索和组织）。结果表明，大多数人对任务感到满意，尽管他们无法在规定的时间内完成所有任务，Twitter中的某些任务和功能对一些学生造成了困难。实际测试涉及10个最佳候选人（基于他们使用Twitter时的表现）完成任务（五个类似于试点分析的场景），其中任何两个指定的笔记应用程序，从一组五个。参与者被观察，录像，并同时和回顾性采访。他们还完成了关于软件可用性的基于感知的问卷调查。数据显示，参与者可以轻松地开设账户，输入文本，使用通用导航，选择照片等，一些功能，如网页剪辑和文件上传，给一些参与者带来了问题。大多数参与者报告说，他们之前没有使用任何笔记应用程序的经验，这导致了更长的任务完成时间和错误。本研究旨在探讨技术导向的学生如何在英语学习环境中使用笔记应用。
The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic. This article reports on a controlled experiment introducing usability of note-taking applications (namely, Evernote, Memonic, SpringPad, Ubernote, and Keeppy) in English as foreign language (EFL) learning context. For pilot testing, 25 students had to complete five scenarios (text editing, entering persuasive content, sharing content, searching, and organizing) using Twitter as a tool similar to note-taking applications. Results suggest that the majority were comfortable with the tasks, although they could not complete all the tasks in the stipulated time, and certain tasks and features in Twitter caused difficulty for some students. The actual testing involved the 10 best candidates (based on their performance, when using Twitter) completing tasks (five scenarios similar to pilot analysis) with any two assigned note-taking applications, from a set of five. Participants were observed, video-recorded, and interviewed concurrently and retrospectively. They also completed perception-based questionnaires on the usability of the software. Data suggested that participants were comfortable opening accounts, typing in text, with general navigation, choosing photos, etc. A few features, such as web clipping and file uploading, caused problems for some participants. Most participants reported having no prior experience with any note-taking applications and that resulted in longer task completion time and errors. This study examines how technically oriented students reflect on using note-taking applications in an EFL learning context.