Opening the Doors for Mobile Assisted Language Learning Mobile Apps for ESL : Value and Methods

2017 ◽  
pp. 22-34
Author(s):  
Fatima Yaqoub Quresh
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Mobile Assisted Language Learning ◽  
The Doors

Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context

2018 ◽  
pp. 328-344 ◽  
Author(s):  
Bin Zou ◽  
Xinxin Yan ◽  
Hui Li
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Learning Context ◽  
Chinese College Students ◽  
Mobile Assisted Language Learning ◽  
Class Context ◽  
Students Attitudes ◽  
Online Sources ◽  
Efl Learning

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.

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 Analysis of Mobile Apps for Learning Grammar through Mobile Assisted Language Learning Approach

2021 ◽  
Vol 1 (1) ◽  
pp. 46-67
Author(s):  
Ebrahim Panah ◽  
Muhammad Yasir Babar ◽  
Sedigheh Shakib ◽  
Anahita Ghanad
Keyword(s):  
Language Learning ◽  
Paradigm Shift ◽  
Mobile Apps ◽  
Corrective Feedback ◽  
Skill Sets ◽  
English Grammar ◽  
Adaptive Technology ◽  
Mobile Assisted Language Learning ◽  
Google Play ◽  
System Program

The objective of the current study is to evaluate the recently developed mobile apps for learning and improving English grammar. This study selected 10 grammar apps ranked 3 and above by online users with a large number of installations. The study adapted a framework proposed by Supyan Hussin (2013) with four criteria: System, Program, Curriculum, and Language & Culture. Furthermore, information provided in Google Play Store App assessment in terms of App users’ Reviews, Ratings, and Downloads also was used to assess the selected grammar apps. First, the findings show that the grammar apps tend to teach grammar out of context, second, apps minimally adapt to the user’s skill sets. Third, the grammar apps rarely offer explanatory corrective feedback to the users. Fourth, some grammar apps have accuracy issue in terms content and typo. Despite pedagogical paradigm shift to communicative approaches to language learning, the assessed grammar apps are more behaviorists in nature where features of cognitivism and constructivism, and particularly connectivism approaches are rare.  To better align with MALL, contextualized language, explanatory feedback, and adaptive technology need to be incorporated into these apps.

Language Skills Training Through Mobile Apps

2020 ◽  
pp. 471-490
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.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context

2020 ◽  
pp. 515-531
Author(s):  
Bin Zou ◽  
Xinxin Yan ◽  
Hui Li
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Learning Context ◽  
Chinese College Students ◽  
Mobile Assisted Language Learning ◽  
Class Context ◽  
Students Attitudes ◽  
Online Sources ◽  
Efl Learning

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.

scholarly journals Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

2019 ◽  
Vol 13 (07) ◽  
pp. 129 ◽  
Author(s):  
Farhana Diana Deris ◽  
Nor Seha A Shukor
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
New Technologies ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Phenomenological Inquiry ◽  
Mobile Assisted Language Learning

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

scholarly journals Dispositivi mobili per un’educazione linguistica inclusiva App e italiano L2 per migranti

2021 ◽  
Author(s):  
Simone Torsani ◽  
Fabrizio Ravicchio
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Language Education ◽  
Migrant Population ◽  
Italian Language ◽  
The Third ◽  
Reference Framework ◽  
Mobile Assisted Language Learning ◽  
Potential Development

The contribution provides an overview of how mobile devices may be integrated into language education for migrants. The first paragraph focuses on the heterogeneity of the migrant population in Italy. In the following paragraph, we argue that Mobile Assisted Language Learning (MALL) may support the personalisation of learning and the hybridisation between classroom and extracurricular. Since the choice of the app may not be easy, we introduce, in the third paragraph, a reference framework for MALL, and we examine four mobile apps for Italian language. We conclude that mobile apps may support the linguistic inclusion and we try to envisage some areas of potential development for this field.

Mobile-Assisted Language Learning Semi-Structured Interview Guide

2019 ◽  
Author(s):  
Gustavo García Botero ◽  
Frederik Questier ◽  
Chang Zhu
Keyword(s):  
Language Learning ◽  
Structured Interview ◽  
Mobile Assisted Language Learning ◽  
Interview Guide
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