scholarly journals The Effectiveness of Mobile Assisted Language Learning (MALL) on ESL Listening Skill

2020 ◽  
Vol 11 (2) ◽  
pp. 188-202
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Listening Skills ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills 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 others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

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.

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals EVALUACIÓN DEL NIVEL DE INGLÉS DE LOS ESTUDIANTES EGRESADOS DEL TERCER AÑO DE BACHILLERATO DE LOS COLEGIOS FISCALES DE LA PROVINCIA DE SANTA ELENA

2018 ◽  
Vol 6 (1) ◽  
pp. 162-169
Author(s):  
Sara González Reyes ◽  
Sandra Caamaño López ◽  
Jeannette Cevallos Alcívar ◽  
Xavier Almeida Briones
Keyword(s):  
Public Schools ◽  
English Language ◽  
Lower Percentage ◽  
Listening Skills ◽  
Area Of Interest ◽  
Listening Skill ◽  
Palabras Clave ◽  
Level Of Knowledge ◽  
Teaching Learning ◽  
Santa Elena

El presente artículo explora las condiciones y el nivel de conocimientos del idioma inglés de los estudiantes egresados del tercer año de bachillerato de los colegios públicos de la provincia de Santa Elena; el campo de interés está centrado en el conocimiento  de esta lengua y el manejo  de la habilidades de lectura (reading)  y habilidad auditiva (listening), así como  el uso de la gramática, las metodologías ,estrategias, y recursos didácticos  aplicados por los docentes en el proceso de enseñanza- aprendizaje. Se aplicaron métodos como el exploratorio, descriptivo y cuantitativo; así como técnicas de investigación específicas y de campo para la recopilación de la información que permitió conocer las falencias de los estudiantes con el idioma inglés. En la identificación de las causales, la investigación demostró que los estudiantes presentaban un menor nivel de conocimientos y práctica en la habilidad auditiva (listening), un menor porcentaje exteriorizó un desinterés en aprender el idioma de la misma manera se identificó que los docentes poseen poco conocimiento y preparación en el dominio de inglés y de los recursos didácticos tecnológicos. Los resultados permitieron establecer recomendaciones y buscar alternativas para corregir las falencias y nivelar los conocimientos de los estudiantes. Palabras clave: Evaluación, proceso de enseñanza-aprendizaje, nivel de conocimientos de inglés, habilidades ABSTRACT   This article explores the conditions and level of knowledge of the English students of the third year bachillerato at Public schools from the province of Santa Elena, the area of interest is focused on the knowledge of this language and the management of the Reading and Listening skills, as well as the use of grammar, methodologies, strategies and didactic resources applied by teachers in the teaching-learning process. Specific research methods and techniques such as the descriptive, quantitative and field were applied in order to collect the information that allowed to determine the difficulties of the students with the English language. In the identification of the causes, it was verified that the students have presented a deeper difficulty with the listening skill, and a lower percentage exteriorized a lack of interest in learning the language. On the other hand, it was also identified that teachers have poor knowledge about how to use technological and didactic resources, as well as not enough knowledge and preparation in the mastery of English. The results allowed to establish recommendations and look for alternatives to correct the failures and level the knowledge of the students.  

scholarly journals Effects of Mobile Assisted Language Learning on Developing Listening Skill to the Department of English Students in College of Education for Women at Al Iraqia University

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Abeer Hadi Salih
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tools ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Post Test ◽  
The Impact

Many studies have described the use of mobile assisted language learning in language teaching and learning; yet, the number of studies in listening skill remains unsatisfactory. Few researchers appear to have considered how to use mobile learning devices to support pedagogical approach to develop academic listening skills. Several studies in the past, required learners to read from mobile phones rather than listening to audios. There were attempts to use computer technology integration into instruction; however, few were in mobile technology. The interest in research related to the impact of mobile assisted language learning on developing students’ listening skills remains relatively low and consequently listening has been neglected. Thus, the current paper aims at exploring the effectiveness of mobile assisted language learning devices both as instructional tools and learning resources within and beyond classroom learning environments to develop language skills in particular listening sub-skills. The experimental design is pretest-experiment-post-test. To conduct the study two groups of experimental (30) and control (30) out of 60 second year students at Al Iraqia University/ college of education for women/ department of English were made. Both groups were taught the same material, but using different methods. The results of the post-test indicated that the use of mobile assisted language learning devices had impacts on developing experimental group’s listening skills and outperformed the control group.

