The document discusses mobile learning (m-learning) and its effectiveness. It begins by defining m-learning and discussing different technologies used, such as PDAs, smartphones, and mp3 players. A number of studies that have evaluated the effectiveness of m-learning are summarized. Key findings from these studies include improved learning outcomes, better time management, increased motivation and responsibility. The document then outlines a study conducted in 2551 that evaluated the effectiveness of m-learning on 85 students. Results found a statistically significant improvement in exam scores after using m-learning. The study methodology, tools used for analysis, and results are described in detail. In conclusion, m-learning is shown to be an effective approach to learning based on evidence from

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2551
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2551
2551 : 228 - 243
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2551
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1.1
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1.2
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1.1

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1.2
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3.1
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4.1
4.2

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3.2

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3.3
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3,600-3,750
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5

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5
1.1
1.
-Modal verb :
should/ought to/
need/ have to/ must +
verb
without to
infinitive
You
should have it after
meal. (Active Voice)/
The does must be

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divided. (Passive
Voice)
-Direct/Indirect
Speech
conjunction
and/but/or/so/not
only…but
also/both…and/as
well as/after/because
etc.
1
(connective words)
First,...Second,...Third,...F
ourth,…Next,…Then,…
Finally,…ect.
2.
skit
-

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-
--
--
3.
Comparison of
adjective/adverb/Contrast :
but, although, however, in
spite of…/Logical
connectives
caused
by/ followed by/consist of

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etc.
4.
skimming/scanning/guessing/co
ntext clue
I believe…/ I agree with…
but…/ Well, I must say…/ What
do you think of /about…?/I
think/don’t think…?/ What’s

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your opinion about…?/ In my
opinion…/
- if clauses
- so…that/such…that
- too to…/enough to…
- on the other hand,…
- other s)/another/the other (s)
-
conjunctions
because/and/so/but/
however/because of/due
to/owing to etc.
- Infinitive pronouns : some,
any, someone,
anyone, everyone, one, ones,
etc.
- Tenses : present
simple/present continuous/
present perfect/past
simple/future tense, etc.
- Simple sentence/Compound
sentence/Complex sentence

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2
5
1.
1.2

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2.
3.
Please… …, please./ I’d
like…/ I need…/
May/Can/Could…?/Woul
d you please…?Yes,..
Please do. Certainly.
Yes, of course. Sure.
Need some help?/ What
can I do to help?/ Would
you like me to help you?/
If you need anything,
please…/ Is there
anything I can do?/ I’ll do
it for you./ I’m afraid…/
I’m sorry, but… Sorry,
but…etc.
4.

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2
5.
Nice. /Very nice.
/Well done!

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/Congratulations
on…
I like…
because…/ I
love…
because…/
I feel…
because…/I
think…/I
believe…/
I
agree/disagree
…/ I’m afraid I
don’t like…/
I don’t
believe…/I have
no idea…/ Oh
no!
3
5
1.3
etc.

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1.
2.
/
3
3.

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5
2.1
1.

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5
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5
1.
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4.2
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5.

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2551 : 2324
5
240
46
360
1-6
60
6

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.1-3
3
54
4-6
3
60
6.
2544 :
200
5

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7.
5
2544 :
200
5
2
Unit 1 : Myself
- Sports
- Hobbies
- Indoor Outdoor Game
Unit 2 : Community
- Role in Community
Unit 3 : Personal Relationship
- Personal Traits
- Social Life
Unit 4 : Environment
- How to Preserve Environment
Unit 5 : Occupation
- Like and Dislike

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- Hope
- Future Career
Unit 6 : Health
- Measure and Weight
- Hoe to Keep Fit
Unit 7 : Travel
- Places : Attractive Places
- Entertainment Brochure
- Shopping : Souvenir Market
- Accommodation :Service, Food and Drink,
Hotel, Home Stay
Unit 8 : Science and Technology
- Impacts
7.
(2544 : 245253)

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2
7.
Holistic Rating
Scales)
7.2
Scales)
(Analytic Rating

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4
7.3
(Pragmatic
7.4
(Linguistic
Criteria)
Criteria)
7.5
(Culture
Criteria)
7.6
Criteria)
(Strategic

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1.
Wingersky Boernerand Balogh.1995:
2
Graham and Perin.2007:
3
Shourafa. 2012 :
235

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2.
Myles. 2002 :
1
Graham and
Perin.2007:9
Shourafa. 2012 :
235

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3.
Harmer. 2012: 128-133
-

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-
-
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Brandvik andMcknight.2011 :
90

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1.
2.
3.
4.
4.
Brandvik and Mcknight. 2011:
93

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1.
2.
3.
4.

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Harmer.2010:117-120
1.
“ My favorite
relative is ……….”
“I will never forget the time I ………”
3
2.

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3.

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4.
5.
6.
7.

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8.
Harmer.2012: 128133
1.
A

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Peter)
B
ally.
B
S
C
C
at the
swimming
pool
When he opened his
eyes that morning, he did not know where he was.
Everyone likes
football.
-
-

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WIKI
TWITTER
2.
Today the
snow was really beautiful.I went down treered slops and
one black one.
-

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3.
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round the corner he saw him.
-
-
As he come

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4.
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5.
-

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5
Ministry of
Education,Ontario.2005 : 98-140
5.1 Rapid
Writing

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5.2 Setting the context
5.3 Adding
content

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5.4 Developing and Organization Ideas:
Webbing, Mapping and
More
5.5 Revising and Editing: Peer Edition

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5.6 Writing for a purpose: using templates
6
McGraw-Hill. 2002 : 813
Holistic scoring
Analytic scoring

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3
1.
3
1.1 Holistic
scoring
0-4,0-5,
0-
6
9
4
-

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-
-
9
4
-
-
-

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1.2
Primarytraitscoring
1.3 Analytic
scoring
0100
10
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-

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_/35
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2.
Evaluation
Informal

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3.
Evaluation
11
:
1-4
1
4
Portfolio

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1.
Ally. 2004 :
5
M-learning
Clarke. 2008 : 18-19
PDAs
MP

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Blackberries
Traxler.
Website
PDAs
Clark.2013 :
144
‘mlearning’
7

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MP3
-
-
-
-

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Ally. 2009 : 1)
Sharma and Barrett.2007 :
90

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Sha and others. 2011 : 12
Donalson.2011 :16
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3.
Donalson.2011 :
16
3
3.1

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6
3.1.1
3.1.2
-

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3.1.3
3.1.4
3.1.5
3.1.6
3.2

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3.3
Sharma andBarrett. 2007 : 9091
CD-ROM

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3
1.
2.
3.
PDAs

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4.
Traxler. 2007
:Website
4.1
4.2
4.3
4.4
4.5

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4.6
4.7
4.8
5.
Clarke.2008:142-162
5.1Initial
experience

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5.2 Time
management
5.3 Acceptance of
responsibility
5.4 Selfassessment

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5.5
Motivation
1.
2551 :
3
85/85 2)
1)

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3)
1
30
t-test dependent
sample
1.
10
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
2.

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E1/E2)
86.12/85.75
85/85
3.
0 05
4.
2551 :
m-learning
m-learning
Technology Acceptance Model (TAM)
Davis (

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Cross Tab
contingency
coefficient
Chi-Square
2552 :
m-learning
mlearning
m
-learning
TaroYamane)

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t-test
m-learning
X=
0
m-learning
X( =
0
m-learning
F-test

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m-learning
m-learning
2.
Donalson. 2011 :
Abstract
330

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Baldridgeand others. 2011 :
Abstract
29
13

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Gretchen. 2012 : Abstract
53