The Effects Of Software-based Mobile Learning On English Grammar Learning Of Students In Junior Middle Schools

Language is the unity of form and meaning.In the traditional grammar teaching,the formal function is in the center.Compulsory Education English Curriculum Standards(2011)pointed out: “Teachers should explore effective teaching and learning methods,study how to transform language knowledge into students’ language skills,help students understand and express meaning,intention and emotion in a right way.” Therefore,teachers should pay more attention to the semantic function of grammar to guide students to apply grammar to real life.With the development of science and technology,more and more scientific and technological innovations are applied to education.At present,we have gradually transitioned from the era of “e-learning” to “m-learning”.Mobile learning has become our new learning form.In this learning environment,learners can learn and work in anytime and anywhere.Mobile-assisted language learning(MALL)is a digital learning that breaks the time and space.This learning model has been applied in the field of education.The research will explore a new form of grammar learning and assignments in combination with mobile terminal Apps,including LearnEnglish Grammar APP and WeChat,aiming to improve students’ grammar learning effects and promote the form of assignments through rich mobile resources,and explore and analyze the influencing factors of Junior Middle School students’ mobile learning.The main research questions to be explored in this study are:(1)What effects does Mobile-assisted language learning have on Junior Middle school students’ English grammar learning?(2)What are the factors that affect Junior Middle School students’ mobile learning?The research subjects in this study were 75 students from two parallel classes in the first grade of XX Middle School in Guangzhou.According to the analysis of the English test of Primary school to Junior Middle school,the English learning levels of these two parallel classes are similar.According to the source of the students,they all come from Guangzhou ordinary primary schools,which mean that the English learning background is similar.Thus,we can choose these two classes to be the experimental group and control group in the research.Class 1 Grade 7 was the experimental group,which has 39 students in all.And class 2 Grade 7 is the control group,which has 36 students in all.During the 16-week experiment,it can be explored and answered the above two questions by using literature methods,questionnaire,interviews,pre-and post-grammar tests.Through literature review,we learned about the factors that affect mobile learning.In the era of wireless networks,learners have various learning patterns and abundant learning resources,which have made learning more interesting.Through the questionnaire,interviews and experimental process,we found that most of the students had a positive attitude towards the Mobile-assisted Language Learning activities,and the grammatical level was also significantly improved after the experiment.Therefore,applying the Mobile-assisted Language learning pattern to after-class learning will be a great achievement for both teachers and students.