LOCATION-AWARE TECHNOLOGY IN CHINESE LANGUAGE LEARNING

Abstract

ABSTRACT Language teaching and learning methods need to modify in order to accommodate with the advanced technology. Mobile technologies could be used to support the language learners by promoting anytime anywhere access to learning resources . This paper proposes a Chinese language learning support system which employs the radio frequency technology and wireless network services. With RFID reader attached to pocket PC, Chinese language learners in the Taipei MRT stations will be able to retrieve location-specific learning content through wireless network, and practice useful dialogues related to the situation. KEYWORDS Situated Learning, RFID System, Chinese Language Learning, Location-Specific Content 1. INTRODUCTION Mobile technologies provide an opportunity for a change in education; educators and technical developers are in exploiting the capabilities and characteristics of mobile technologies to enable new forms of learning in several subject matters. With improved wireless telecommunications capabilities, open networks and continuously increase in computing power, the evolution of context-aware computing has been accelerated lately. Context-aware computing and Mobile technologies enable learners to interact simultaneously with both the physical world and the digital information. In an art museum, the context awareness subsystem of MOBIlearn provides content and services to users based on location, time and user profile to make recommendations to the content delivery engine about what items should be displayed (Lonsdale, et al, 2003). Mobile technologies also could be used to support language learners by promoting anytime anywhere access to learning resources. Second language learners are often using a pocket dictionary or a personal vocabulary book to check meaning or to practice pronunciation. As a result, several research have conducted to investigate the potential of mobile devices for language learning (Fallahkhair, et al, 2004; Godwin-Jones, 2004; Kadyte, 2003; Ogata & Yano, 2004; Tan & Liu, 2004). TANGO project (2004) proposed vocabulary learning in a ubiquitous computing environment. Each student held a PDA that attached a RFID tag reader/writer. At the beginning English language class, students looked for objects in the room according to the questions read aloud by the PDA. A label that has written the name of the object was stuck on the corresponding object with a RFID tag. After the experiment, students found the system interested and would like to keep using it. With the complexity of Chinese language, the challenge for the Chinese language learner is how to use the language at the right place and the right time. In this paper, we propose a learning support system which integrates language learning, location-aware and wireless LAN technologies. The system detects learner’s location using RFID tag and provides location-specific contents from remote server. Thus, language learners will be able to move around the physical space and act out the authentic conversations.