scholarly journals The Application of Let's Read! in Extensive Reading Class: Integrating MALL and Task-based Learning

2019 ◽  
Vol 6 (3) ◽  
pp. 317-329
Author(s):  
Anesti Budi Ermerawati
Keyword(s):  
Language Learning ◽  
Extensive Reading ◽  
English Classes ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Reading Activity ◽  
Learner Language ◽  
Reading Activities ◽  
Regular Reading

Doing national program so called School Literacy Movement (GLS), classes are expected to do 15-minute regular reading activity every day; including English classes in elementary schools. Witnessing that some classes are having limited English story books to read as well as ready-to-use follow-up activities, this article proposes reading activities using e-book application Let’s Read! that can be applied after the regular reading activities. Ranging from the low leveled-books to the advanced ones, the proposed activities in this extensive reading class are integrated; combining tasks that require children to experience Mobile Assisted Language Learning (MALL) as well as having both individual and group offline work. This type of reading activity promotes L2 learner language development, increases their motivation in reading, and helps them build reading habits. At the same time, the alpha generation maximizes the use of technology to get themselves updated with the changing use of online applications such as Let’s Read!

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2020 ◽  
pp. 452-475
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

scholarly journals Using cellphone-based games in EFL instruction

2020 ◽  
pp. 97-115
Author(s):  
Sandy T. Soto ◽  
◽  
Ligia Fernanda Espinosa Cevallos ◽  
José Pomavilla ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cell Phones ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Learning Standards ◽  
English Classes ◽  
English Class ◽  
Use Of Technology ◽  
The World

The advent of technology has influenced education, even in the most remote parts of the world. Nowadays, it is totally normal for a person to have some technological devices such as laptops, iPads, tablets, and especially cell phones. Ecuador is not far from this reality. Moreover, in the English Language Learning Standards, the Ministry of Education suggests using technological resources in teaching (eg internet, software, computers and related devices). Given this warm welcome to the use of technology in Ecuador’s English classes, as well as the number of students using cell phones in Ecuador, this chapter is intended to provide basic information on the use of cell phone games within English class.

scholarly journals READING PORTFOLIO AS A SUPPLEMENTARY ACTIVITY TO LEVERAGE STUDENTS’ READING COMPETENCY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 245
Author(s):  
Maulana Mualim ◽  
Feisal Aziez
Keyword(s):  
English Education ◽  
English Studies ◽  
Extensive Reading ◽  
Student Sample ◽  
Training Time ◽  
Self Evaluation ◽  
Continuous Evaluation ◽  
Good Reading ◽  
Reading Activity ◽  
Reading Activities

Reading as one of the skills constructing English competency has a special portion in the curriculum of English studies programs at higher education institutions. The prevalent purpose of reading classes is to enable students to grasp knowledge from any type of text written in English. This skill could be achieved through learning a series of techniques and strategies in reading, and most importantly extensive reading activities. However, the fact that the class weights as much as 2 credits (SKS) does not give sufficient training time to achieve the maximum target. Hence, an out-of-class activity should be imposed, such as reading portfolio. This paper seeks to address the criteria of a good reading portfolio, as well as the strengths and weaknesses of this supplementary reading activity given to the students of the English Education program of IAIN Purwokerto. The data are collected through documenting the findings of previous researches on the criteria of a good reading portfolio, interviewing student-sample, and observing the process of reading portfolio given to the students of IAIN Purwokerto. The results showed that a reading portfolio should contain the purpose of the course, the text liked and picked by the students, clear scoring criteria, and continuous evaluation. The strengths of reading portfolio are evoking students’ interest for reading, instilling reading habit, and promoting learning autonomy and self-evaluation, the weaknesses are lack of resources, complex vocabulary and structure, and less motivation.

scholarly journals Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

2021 ◽  
Vol 24 (2) ◽  
pp. 177-202
Author(s):  
Gillian McLellan ◽  
Eva Kartchava ◽  
Michael Rodgers
Keyword(s):  
Language Learning ◽  
Customer Service ◽  
Language Instruction ◽  
Learning Technology ◽  
Language Training ◽  
Volunteer Teachers ◽  
Linguistic Support ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2018 ◽  
pp. 262-285
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China

2020 ◽  
pp. 180-209
Author(s):  
Qian Kan ◽  
Jinlan Tang
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Online Survey ◽  
English Language ◽  
Education Institution ◽  
Mobile Assisted Language Learning ◽  
Daily Schedule ◽  
Research Findings ◽  
Informal Setting

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.

scholarly journals Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

2017 ◽  
Vol 3 (3) ◽  
pp. 39-49 ◽  
Author(s):  
Svetlana Titova ◽  
Olga Samoylenko
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Quantitative Research ◽  
Language Skills ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Joint Research Project ◽  
Post Test

