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The Effect of Situated Mobile Learning on Chinese Rhetoric Ability of Elementary School Students

This study developed a situated writing mobile learning (SWML) based on situated learning theory. We attempted to realize whether the situated writing via mobile learning activity could improve learners’ Chinese rhetoric ability which includes hyperbole, description, repetition, personification, and simile. Therefore, the purpose of this study is to empirically examine the effectiveness of the practice of learners’ Chinese rhetoric ability via SWML. The research method was a pretest and posttest quasi-experimental design. The participants consisted of 70 sixth grade students in an elementary school in southern Taiwan. The results showed that although the abilities of hyperbole, description, repetition, personification, and simile were not statistically significant, but the mean gain scores of the experimental group were higher than the comparison group. Besides, the ability of description was statistically significant. Finally, the findings suggested that SWML could help students’ delineation skill in Chinese rhetoric.