L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study

2018 ◽  
Vol 4 (2) ◽  
pp. 361-381 ◽  
Author(s):  
Peiru Tong ◽  
Linda Tsung
Keyword(s):  
University Students ◽  
Language Learning ◽  
Mobile App ◽  
Research Approach ◽  
Mobile Assisted Language Learning ◽  
Studying Abroad ◽  
Chinese Language Learning ◽  
Critical Issues ◽  
Chinese Learning ◽  
Learner Agency

AbstractMobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.

A Digital Future of Diversity, Connectivity, and Sustainability

2022 ◽  
pp. 67-89
Author(s):  
Shanru Yang
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Critical Discussion ◽  
Mobile App ◽  
Ecological Perspective ◽  
Mobile Assisted Language Learning ◽  
Life Long Learning ◽  
Chinese Language Learning ◽  
The World

In a mobile society where information and knowledge become accessible to anyone, anywhere, and anytime on the internet, online education has been transformed fundamentally. By the end of 2020, Mandarin Chinese was taught to over 20 million people in over 180 countries around the world. By critically reviewing 15 recent studies from 2013 to 2021 on mobile-assisted language learning (MALL) in teaching and learning Chinese as a second or foreign language (CSL/CFL), this chapter emphasizes the need for pedagogical diversity in goals, practices, and context. In the second theme of ‘connectivity', the new theory of online education connectivism is applied to evaluate the official Chinese language learning mobile app named ‘e-Learn Chinese'. In the final theme of ‘sustainability', it demonstrates an ecosystem of MALL through an ecological perspective based on a critical discussion of the mostly reviewed ten mobile language learning apps, which could innovate sustainable pedagogies in a life-long learning society.

University L2 Learners' Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL)

2019 ◽  
Vol 9 (4) ◽  
pp. 18-36
Author(s):  
Qing Ma
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Language Learning ◽  
Language Teachers ◽  
Online Information ◽  
Lexical Information ◽  
Mobile Assisted Language Learning ◽  
L2 Learners ◽  
Actual Use ◽  
Key Factor

Language learners can now access language learning information anywhere and anytime with handheld mobile devices connected to unlimited online information. Searching the meaning of unknown language items encountered online may be the first step for language learning to take place. Making good use of e-dictionaries and dictionary apps is a key factor that affects learning efficiency. Using a survey questionnaire completed by more than 200 participants and examining both quantitative and qualitative data, this study investigated how Hong Kong university L2 learners make use of dictionary apps and probed into what dictionary functions they actually use and what functions they desire when they engage in MALL. Four categories of dictionary functions, including lexical information, extra resources, lexical tutors, and lexical tools, are used to describe all dictionary functions that students accessed or desired. The results show that dictionary apps have become essential tools for Hong Kong university students to learn an L2 as well as facilitate their academic studies; bilingual dictionaries with multiple functions and rich resources are meaning decoders that help students engage in learning both in their subject courses and English learning. Some discrepancies exist in learners' actual use and desired use of dictionary functions, which deserve the further attention of both app developers and language teachers to improve learners' efficiency of vocabulary learning. In addition, teachers play an important role in guiding students' lexical learning. Based on the findings, a framework for understanding Hong Kong university students' choice and use of dictionary apps is provided, based on which implications are offered and discussed.

scholarly journals "Let's date!" A 360-degree video application to support foreign language learning

2019 ◽  
pp. 39-44
Author(s):  
Anke Berns ◽  
Iván Ruiz-Rube ◽  
José Miguel Mota ◽  
Juan Manuel Dodero ◽  
Edson Castro ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Language Immersion ◽  
Mobile Assisted Language Learning ◽  
Video Application ◽  
Language Competencies

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.

scholarly journals Development and Evaluation of i-Mutawwif: A Mobile Language Traveller Guide in Arabic for Mutawwif (Umrah Tour Guide)

