EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

Mobile Learning Using Mobile Phones in Japan

2011 ◽  
pp. 64-83 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
English Language ◽  
Educational Process ◽  
English Language Learning ◽  
Good Program ◽  
The Past ◽  
E Learning ◽  
Model Programs

The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoyama Gakuin University in Japan, started a mobile learning project in 2002 to demonstrate model programs of mobile learning using mobile phones (mLearning/MPs), with the findings from all the experiments conducted over the past seven years contributing to the educational process. This chapter first discusses the barriers, such as the psychological, pedagogical, and technological issues, that mLearning/MPs had to overcome. Next, the author introduces findings obtained from four projects carried out on the English language by mobile phones, and then provides suggestions on essential conditions required for a good program for mLearning/MPs. The chapter proposes open source-based mobile services as a way of overcoming barriers faced by mLearning/MPs, and as an effective model for English language learning using mobile phones.

scholarly journals PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER

2020 ◽  
Vol 5 (1) ◽  
pp. 61-72
Author(s):  
Taufik Hidayah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Education ◽  
High Rate ◽  
Language Learning Strategies ◽  
English Language Education ◽  
The University

          The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths  and weaknesses in skills and content courses  and self-regulate learning so as to make progress with teachers’ assistance. Keywords:  language learning strategies  (LLS);  Strategy Inventory of Language Learning (SILL);  memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.  

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

scholarly journals Utilizing Mobile Assisted Language Learning (MALL) for Teaching English to Non- Formal Learners in Pakistan

2020 ◽  
Vol 7 (2) ◽  
pp. 70-81
Author(s):  
Shagufta Moghal ◽  
Muhamamd Mooneeb Ali ◽  
Zoobia Asad ◽  
Dr. Muhammad Asif ◽  
Amina Shahid
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
English Language Learning ◽  
Formal Schooling ◽  
Teaching English ◽  
Mobile Assisted Language Learning ◽  
Problematic Area

Non formal education is an important education type that helps the availability and continuity of education where formal schooling is not available. English language learning assumes a significant role in the National Educational program. Despite its importance, English Language learning is a problematic area for learners in the formal and non-formal education systems. This research intends to explore the importance of using mobile assisted language learning (MALL) in non-formal English language environments in Pakistan. The population of this research comes from various institutions all over Punjab, Pakistan, where 60 non - formal learners were chosen through simple random sampling method. The research design was experimental whereas test (pre and post) was used as a tool to collect data. The findings present that MALL created a significant impact on English Language learning of non-formal learners. It further ascertained that MALL can be an attractive and result oriented method in non-formal settings.

scholarly journals Communicative-Analytic Method in Teaching English to Adults at Commercial English Schools and Centers in Ukraine

2015 ◽  
Vol 65 ◽  
pp. 16-26 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
Teaching And Learning ◽  
English Language ◽  
Adult Population ◽  
Language Education ◽  
Teaching English ◽  
Language Schools ◽  
Teaching Learning

The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.

INNOVATION IN TEACHING ENGLISH FOR LAW ENFORCEMENT: A TECHNOLOGY-INTEGRATED APPROACH

2018 ◽  
Vol 3 ◽  
pp. 566-579
Author(s):  
Cristina Georgeta Pielmus
Keyword(s):  
Law Enforcement ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Integrated Approach ◽  
Modern Technology ◽  
Teaching English ◽  
Language Class

Nowadays, innovation is seen as a process of change, whose implementation is supposed to bring about more effectiveness in those organizations that envision such reformative initiatives. In language education, innovation is often related to the emergence and experimentation of both pedagogical and technology-integrated approaches to teaching and learning. The technology-based language teaching refers to the integration of modern technology into the language class, either as a tool or as a resource. From this perspective, the article starts with an overview of the literature regarding key-concepts we operate with throughout the paper and is organized in several subsections attempting first to define what innovation in language education is, then to clarify what English for Law Enforcement is against the distinction between English for Specific Purposes as opposed to General English. Further the paper focuses on the use of ICT in English language teaching, enumerating and illustrating how the technology-based approaches can be employed in language classes. This section makes the shift to the next one, which discusses a concrete case of teaching English for Law Enforcement students in Romania, exemplifying the “what” and “how” of the use of technology in such a language learning environment, pointing out both its benefits and drawbacks for both teachers and learners.

scholarly journals MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH

2021 ◽  
pp. 162-169
Author(s):  
Alona Solodchuk
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Approaches To Learning ◽  
Educational Process ◽  
Teaching English ◽  
Physical Response ◽  
Learning English

The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment. Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.

scholarly journals Student's Strategy In Learning Vocabulary at English Department of STKIP PGRI

2019 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Nanik Sulastri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Research Result ◽  
Language Education ◽  
Sampling Technique ◽  
Vocabulary Learning Strategies

This research was conducted to: (1) To examine the vocabulary learning strategies (2) To find out  the most and the least vocabulary learning strategies that used by the (3) To analyze the factors affect the students in choosing the vocabulary learning strategy of English Language Education Program at STKIP PGRI Sumbar. The research applied a descriptive research; the population of this research   was   the   eighth-semester   students   in   academic   year 2017/2018. The samples of this research were 49 students chosen by using total sampling technique. The data were analyzed by using descriptive analysis and used Power score and estimate stage for Academic vocabulary. The research result showed that (1) the students’ vocabulary proficiency; it was classified as late gradation. It can be said that most of the students are in late gradation in percentage 60.71% and only less students who get early gradation. (2) the most learning strategy mostly used by the students was Consolidation learning strategies in learning vocabulary on percentage 40,81% students . (3) Some factors affect the choosing of vocabulary language learning strategies were found. It was found that the late gradation students chose Memory learning strategies as their strategy in learning vocabulary because of believe, motivation and learning experience. It can be concluded that the students’ learning strategy affected their proficiency in vocabulary.

scholarly journals IMPLEMENTATION OF COMMUNICATIVE AND PARTICIPATORY APPROACH IN TEACHING ENGLISH FOR BUSINESS

2020 ◽  
Vol 7 (2) ◽  
pp. 231-244
Author(s):  
Naela Hidayatul Mukaromah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Teaching Techniques ◽  
English As Foreign Language ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Research Findings ◽  
Teaching Learning

Teaching English as Foreign Language (EFL) is quite challenging because teachers should prepare materials properly as well as the teaching technique that will be applied in EFL classroom. The teachers should also pay attention to the communicative purpose of teaching EFL. This study investigates the application of teaching techniques and approaches done by EFL teacher. The researcher observed the teaching techniques applied by the lecturer as well as teaching learning process experienced by college students in English for Business classroom. Based on the research findings and discussions, it can be inferred that the lecturer applied Communicative Language Teaching and Participatory Technique which are involved in two different approaches in his class of English for Business. The two approaches are communicative and participatory approaches. Those two are applicable and appropriate to be conducted in the classroom of students in higher education. Further, it is suggested for EFL teachers to consider the classroom condition in deciding what teaching techniques to be applied. Further, the communicative purpose of language learning is supposed to be the main consideration for the teachers since the students are supposed to use English language communicatively in context.

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