scholarly journals Reading and Listening in English Language Learning: A Critical Study of Cognition and Metacognition

2020 ◽  
Vol 9 (2) ◽  
pp. 53
Author(s):  
Mohammed Al Sobaihi
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Metacognitive Strategies ◽  
Critical Study ◽  
English Language Learning ◽  
Listening Skills ◽  
Teaching Learning ◽  
Cognitive And Metacognitive Strategies

This paper critically examines research in the field of cognitive and metacognitive strategies in teaching/learning reading and listening in the English language. In the FEL context, a thorough review of previous major studies has been conducted to determine the extent to which English learners benefit from reading and listening via using the said strategies. The results confirm the effectiveness of cognitive and metacognitive strategies in teaching/learning reading and listening skills and it is recommended that the educational policymakers include them in designing future pedagogical EFL programs.

scholarly journals The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context

2019 ◽  
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Saudi Arabia ◽  
English Language Learners ◽  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Contributing Factors ◽  
Learning And Teaching ◽  
Teaching Learning

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher’s characteristics, learners’ characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.

scholarly journals The Influence of Emotional Intelligence Enhancement on the Development of EFL Learners’ Listening Skill

2018 ◽  
Vol 7 (5) ◽  
pp. 70
Author(s):  
Mohammad Reza Ebrahimi ◽  
Hooshang Khoshsima ◽  
Esmail Zare-Behtash
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
English Language ◽  
Control Group ◽  
Common People ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Listening Skill ◽  
Post Test ◽  
The Difference

English language as one of the most important international scientific languages used in Iran (and many other countries) is of crucial importance and a great amount of time and expenses are being invested on learning and teaching it. Increasing the speed of learning this language is certainly an urgent need, as many common people and academicians spend a lot of time on learning it, sometimes without a major breakthrough. Thus, the effect of increasing Emotional Intelligence on Listening Skill was examined in this study in an empirical way. An “Interchange Placement Test” was given to university students who studied English as a Foreign Language (EFL learners) in Iran. Subjects were Intermediate level students who also took an IELTS test, so that the researchers could more exactly evaluate their proficiency in listening skill at the beginning of the project. Next, the Emotional Intelligence of them was evaluated and consequently Emotional Intelligence (EQ/I) was taught. After a one educational-year course of concurrently teaching EI and listening skill, the same IELTS along with the EQ test was administered in treatment and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were statistically calculated. Ultimately, it was found that both EI and listening skill of the learners in treatment group were developed in a significant way whereas no significant change was detected in control group who did not receive any instructions on EI. The findings of the study can contribute in the promotion of the knowledge on the effect of emotional intelligence in language learning and also syllabus design.

scholarly journals The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

2021 ◽  
Author(s):  
Hussam Alzieni
Keyword(s):  
Language Learning ◽  
United Arab Emirates ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Control Group ◽  
Listening Skills ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
The Impact ◽  
Experimental Group

Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men’s College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students’ acquisition of English language Listening Skill at Dubai Men’s College (DBM), the United Arab Emirates. The study also investigated teachers’ perspectives on the effect of MALL on the students’ listening skill. The research question was: To what extent students’ listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students’ listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

scholarly journals Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education

2017 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Rully Agung Yudhiantara ◽  
Andang Saehu
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Phone ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
English Language Learning ◽  
Mobile Phone Use ◽  
Mobile Assisted Language Learning ◽  
Listening Skill

Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL  has not been discussed extensively.  To respond to this need, this study was aimed at investigating the following research question:  1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed the qualitative method using case study. To collect data, this study applied observation to find out students’ engagement in using the mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use the mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition, there were many features that students seized from the mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done by their mobile phone existence as an introductory effort toward MALL implementation in ELL in Islamic Higher education.  

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