scholarly journals Teachers’ Practices in Using Educational Mobile Applications to Teach English

2021 ◽  
Vol 11 (1) ◽  
pp. 37-55
Author(s):  
Oktianti Dwi Aryani ◽  
Dwi Anggani Linggar Bharati ◽  
Puji Astuti
Keyword(s):  
Language Learning ◽  
Mobile Applications ◽  
English Language ◽  
Multimedia Learning ◽  
Mobile Apps ◽  
Easy Access ◽  
Pedagogical Content ◽  
Study Approach ◽  
Teaching Learning

English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process

2021 ◽  
Vol 12 (1) ◽  
pp. 163-176
Author(s):  
Miftahul Jannah
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Study Approach ◽  
Integration Of Technology ◽  
Teaching Learning ◽  
Cognitive Attitudes ◽  
Banda Aceh

Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.

scholarly journals Contemporary Techniques of English Language Learning in the Age of Global Communication Technologies

IJOHMN ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 1-28
Author(s):  
Hassan Bin Zubair
Keyword(s):  
Language Learning ◽  
English Language ◽  
Age Groups ◽  
Communication Technologies ◽  
Target Language ◽  
Motivation To Learn ◽  
Study Approach ◽  
Study Materials ◽  
Multiple Case

This research explores the importance of motivation and how it plays an important role in language learning. This motivation can vary from person to person, according to the factors which he or she is surrounded by. Some factors can affect motivation intrinsically or some factors can affect in motivation extrinsically in language learning. The aim of this study is to find out the factors behind Pakistani students’ motivation to learn English. The researcher has used qualitative multiple case study approach, to study fifteen students in order to get the information by conducting interviews. The fifteen students were from three different age groups, and there are 10 to 12 years, 14 to 16 years and 20 to 25 years old. The findings show how the factors affect students’ motivation in language learning. Some of the factors are mandatory subject, students’ participation, teachers’ feedback, and limited study materials. These factors can be helpful to find out the effective way to motivate the students to learn target language, the teachers’ technique and also benefit the involvement of parents in the student’s life.

scholarly journals EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 4 (2) ◽  
pp. 52-66
Author(s):  
Natalia Anggrarini ◽  
Ida Yulianawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Activity ◽  
Digital Devices ◽  
Digital Era ◽  
Learning English

The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively. 

scholarly journals An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

2022 ◽  
Vol 9 (1) ◽  
pp. p47
Author(s):  
Yue Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
English Language Teaching ◽  
English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

scholarly journals Preparing Future Human Resources in Language Learning: EFL Student Teachers’ Voices’ Academic Stressors

2021 ◽  
Vol 11 (12) ◽  
pp. 1655-1661
Author(s):  
Marzul Hidayat ◽  
Dery Mulya Putri ◽  
Fortunasari Fortunasari ◽  
Fridiyanto Fridiyanto ◽  
Akhmad Habibi ◽  
...  
Keyword(s):  
Human Resources ◽  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Primary Data ◽  
English Language Learning ◽  
Academic Factors ◽  
Study Approach ◽  
English Major

Preparing good and skillful human resources in language learning is avoidable, particularly for the country like Indonesia which is still a developing one. The intent of this qualitative study in the case study tradition was used to explore what the academic factors that made EFL student teachers as future human resources feel stressed in English language learning at one public university in Jambi, Sumatra, Indonesia. We adopted a qualitative case study approach. Using a convenience case strategy, we interviewed EFL student teachers. The primary data for our study were collected through the face-to-face interviews. The interviews were conducted in English, audio-taped, and directly transcribed verbatim. The interviews data were analyzed through reading line by line all the transcriptions to find major themes. We found eight salient and interweaved themes led EFL student teachers as future human resources feel stressed in English language learning  including (1) internal and external factors of choosing English as a major,(2) pleasure and displeasure feeling in studying English in university, (3) positive and negative responses to the lecturers in studying English, (4) positive and negative influences of friends in English major, (5) feeling about academic activities (credits, assignments, subjects and examinations) (6) feeling about discussion or presentations, (7) the most pressure or stress issue during the learning processes, and (8) dealing  with the stressors. The findings of this study shed light on our understanding of the academic factors that made EFL student teachers as future human resources feel stressed in English language learning.

