scholarly journals Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning

2017 ◽  
Vol 3 (4) ◽  
pp. 133-176
Author(s):  
Hasnaa Helwa
Keyword(s):  
Language Learning ◽  
Prospective Teachers ◽  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills

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 UTILIZING YOUTUBE TO DEVELOP NURSING STUDENTS’ AUTONOMOUS LEARNING AND LISTENING COMPREHENSION: AN EXPERIMENTAL STUDY

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Michael Recard ◽  
Sandra Sembel ◽  
Shinta Hasibuan
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Industrial Revolution ◽  
Autonomous Learning ◽  
Control Group ◽  
Listening Skills ◽  
Comprehension Skills

<p>Industrial Revolution (IR) 4.0. is about dealing with digital-native students  and developing autonomous learning. One possible strategy to deal with these issues is using YouTube as a tool for English language learning. There have been some studies discussing the effectiveness of using it, yet we still have niches; for instance, deeper and wider contexts and respondents. Thus, this study aims to examine students’ autonomy over their learning and whether YouTube can develop the listening comprehension skills of nursing students in a Faculty of Nursing in Tangerang. To achieve the first aim, quantitative and qualitative studies were conducted, while for the second aim, an experimental study was used. The experimental study involved an experimental group consisting of 16 students and a control group consisting of 16 students. The result shows that the participants consider YouTube as a useful support to develop their autonomy in learning English and YouTube video has been successful to develop their listening skills.</p>

COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hamed Barjesteh ◽  
Elham Movafaghardestani ◽  
Ahmad Modaberi
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Visual Learning ◽  
Vocabulary Knowledge ◽  
Content Type ◽  
Intermediate Students ◽  
Learning Group ◽  
Visual Vocabulary ◽  
Mobile Assisted Language Learning ◽  
Quasi Experimental

PurposeCOVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.Design/methodology/approachTo complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.FindingsThe finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.Originality/valueThis study was conducted during COVID 19 between two groups in Iran.

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students&rsquo; language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants&rsquo; were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p &lt; .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

scholarly journals EFL learners’ experience of a MALL-based vocabulary learning tool

2020 ◽  
Vol 10 (2) ◽  
pp. 283-291
Author(s):  
Abdullah Alhadiah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Vocabulary Learning ◽  
Intention To Use ◽  
Learning Tools ◽  
Learning Tool ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

Since vocabulary learning plays a crucial role in the journey of language learning, various programs and mobile applications have been developed to assist vocabulary learning. However, the effectiveness of MALL-based (mobile-assisted language learning) tools can be determined by examining the perception of users, who are learners in this case, because, as Beres (2011) emphasized, learners do not always perceive learning tool effectiveness in the same way as educators. Thus, the primary purpose of this study is to investigate the perspectives of learners regarding the use of one of the programs that can be used for vocabulary learning — Quizlet. The perceptions of thirty-eight Saudi EFL (English as a Foreign Language) freshmen college students regarding the use of Quizlet for fourteen weeks were examined using questionnaires and interviews. The main findings of the study show that the students demonstrated positive attitudes towards the use of Quizlet in English vocabulary learning. They perceived it as a useful program that was easy to use, and they reported the intention to use it in the future. The present study highly recommends the use of MALL-based tools for vocabulary learning for their usefulness inside and outside the classroom.

How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English

2021 ◽  
pp. 45-61
Author(s):  
Buğra Zengin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Policy Making ◽  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Education Policies ◽  
Tv Shows ◽  
Informal Settings

Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.

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