2018 ◽  
Vol 12 (2) ◽  
pp. 54
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Mohd Firdaus Yahaya ◽  
Taufik Ismail ◽  
Muhamad Azhar Zubir ◽  
Wan Rusli Wan Ahmad
Keyword(s):  
Language Learning ◽  
Development Process ◽  
Arabic Language ◽  
Mobile App ◽  
Mobile Technologies ◽  
Distance Learners ◽  
User Testing ◽  
Tour Guide ◽  
Mobile Assisted Language Learning ◽  
Analysis Process

<p>The explosion use of various mobile gadgets such as PC tabs, smartphones, I-Pads and so on has tremendously affected learning process and delivery of content and messages faster and faster including the creation of a new field of research that relates to language learning and mobile technologies called Mobile Assisted Language Learning or MALL. The mobile technologies are suitable for distance learners as well such as traveller’s guide and backpackers who need to communicate in certain language in a country. This paper is focusing on the development and evaluation of a mobile language guide application in Arabic language for Mutawwif (Umrah Tour Guide) via smart phones in Android supported platform. The development process was done based needs analysis process among 100 mutawwif and the evaluation on user testing session was conducted among 50 respondents and who are purposively selected from 30 mutawwif and 20 learners in Baitul Mal Professional Institute under the specialization of Diploma in Hajj and Umrah Management from 26 March until 20 April 2017. However, this paper will only be discussing the scope of development and evaluation phases in the shed of ADDIE instructional design model. Overall results indicated that his interactive mobile app prototype satisfied the users’ on their language learning for traveller’s purpose by helping the Mutawwif to communicate in Arabic more effectively. </p>

iStudyAbroad

2011 ◽  
pp. 133-146
Author(s):  
Kathryn Murphy-Judy
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Great Promise ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
Studying Abroad ◽  
Transnational Community ◽  
Mp3 Players ◽  
Planned Activities

Students studying abroad already don’t leave home without their mobile devices—phones, MP3 players, netbooks, laptops. The potential for m-learning for these device-toting learners holds great promise that can easily be capitalized upon by the savvy teacher. Learners studying abroad who are outfitted with m-learning devices which include well-chosen Web 2.0 resources derive immediate and long range benefits. Furthermore, when organized to communicate with learners back home, the travelers help create a transnational community of practice that shares the wealth of the experiential learning. This chapter takes a tour of mobile learning technologies and techniques that enhance and extend the study abroad experience far beyond the reach of a small group fortunate enough to travel. As has long been the case with CALL (Computer Assisted Language Learning) and TELL (Technology Enhanced Language Learning), and now with MALL (Mobile Assisted Language Learning), experts note that well-chosen resources, along with carefully structured and planned activities, enhance various aspects of language acquisition and social interaction. After the literature review, this chapter considers lessons gleaned from the author’s trails, trials, and errors across a range of technologies and borders. It ends with suggestions for ways to optimize iStudyAbroad today and tomorrow.

scholarly journals Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency

2021 ◽  
Vol 20 (4) ◽  
pp. 18-42
Author(s):  
Thirumangai Rajendran ◽  
Melor Md Yunus
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Language Skills ◽  
Movement Control ◽  
Mobile App ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
Control Order ◽  
Primary School Pupils ◽  
Esl Learners

The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS� PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH

2020 ◽  
Vol 8 (2) ◽  
pp. 19
Author(s):  
Endang Darsih ◽  
Nida Amalia Asikin
Keyword(s):  
Data Collection ◽  
University Students ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
Structured Interview ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Effect ◽  
Learning English

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students� learning, there have been few studies concerning on university students� perceptions toward the use of MALL in learning English. The study was undertaken to examine university students� perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.

scholarly journals A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Xi Mizhe ◽  
Ng Chwee Fang ◽  
Mohd Azidan Abdul Jabar ◽  
Ilyana Jalaluddin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Chinese Language ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Chinese Language Learning ◽  
Chinese Learning ◽  
Theoretical Paradigms

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.

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