scholarly journals Using Mobile-Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges

2021 ◽  
Vol 5 (2) ◽  
pp. 95-106
Author(s):  
Solihin Solihin ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Learning ◽  
Rural And Remote ◽  
Advantages And Disadvantages ◽  
Mobile Assisted Language Learning ◽  
Library Research ◽  
Research Questions ◽  
Popular Language ◽  
Collection Methods

In the realm of education, information technology (IT), particularly mobile devices and applications, is becoming increasingly popular. Language learning has become one of the areas of education where mobile technology is being used. In Indonesia, Mobile-Assisted Language Learning has been implemented some areas, while it is acknowledged that some areas have not benefited as much as others. Some have questioned whether MALL might be used in their areas, while others have stated that it is unavoidable. The following are the research questions: 1) what are the advantages and disadvantages of using MALL? 2) How feasible is it to utilize MALL in an Indonesian context? The nature of this study is descriptive qualitative. The data collection methods used was library research. Data reduction, data display, and conclusion drawing were the approaches used to analyze the data. This research examines a variety of literature (including peer-reviewed studies) on the benefits and drawbacks of adding MALL into the framework of English as a Foreign Language (EFL) education. The application of these concepts in an Indonesian setting is then examined. Finally, to stay up with global digital learning, this article advocates that MALL be used for EFL teaching in Indonesia. It also suggests that more research be done for each mobile device and app in various parts of Indonesia, particularly in rural and remote places.

scholarly journals Evaluieren und Prüfen in DaF / DaZ

2020 ◽  
Author(s):  
Marion Grein ◽  
Ann-Katrin Fierus ◽  
Nina Jehle ◽  
Virginia Sánchez Anguix ◽  
Joshua Ziegler ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Critical Discussion ◽  
Theory And Practice ◽  
Digital Learning ◽  
Inverted Classroom ◽  
General Didactics ◽  
Training Courses ◽  
New Research ◽  
Further Development

Consistent evaluation is an important prerequisite for quality assurance and continuous further development in the area of DaF/DaZ. With a focus on virtual learning, this volume deals with the evaluation of the Inverted Classroom Model for the training of teachers of German as a foreign language and specifically with language learning apps. A second focus is on the evaluation of exams and tests. In addition to the medical language examination and the qualification tests of future teachers, the focus here is on examiner qualifications. The critical discussion will present suggestions for solutions as well as new research approaches. This volume does justice to the claim that theory and practice are closely intertwined. Christina Maria Ersch studied German and Scandinavian Studies in Göttingen and German as a foreign language in Mainz, where she is a research assistant. She has been teaching German as a foreign language for several years, is a certified telc examiner and conducts advanced training courses in neurodidactics and action-oriented learning. Her research interests are, among other things, in general didactics with a focus on competence-oriented, digital learning and in intercultural communication.

scholarly journals Effective Strategies on Learning Arabic for Children

ALSINATUNA ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 68
Author(s):  
SOKIP
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Strategy ◽  
Existing Problems ◽  
Effective Strategies ◽  
Library Research ◽  
Literary Sources ◽  
Selection Of

Arabic learning can take place at various ages of either children, adolescents or adults. Learning Arabic is something needed for especially Muslim because it is important in Muslim life. This paper will explain about the Arabic learning strategy for children. This is important to discuss because children need special strategies in learning for their ages. In collecting information, the writer uses library research method, which is done by comparing several literary sources, especially those that are the main source of discussion to discuss about the existing problems. Then, as the result, language learning is a help to determine how, and how well, learners learn a foreign language. There are many variations on learning strategy. Arabic learning strategies for children include playing, singing, telling stories, projects, demonstration, and conversation. By using the suitable and fun strategy, children can develop their potential well and effectively. The selection of learning strategies depends on children’s ages and characteristics.  

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals "Let's date!" A 360-degree video application to support foreign language learning

2019 ◽  
pp. 39-44
Author(s):  
Anke Berns ◽  
Iván Ruiz-Rube ◽  
José Miguel Mota ◽  
Juan Manuel Dodero ◽  
Edson Castro ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Language Immersion ◽  
Mobile Assisted Language Learning ◽  
Video Application ◽  
Language Competencies

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.

scholarly journals Responding to the critics: Implementation of TBLT in Japan

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Justin Harris
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Ability ◽  
High Stakes ◽  
Advantages And Disadvantages ◽  
High Stakes Tests ◽  
Language Classes ◽  
Language Classrooms

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

scholarly journals THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

2019 ◽  
Vol 74 (6) ◽  
pp. 201-211
Author(s):  
Володимир Миколайович Манько ◽  
Людмила Іванівна Хіценко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Computer Software ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Computer Classrooms ◽  
High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING: INCREASING STUDENTS’ READING INTEREST TROUGH E-BOOK

2020 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Faradilla Fatich Narulita Mahendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Habits ◽  
Online Application ◽  
Mobile Assisted Language Learning ◽  
The World ◽  
Pedagogical Implication ◽  
Theory Of Reading ◽  
Reading Interest

The purpose of this article is to review theories and previous studies about the potential offered by e-Book to increase students’ interest in reading. In Indonesian context, where English serves as a foreign language, the problem is the students tend to have low reading habits. According to PISA, by the level of literacy in Indonesia ranks the second lowest from 61 countries. Another fact shows that Indonesia is the country with the fourth largest active smartphone users in the world after China, India and America.one of the alternative ways to deal with this problem is that students must be directed to read text on the screen through online application like e-Books. This article then will discuss deeper about the theory of reading and e-Book, the reason why using e-Book as media of learning reading and how to use e-Book in reading class. Some previous research highlighting the effect of e-Book on the students’ reading interest and how e-Book can increase students’ reading interest will be the next discussion. This paper finally presents conclusion and pedagogical implication as the closing remarks.

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