Developing mobile services

2016 ◽  
Vol 28 (12) ◽  
pp. 2721-2747 ◽  
Author(s):  
Manuel Rivera ◽  
Robertico Croes ◽  
YunYing Zhong
Keyword(s):  
Product Development ◽  
Conjoint Analysis ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Mobile App ◽  
Small Island ◽  
Content Type ◽  
Study Approach ◽  
First Time

Purpose This paper aims to examine and identify important attributes for mobile applications (apps) that might dictate tourist preferences for the apps on a small island destination. Guided by the Task Technology Fit (TTF) theory, the study considers the tasks performed, technology characteristics and individuals’ characteristics in determining the mobile apps attribute set. Design/methodology/approach This study uses a conjoint methodology within a case study approach framework. The conjoint analysis allows for assessing preferences from different consumers regarding the objective characteristics of products or services that facilitate the optimal design of product development. Optimal product development is a challenge for destinations, as they strive to achieve and sustain optimal market positions. Mobile apps may empower destinations in this endeavor. The case study approach imparts a context-dependent knowledge that facilitates a more nuanced understanding of consumer preference of use. Findings The results of the conjoint analysis suggest a strategic mapping of the most important attributes including type of content information, coupons and location awareness in defining apps product development. Within each attribute, the study also identifies the significant characteristics of a mobile application that are preferred by tourists. This ranking exists irrespective of familiarity with the destination (first-time and repeat visitors). Research limitations/implications The implication is that revealed preferences anchored in conjoint analysis provide a powerful approach to optimize product development in a small island destination. From a practical perspective, the findings suggest that the developments of a mobile app for a destination must concentrate on fostering spending and consider the app as a new marketing channel. From a theoretical point of view, the current study highlights the usefulness of using the conjoint analysis and the TTF theory as an overarching framework in mapping a multi-attribute decision-making space that influences tourist judgment and preference of use. The conjoint method applied in the study enables researchers to clearly identify a combination of various mobile app attributes that are most influential on tourists’ choice and preference of use. The guiding framework, TTF theory, allows the conjoint product designs to go beyond the technology characteristics to include tasks performed by tourists and their individual characteristics. Originality/value This study is the first to apply a conjoint analysis within the TTF theoretical framework in the context of a small island destination when assessing tourists’ use preferences toward mobile applications, while at the same time investigating whether any differences exist between first-time and repeat visitors. The study demonstrates that complementing the nature of the task (traveling) with context-specific interface and interactive features is an important area of inquiry that can benefit from adopting conjoint analysis.

scholarly journals The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City

2020 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Nasser Alasmari ◽  
Amal Alshae’el
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Proficiency Levels ◽  
Language Classrooms ◽  
Teaching Learning ◽  
English Language Classrooms

English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.

scholarly journals English Language Learning Through Non-Technology Games: A Case Study of International Students at a Lithuanian University

2021 ◽  
Author(s):  
Nagaletchimee Annamalai ◽  
Muhammad Kamarul Kabilan ◽  
Radzuwan Ab Rashid ◽  
Giedre Oleskevicience ◽  
Vilhelmina Vaičiūnienė
Keyword(s):  
International Students ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Cultural Sensitivity ◽  
English Language ◽  
English Language Learning ◽  
Study Approach ◽  
Inductive Thematic Analysis

Research on gamified language learning often involves the use of digital games. Little is known about the use of non-technology games in promoting language learning despite their accessibility. This paper aims to fill in this lacuna by providing insights into international students’ engagement in non-technology gamified English language learning in the context of a Lithuanian university. The research, which used a case study approach as its methodology, involved a total of 30 international students at a Lithuanian university together with their two instructors. They were observed for two weeks, and then interviewed by the researchers. An inductive thematic analysis approach proposed by Braun and Clark was used to analyse the data. The findings revealed that the students’ engagement with the non-technology gamified lessons have impacted them positively as they believe that they have improved English language proficiency and better mastery of the 21-st century learning skills. However, the participants raised several issues related to cultural sensitivity and blurred learning outcomes. This study concluded that non-technology games serve as a useful tool in promoting language learning in the 21st century if it is carefully designed to attract learners’ interests and at the same to time meet the learning outcomes. This study is hoped to encourage practitioners to experiment with non-technology gamified lessons and provide guidelines for them in conducting effective non-technology gamified lessons.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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