scholarly journals Mobile-Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language

2020 ◽  
Vol 1641 ◽  
pp. 012027
Author(s):  
Cicih Nuraeni ◽  
Irmawati Carolina ◽  
Adi Supriyatna ◽  
Wina Widiati ◽  
Syamsul Bahri
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Mobile Assisted Language Learning

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

scholarly journals Teaching Communicatively in a Classroom with Mobile-sourced Materials

2021 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Rupert Walsh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
The Novel ◽  
Self Directed Learning ◽  
Shared Experience ◽  
Mobile Assisted Language Learning ◽  
Material Sources ◽  
Directed Learning ◽  
Student Reactions

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

scholarly journals An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 271-289 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Lesley Shield
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Rapid Evolution ◽  
Social Contact ◽  
Learning Needs ◽  
Social Contacts ◽  
Personal Learning ◽  
Mobile Assisted Language Learning

AbstractMobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

scholarly journals Design Guidelines for Creating Mobile Language Learning Applications

2018 ◽  
Vol 12 (3) ◽  
pp. 52 ◽  
Author(s):  
Fazeena Jamaldeen ◽  
Priyantha Hewagamage ◽  
Yamaya Ekanayaka
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
English Language ◽  
Design Guidelines ◽  
English Language Learning ◽  
User Groups ◽  
Primary Medium

<p class="0abstract">Mobile devices have proven to be an appropriate tool which expands the horizons of learning beyond the classroom through means of flexibility and portability. Throughout this study, the authors have worked with a set of design guidelines which were derived from the literature. The artifact developed considering these design guidelines has been evaluated among various user groups for better understanding of m-learning as a tool to support English Language Learning. Findings of these evaluations have been used to improve the design guidelines.  The authors also identify the effectiveness of mobile learning as a supporting medium of learning and as a primary medium of learning among different learner groups, which is another outcome of this study. </p>

scholarly journals Using mobile technologies for studying foreign languages

2018 ◽  
Vol 7 (3) ◽  
pp. 317-321
Author(s):  
Mariia Viktorovna Drygina
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Modern World ◽  
Mobile Assisted Language Learning ◽  
Process Visibility

In our modern world mobile devices play an important role in the learning process and provide more opportunities for access to educational resources. The use of mobile devices in the learning process is a promising direction that attracts researchers all over the world. Although mobile devices are widely used and they are accessible means of studying, they are still not perceived as means of foreign language learning. The use of mobile technologies will make it possible not only to induce the learning process visibility, divisiveness and interaction, but also to improve the quality of education, and to expand the possibilities for both students and teachers. The paper presents a systematic review of resources on the problem of mobile assisted language learning. The results of the research have shown that this method is widely used by researchers in Scandinavian countries. The classification has been made on the basis of the existing concept of mobile learning. In addition, the paper describes main technical, pedagogical and psychosocial factors which influence the development of modern resources for mobile learning of foreign languages.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

scholarly journals THE EFFECTIVENESS OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) ON ESL LISTENING SKILL

2020 ◽  
Vol 8 (4) ◽  
pp. 370
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Secondary Data ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

The use of mobile technology in learning and teaching English has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from the academics in recent years. As a result, a number of experimental studies have so far been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a small number of studies on the topic of mobile-assisted listening comprehension. This study basically aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than the others. For review purpose, the study exclusively used the secondary data available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skill. The results of this research indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skill and using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also attempts to recommend some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

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