This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe-supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

scholarly journals Developing a Smartphone Application Prototype as Digital Supplementary Reading Materials for the Tenth Graders for Vocational High School

2021 ◽  
Vol 1 (2) ◽  
pp. 206-220
Author(s):  
Azizatum Mu’afah ◽  
Sintha Tresnadewi ◽  
Nova Ariani
Keyword(s):  
Language Learning ◽  
English Language ◽  
Smartphone Application ◽  
English Language Teaching ◽  
Learning Materials ◽  
Additional Material ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Reading Technique ◽  
Reading Materials

Abstract: The use of technology in language learning has improved the development of educational products. Related to reading, it makes reading materials is not limited to printed-text only. The Mobile-assisted Language Learning (MALL) makes smartphones have big impact on education since it can be used as a device to access variety of technology-based learning materials. In such a way, the development of learning materials that can be accessed from a smartphone is highly needed. Thus, the need for accessible learning materials from a smartphone is crucial to students, especially during the situation where online learning must be carried out. Since students must do distance learning with teachers, smartphone application can be an additional material that can accommodate students to learn independently. The current study is conducted to develop a smartphone application prototype to support the benefit of technology to the practice of English Language Teaching in Indonesia. The R&D model of Borg & Gall (2003) was used to develop this digital supplementary reading material in the form of a smartphone application prototype. The first final product of this study is a smartphone application named ‘Seeds’ that has implemented the three-phase reading technique. Besides, it consists of three different titles of descriptive text added with different forms of reading activities. The product is also supported with additional features like pop-up glossary, re-reading, show-score, and share-score. The second product is the e-manual book in the form of .pdf where it is written in English and Indonesian. Keywords: Mobile-assisted Language Learning (MALL), supplementary reading materials, Research & Development Abstrak: Penerapan teknologi pada pembelajaran bahasa telah menciptakan perubahan pada pengembangan bahan ajar. Berkaitan dengan kemampuan membaca, hal tersebut membuat bahan bacaan tidak terbatas pada teks dalam bentuk fisik saja. Mobile-assisted Language Learning (MALL) menjadikan smartphone memiliki pengaruh yang besar pada pendidikan karena kemampuannya dalam mengakses berbagai macam bahan ajar berbasis teknologi. Hal tersebut menyebabkan pengembangan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat dibutuhkan. Oleh karena itu, kebutuhan akan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat penting bagi siswa. Terutama selama pembelajaran online sedang diberlakukan. Semenjak siswa diharuskan untuk melakukan pembelajaran jarak jauh, aplikasi gawai dapat dijadikan sebagai materi tambahan yang dapat memfasilitasi siswa untuk belajar secara independen. Penelitian ini dilakukan untuk mengembangkan suatu prototype aplikasi gawai untuk mendukung manfaat teknologi pada kegiatan pengajaran Bahasa Inggris di Indonesia. Model penelitian R&D oleh Borg & Gall (2003) diterapkan dalam pengembangan materi tambahan membaca dalam bentuk prototype aplikasi gawai. Produk hasil penelitian yang pertama adalah aplikasi gawai bernama 'Seeds' yang telah menerapkan teknik membaca tiga fase. Selain itu, aplikasi yang dikembangkan berisi tiga judul teks deskriptif dengan berbagai bentuk kegiatan membaca. Produk tersebut juga didukung dengan fitur tambahan seperti pop-up glosarium, re-reading, show-score, dan share-score. Produk kedua adalah e-manual book dalam bentuk .pdf yang ditulis dalam Bahasa Inggris dan Bahasa Indonesia. Kata Kunci: Mobile-assisted Language Learning (MALL), materi tambahan membaca, Research & Development

scholarly journals Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students

2020 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Made Agus Mandala Putra ◽  
Made Hery Santosa
Keyword(s):  
Language Learning ◽  
Smart Phone ◽  
Authentic Learning ◽  
Contextual Learning ◽  
First Century ◽  
Traditional Learning ◽  
Intensive English ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Learning on twenty first century has influenced the use of technology especially as contextual learning media in the classroom. Moreover, digital generation students have already known the role of technology and have adapted it successfully. Therefore, it was very important to introduce attractive and active learning by using authentic activities and one of these activities was called Mobile Assisted Language Learning (MALL). This learning brought the world’s information only to the students’ smart phone. In contrast to traditional learning in the classroom, the students did not fully gain knowledge in the classroom. In fact, the implementation of MALL could give students’ freedom to learn in terms of time and place. The result of this research showed that students had obstacles in learning especially in terms of activities and the used of teaching media. Students needed authentic learning media that could improve their four skills.

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