摘 要

随着大数据技术、新媒体平台兴起，近年来国内外关于移动学习、碎片化学习的研究开始出现并迅速发展。为了进一步了解国内大学生英语碎片化移动学习的可行性、应用现状及学习效果，本文首先基于新媒体、大数据的背景，对移动、碎片化学习进行界定，然后通过问卷和访谈，对各省市24所高校157名大学本科生进行调查，以实现研究目标。

结果表明：碎片化移动学习有可行性并在英语学习中逐渐普及；目前已有一定数量及特色的学习资源与平台，且学习材料呈现方式多样；英语碎片化移动学习对学习者的英语知识水平、学习能力的提高等有一定影响：通过一段时间的合理学习，学习者在词汇、听力上的提高最为显著，在翻译、写作、语法上提高较少；学习者学习策略的掌握、自学能力及语境中的实际应用能力有较高提升。

本文丰富了在大学生移动碎片化英语学习方面的实证研究成果，为后续相关研究提供重要的调查结论。笔者在其基础上，分析了基于移动设备的碎片化英语学习的不足之处与发展趋势。为大学英语学习者优化学习方法、英语学习资源及平台的建设者结合新技术以完善设计、英语教育相关部门探索行之有效的英语教学策略指明方向。

关键词：英语学习；新媒体；大数据；碎片化学习；移动学习

Abstract

As the appearance of big data and new media, domestic and overseas research on mobile learning and fragmented learning have emerged and developed rapidly in recent years. This paper aims to investigate the feasibility, current situation and learning effects of English fragmented learning on mobile devices. Firstly, fragmented learning and mobile learning was defined based on the background of big data and new media. Then, for realizing the research purposes, questionnaires and interviews were employed with 157 undergraduates from 24 universities in different provinces.

It turns out that fragmented mobile learning is feasible and has popularized gradually in English learning, there have been a certain number of learning resources and platforms with respective features that the presentation forms of learning materials are various. Besides, English fragmented learning on mobile devices has certain effect on the improvement of learners’ knowledge and learning ability: After a period of learning reasonably, learners improve significantly in vocabulary and listening, but improve a little in translation, writing and grammar. Learners’ mastering of learning strategies, their ability of self-learning and applying knowledge in contextual situation elevate.

This paper enriches the empirical research and provides essential inquiry conclusions for further research. Based on the result, deficiencies and future development of English fragmented learning on mobile devices are analyzed. The direction is indicated for English learners in universities to optimize learning methods, for constructers of learning resources and platforms to improve the design with new technologies, and for relevant departments of English education to explore efficient instructional strategy.

Key Words: English learning; new media; big data; fragmented learning; mobile learning

Contents

1 Introduction 1

1.1 Introduction to Big Data 1

1.2 Introduction to New Media 2

2 Literature Review 4

2.1 Fragmented Learning 4

2.2 Mobile Learning 6

3 Research Methodology 9

3.1 Research Question 9

3.2 Participant 9

3.3 Instrument 10

3.3.1 Questionnaire 10

3.3.2 Interview 10

3.4 Data Analysis 11

4 Result and Discussion 12

4.1 Result 12

4.1.1 The Feasibility of English Fragmented Mobile Learning 12

4.1.2 The Current Situation of English Fragmented Mobile Learning 15

4.1.3 The Effects of English Fragmented Mobile Learning 19