scholarly journals Helping People with Language Learning Disabilities Using Native Mobile Voice Recognition — Exploring Its Limits and Advantages

2020 ◽  
Vol 10 (8) ◽  
pp. 590-596
Author(s):  
C. Alonso ◽  
◽  
T. Read ◽  
J. J. Astrain
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Mobile Devices ◽  
Intelligent System ◽  
Voice Recognition ◽  
Easy Access ◽  
Computer Assisted ◽  
Mobile Assisted Language Learning ◽  
Language Learning Disabilities ◽  
Personal Mobile Devices

This article presents an intelligent system for people with language learning disabilities called MarLuc. MarLuc aims to improve people’s skills in their native language rather than a second language. The system was born as a tiny Computer Assisted Language Learning (CALL) web-based application targeted to improve pronunciation. Later it became a Mobile Assisted Language Learning (MALL) application and has therefore incorporated some powerful native resources such as voice recognition present on mobile devices. Working with personal mobile devices has brought new exciting possibilities, including but not limited to easy access to native voice recognition and the utilization of bots. In this study, we will show the advantages and some limitations of using native Siri or Android based voice recognition.

scholarly journals A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 439
Author(s):  
Zhenyu Yang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
Easy Access ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Limit Access

In this era of digital technology, time and place no longer limit access to information, communication, and learning. Following the trend and popularity of CALL (Computer-assisted Language Learning), MALL (Mobile-assisted Language Learning) is gaining increasing attention and application. Many teachers as well as language learners turn to these mobile devices for various language learning purposes due to easy access to resources, convenience, and less language anxiety. Despite the comprehensive functions and sophisticated devices, a high percentage of learners still lag behind and even give up the apps after some time of use. Some research shows that the unsuccessful learners’ lack of motivation constitutes a major hinderance in their self-regulated learning. This study tries to analyze an important component in learners’ motivation, that is self-efficacy (especially computer self-efficacy), and seek for good solutions to the current problems.

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

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.

Mobile-Assisted Language Learning from the Student Perspective

2011 ◽  
pp. 93-110 ◽  
Author(s):  
Daryl L. Beres
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Research Literature ◽  
Student Perspective ◽  
Conceptions Of Learning ◽  
Beliefs And Practices ◽  
Learner Beliefs ◽  
Mobile Assisted Language Learning ◽  
Learning Research

This chapter seeks to refocus the conversation about mobile-assisted language learning (MALL) from the instructor’s perspective to the student’s. I argue that mobile “teaching” does not need to be located within a course, but that we are “m-teaching” whenever we encourage or enable learners to use mobile devices “to facilitate, support, enhance and extend ... [their] learning” (Attewell, Savill-Smith, & Douch, 2009, p. 1). This chapter will explore important concerns related to this definition, including conceptions of learning, blurred boundaries between personal and educational lives, the affordances and limitations of mobile devices, and learner autonomy. A look at the m-learning research literature will show students’ perceptions of MALL running the gamut from skeptics to believers. Finally, the chapter reports on the long-term investigation of learner beliefs and practices of MALL which is underway at Mount Holyoke College, and offers five initial conclusions.

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