English language writing in mobile—enhanced learning environments （MELE）： A Case Study of a Chinese Vocational College

陈文辉

Abstract：Mobile-enhanced learning environment （MELE） is where learners could improve English level and enhance English language writing skills independently or collaboratively with the help of mobile devices. MELE is the platform where learners can collaborate online， in the forms of such as discussion boards and newsgroups.

中图分类号：H319 文献标识码： A 文章编号：1672-1578（2015）02-0003-01

1 Aims and Objectives

The study aims to provide model of better assess for students to acquire English writing knowledge through MELE. It aims to push the instructors to promote the English language learning environment to accommodate to the rapidly changing technology. Besides， the study also aims to encourage students to improve their English language writing by applying MELE.

2 Significance and impacts

In the traditional English language writing classes，teachers are facing with some challenges such as limited materials， characterless teaching pattern and dogmatic class atmosphere in teaching English writing. Therefore， the main significance of this study is to prove that MELE could be applied to tackle with these challenges and facilitate the English language writing.

3 English language writing

The writing in an online environment totally differs from that in a traditional writing class. Therefore， in the long run， the application of MELE in English language writing is relatively revolutionary and there is the greatest beneficiary is students themselves， and even the whole education of a country. Taking those advantages of writing in the mobile-enhanced learning environment into account， this study aims at enhancing students English writing by integrating it into developing mobile-enhanced learning environment with the help of mobile devices.

4 Mobile-Enhanced Learning Environment

Compared to classroom learning， mobile-enhanced learning environment （MELE） frees the users from sitting in a classroom or at a computer to get access to learning materials. And it also enables users to brush up on English writing skills just before or after a conversation in English they are learning. Mobile-enhanced learning environment（MELE） also offers new dynamics to English writing as users can share the English learning process in small synchronous groups（Nah， et al. 2008）. By working in groups through the assistance of mobile devices， learners gain knowledge and build their English writing skills based on peer-to-peer networks and sharing experience with each other （Shengmei Wang， 2014）.

5 Activity Theory

5.1 Activity theory as a framework for the study

On the whole， activity theory is the center of the study. It offers the theoretical support to the design of the study. It is the main design concept of the U-Learning—a simultaneous mobile application on English language writing.

Specifically， Activity theory is applied and illustrated throughout the whole study for example， before committing to the aims and objectives of the study， based on activity theory， researchers carried out investigations. Besides， as activity theory focuses on the interaction of human activity and consciousness within its relevant environment context， so it is more applied in this study during the experimental phase. Moreover， activity theory is adopted as a framework to report and analyze the application of mobile-enhanced learning environment （MELE） in the target population.

5.2 Research Design and Methods

The primary objective of the evaluative study was， through a case study of a Chinese Vocational College， to investigate what is the impact of mobile-enhanced learning environment （MELE） on the English language writing and whether the application of MELE could provide model of better assess for students to acquire more knowledge about English language writing. The whole research process was divided into three sub stages， namely face-to-face interviews with teachers， focus group discussion with students， and observation of MELE-Applied lessons.

References：

[1]Grodecka， Wild， & Kieslinger， （2009）： Learning is a social activity （Chen & Bryer， 2012； Grodecka， Wild， & Kieslinger， 2009； Vygotsky， 1978） Interaction is the primary element in social activity as the process of learning （Woo & Reeves， 2008）.

[2]Kietzmann， J； Plangger， K； Eaton， B； Heilgenberg， K； Pitt， L； Berthon，P. "Mobility at work： A typology of mobile communities of practice and contextual ambidexterity". Journal of Strategic Information Systems 2013.3 （4）.

[3]Nah， et al. Mobile-assisted language learning.2008.

[4]Lisa L Schneider.Curriculum and Instruction.2010.

[5]Shengmei Wang.The Turkish Online Journal of Educational Technology–April 2014， volume 13 issue 2.