| The rapidly development of network information technology and mobile internet technology has led to the emergence of mobile learning,which has been used to good effect in a variety of teaching practices as a new type of learning.However,academic research on mobile learning tends to focus on non-disabled students and generally lacks attention to the field of special education.Limited by the physiological characteristics of deaf students’ hearing impairment,English teaching in China has been a challenge in deaf education.The single form of traditional English classroom teaching,the low efficiency of students in memorising words and the scarcity of mobile learning resources on the Internet suitable for deaf students have all contributed to the general low motivation of deaf students in learning English.This study combines the popular We Chat public platform with English vocabulary learning for deaf students,and creates the "English Vocabulary Fortress for Deaf Students" public platform,to explore the supplementary functions of the We Chat public platform in teaching and learning English vocabulary for deaf students,in order to meet their mobile learning needs,explore a new way to facilitate English vocabulary learning for deaf students,and promote changes in their learning styles.This study mainly adopts the literature research method,questionnaire survey method,interview method,action research method and case study method.Firstly,after reading a lot of literature on teaching English to deaf students and mobile learning,we established the theoretical basis of special education theory,multimedia learning cognitive theory,mobile learning theory and blended learning theory.Secondly,we designed,integrated and developed the learning resources of " English Vocabulary Fortress for Deaf Students ",selected English vocabulary teaching methods that fit the cognitive style of deaf students,built the platform and designed the content presentation,finalised the internal columns and established the overall process of resource design for each column.Then,a practical study was carried out in the second year of Zhangzhou Sunshine School.In the course of the experiment,the learning effect of the "English Vocabulary Fortress for Deaf Students" public platform in assisting English vocabulary teaching was analysed through the release of learning questionnaires and interviews with teachers.Finally,a post-test questionnaire was distributed at the end of the semester to analyse the data and further verify the usability and effectiveness of the We Chat public platform in teaching English vocabulary to deaf students.Through this study,the author has come to the following conclusions: the We Chat public platform,as an auxiliary tool for teaching English vocabulary to deaf students,can to a certain extent reduce their English learning difficulties,reduce classroom stress,improve learning efficiency,enhance their motivation to learn English,and promote the development of good learning styles.We Chat’s diverse services make learning English fun and reduce the tedium of learning English vocabulary.Deef students can learn more about the functions of mobile learning,so that learning activities are not only limited to the classroom,which in turn facilitates the development of good habits of lifelong learning.The mobile learning resource development and design process proposed in this study can provide reference for the design and application of mobile learning resources for deaf students in the future. |
