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.  

scholarly journals Mobile Phone Use for English Language Learning in a Dominican Republic University Classroom: A Qualitative Inquiry

2020 ◽  
Author(s):  
Gisela Martiz ◽  
Mimi Recker
Keyword(s):  
Dominican Republic ◽  
Language Learning ◽  
Mobile Phone ◽  
Developing Country ◽  
Mobile Phones ◽  
English Language ◽  
Qualitative Inquiry ◽  
English Language Learning ◽  
Mobile Phone Use ◽  
Urban City

This qualitative case study investigated the use of mobile phones as tools to support English language learning in a higher education setting in the Dominican Republic. The study examined how a Dominican English language teacher and her students used mobile phones as educational tools, and which features these participants appropriated to engage in English language learning activities inside and outside the classroom. The study also explored social and physical factors that influenced participants’ mobile phone appropriation in a developing country context with limited technology access and infrastructure. Data collection took place for eight weeks through semi-structured interviews, informal conversations, classroom observations, and questionnaires, in a university English language center located in a Dominican urban city. Findings indicated that the teacher appropriated her mobile phone as a tool for connectivity, content delivery, assessment facilitation, time-management, and emergency power back-up. Students appropriated their mobile phones as tools for research and reference, note-taking, data gathering, collaboration and repository. In addition, mobile phone use for educational purposes facilitated the teacher’s instruction and enabled her to provide authentic activities for her students. Findings from this study shed light on how English Language teachers and students can integrate their own mobile technologies to support English language learning in a university classroom within a developing country context with uneven access to technology. Cite as: Martiz, G., Recker, M. (2019) Mobile Phone Use for English Language Learning in a Dominican Republic University Classroom: A Qualitative Inquiry. Computer-Based Learning in Context, 1(1), 14-27. DOI: 10.5281/zenodo.4057253

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

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 HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES

2018 ◽  
Vol 11 (2) ◽  
pp. 183
Author(s):  
L. Angelianawati
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
English Education ◽  
English Teachers ◽  
Target Language ◽  
English Language Learning ◽  
English Classes ◽  
Higher Education Teaching

ABSTRAk   Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi.   Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris     ABSTRACT   One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education.   Key Words: Higher Education, Teaching Strategies, English Education

scholarly journals ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

2021 ◽  
Vol 37 (1) ◽  
pp. 109
Author(s):  
Tran Quoc Thao ◽  
Nguyen Hoang Chau Long
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Research Perspectives

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

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.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

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