Applied Research on the Mobile Learning in Foreign Language Learning

2009 ◽  
Author(s):  
Xinghong Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Applied Research ◽  
Foreign Language Learning

scholarly journals Use of Smartphone Applications in English Language Learning—A Challenge for Foreign Language Education

2019 ◽  
Vol 9 (3) ◽  
pp. 179 ◽  
Author(s):  
Jaroslav Kacetl ◽  
Blanka Klímová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Language Education ◽  
Research Topic ◽  
Mobile Technologies ◽  
Cognitive Capacity ◽  
Great Opportunity

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments.

scholarly journals Perceptions of Foreign Language Teachers for M-Learning

2020 ◽  
Vol 15 (23) ◽  
pp. 95
Author(s):  
Nadire Cavus ◽  
Liudmila Shukshina ◽  
Oxana Chernova ◽  
Irina V. Telezhko ◽  
Alfia M. Ishmuradova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Foreign Language Learning ◽  
Material Design ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Strongly Agree ◽  
Russian Universities

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

Second or Foreign Language Learning With Augmented Reality

2018 ◽  
pp. 193-221 ◽  
Author(s):  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Theoretical Framework ◽  
Learning Contexts ◽  
Impact Of Technology ◽  
The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

scholarly journals Analysis of Documents Published in Scopus Database on Foreign Language Learning Through Mobile Learning: A Content Analysis

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 99-107 ◽  
Author(s):  
Huseyin Uzunboylu ◽  
Zeynep Genc
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Document Analysis ◽  
Qualitative Research Methodology ◽  
Recent Trends ◽  
Subject Areas ◽  
Scopus Database

The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words “mobile learning and foreign language learning”, the study is based on the analysis of the documents published between the years 2005 and 2017; their distribution took place by years, subject areas, document types, country/regions, and the affiliated universities of the authors. The varied findings revealed that the analysis of the studies published on Scopus database was important in terms of content for the significance of foreign language learning through mobile learning.

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