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Integrating Ubiquitous Learning into Schema-Based Speaking Instruction
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This study aimed to examine the effects of integrating ubiquitous learning into schema-based speaking instruction on the learning process of EFL learners. Specifically, a group of English-major college students were exposed to two learning conditions: learning with a textbook’s photos versus learning with their self-taken photos. In the latter condition, learners used their mobile phones to take photos on a given theme. The self-taken photos were then used as alternatives to the textbook’s photos in their speaking tasks. Data were collected after four weeks by questionnaires on students’ satisfaction, perceived difficulty, and engagement. Results revealed that learners preferred to learn with their self-taken photos as they found more familiarity, which helped reduced their perceived task difficulty and enhanced their course satisfaction. Overall, this study evidenced the efficiency and feasibility of ubiquitous learning in the language classroom and reinforced the importance of integrating learners’ background knowledge in the language learning.