Based on the literature review above on definition of U-learning, in this study, the working definition of English U-learning is that English learning of college students exists anywhere and anytime by their smartphones。

2。2 Relative study of U-learning

As we enter the 21st century, modern science and technology are developing at a high speed, and learning style has changed a lot。 E-learning (Electronic learning) and M-learning (Mobile learning) are continually developing, which provide chances for the development of lifelong learners。 Besides, U-learning as a new learning service concept derives from E-learning and M-learning, and it structures a more convenient learning style。 In recent years, research area of U-learning is wide, some of which are listed as follows。 论文网

On ubiquitous English vocabulary learning, the opposite attitudes of learners are explored: active and passive on useful and ease-of-use materials in U-learning system developed by researchers, the active students are interested in perceived usefulness while the passive students are interested in perceived ease of use (Huang et al。 273)。 The effects of English spelling ability for college students through the style of U-learning are studied as well。 This case study presents a promising future in applying APPs on a smartphone to English Spelling Learning, for there is no limit of time or spaces for learners。 Furthermore, learning emotion plays an important role in the development of English Spelling Learning capability (Shih, Lee, and Cheng 2638)。

Concerning English reading and U-learning, in the study of Wu et al。, they attempt to improve the English ability of learners in non-English speaking countries by designing a learning system using informational technology and equipment。 For the calculation property assessment, the system provided a reading sequence recommendation of high quality performance in helping learners to conduct meaningful and regular English studies。 What is more, their study believes that such a system would improve the English learning capacity and linguistic ability of the entire populace and not only limited in the campus (Wu et al。 262)。 

Regarding U-learning environment and English learning, whether the proficiency in English or the presentation mode of material affect English skill in a ubiquitous learning environment is studied。 The researchers find that learning with dual channel is helpful to English listening comprehension in the ubiquitous learning environment (Chang, Tseng and Tseng 2320)。 

In China, U-learning is on the beginning stage, so further and deep researches should be conducted to explore the situation of English U-learning of college students。 Although the aforementioned research regarding English U-learning were done widely, however, as to what effect do modern college students obtain by English U-learning and how to face the condition have little effort devoted to。 

3。 Methodology

This chapter introduces the methodology of the whole research, in which research questions are put forward, and the involved participants are described and research instruments used in the process of collections and analysis of data are listed as follows。

3。1 Research questions

After reviewing the literature on the relative study of U-learning and the working definition of U-learning is confirmed。 The present research analyzes the situation of the U-learning regarding smartphone as instruments, and attempts to provide support for self-development of English learners by U-learning by the smartphones so that the style of U-learning in the use of smartphone will be the habit of English learning。 Research questions are raised in the following:文献综述

1) What factors are the key elements of English U-learning of college students?

2) What effect do English learners obtain by U-learning?

3) What barriers exist in English U-learning of college students?