Scholarlink

<p>The COVID-19 pandemic introduced new challenges in education, social interaction, and safety, accelerating the adoption of mobile learning as a practical solution. To align with technological advancements and enhance medical English listening instruction, this paper analyzes the effect of mobile learning in the teaching practice of medical English listening by applying Superstar Learning Application. 131 freshmen from two parallel classes at Southwest Medical University participated in this study, with 66 students assigned to the experimental group and 65 to the control group. The intervention lasted for one semester (16 weeks). A mixed-methods research design was adopted, utilizing pre- and post-tests, student questionnaires, and semi-structured interviews. The quantitative analysis revealed a statistically significant increase in listening performance among students in the experimental group compared to those in the control group (<i>p</i> &lt; 0.05), suggesting the effectiveness of the Superstar Learning App. Survey data indicated that 73.2% of participants expressed a positive attitude toward mobile-assisted learning, while 58.6% reported increased interest in using mobile apps to improve their English listening skills. The qualitative interview responses further reinforced these outcomes, revealing enhanced student engagement and overall satisfaction with the learning process. Despite these promising findings, the study is limited by its focus solely on listening skills, a gender imbalance among participants, and unexamined variables such as instructor bias and prior digital learning experience, which may affect generalizability.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Application of superstar learning platform in the teaching of medical english listening

  • 期刊论文

  • 发表日期：

    2025年10月7日

查看全文
  • Jingjing Bi,
  • Zonghao Tang

摘要

The COVID-19 pandemic introduced new challenges in education, social interaction, and safety, accelerating the adoption of mobile learning as a practical solution. To align with technological advancements and enhance medical English listening instruction, this paper analyzes the effect of mobile learning in the teaching practice of medical English listening by applying Superstar Learning Application. 131 freshmen from two parallel classes at Southwest Medical University participated in this study, with 66 students assigned to the experimental group and 65 to the control group. The intervention lasted for one semester (16 weeks). A mixed-methods research design was adopted, utilizing pre- and post-tests, student questionnaires, and semi-structured interviews. The quantitative analysis revealed a statistically significant increase in listening performance among students in the experimental group compared to those in the control group (p < 0.05), suggesting the effectiveness of the Superstar Learning App. Survey data indicated that 73.2% of participants expressed a positive attitude toward mobile-assisted learning, while 58.6% reported increased interest in using mobile apps to improve their English listening skills. The qualitative interview responses further reinforced these outcomes, revealing enhanced student engagement and overall satisfaction with the learning process. Despite these promising findings, the study is limited by its focus solely on listening skills, a gender imbalance among participants, and unexamined variables such as instructor bias and prior digital learning experience, which may affect generalizability.