Student Preferences for M-Learning in Higher Education Institutions

2018 ◽  
Vol 4 (1) ◽  
pp. 35-43
Author(s):  
Mustafa Azmi Bingol
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
High Tech ◽  
Learning Tool ◽  
Northern Iraq ◽  
Mobile Assisted Language Learning ◽  
Special Studies

It is inevitable to use different high-tech devices, particularly smart phones, in today’s rapid life. As a result, educators who work in this sector try to take advantage of developing technology in order to implement the teaching and learning process. Nevertheless, applying mobile learning to educational institutions requires special studies in order to adapt and implement the materials. Due to this reason, it is necessity to make a much more decent research on the acceptance of m-learning by students in terms of setting up m-learning systems in universities. The main goal of this research is to find out the students’ acceptance of mobile learning in Northern Iraq. The questionnaires were used to guide the educators to comprehend the research aim unambiguously and clearly. This study involves three primary research questions that propose to solve with the analysis of the findings, which are gathered by conducting questionnaires: How do university students accept mobile learning through devices inside and outside of the class? What is their level of mobile usage as a learning tool? And whether the students are ready to adapt mobile-assisted language learning. As a result of the research more than half of the students has revealed a positive attitude to use mobile devices in the process of learning. And most of them agree that mobile devices could be used as a learning tool. According to the last section of the questionnaire, students are ready to adopt mobile learning.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

scholarly journals An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 271-289 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Lesley Shield
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Rapid Evolution ◽  
Social Contact ◽  
Learning Needs ◽  
Social Contacts ◽  
Personal Learning ◽  
Mobile Assisted Language Learning

AbstractMobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

scholarly journals Using mobile technologies for studying foreign languages

2018 ◽  
Vol 7 (3) ◽  
pp. 317-321
Author(s):  
Mariia Viktorovna Drygina
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Modern World ◽  
Mobile Assisted Language Learning ◽  
Process Visibility

In our modern world mobile devices play an important role in the learning process and provide more opportunities for access to educational resources. The use of mobile devices in the learning process is a promising direction that attracts researchers all over the world. Although mobile devices are widely used and they are accessible means of studying, they are still not perceived as means of foreign language learning. The use of mobile technologies will make it possible not only to induce the learning process visibility, divisiveness and interaction, but also to improve the quality of education, and to expand the possibilities for both students and teachers. The paper presents a systematic review of resources on the problem of mobile assisted language learning. The results of the research have shown that this method is widely used by researchers in Scandinavian countries. The classification has been made on the basis of the existing concept of mobile learning. In addition, the paper describes main technical, pedagogical and psychosocial factors which influence the development of modern resources for mobile learning of foreign languages.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

2018 ◽  
pp. 375-388 ◽  
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Tablet Pcs ◽  
Mobile Assisted Language Learning ◽  
Future Work

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

scholarly journals Podcasting as a Mobile Learning Technology

2015 ◽  
Vol 7 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

The Mobile Learning Enhances the Quality of Learning: A Study

2018 ◽  
Vol 8 (1) ◽  
pp. 22-26
Author(s):  
S. Vijayakumar ◽  
V. Ramesh Babu
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Formal Education ◽  
Portable Devices ◽  
Education Society ◽  
Secondary Sources ◽  
Mobile Assisted Language Learning

The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever .The present paper was based on secondary sources of data highlighting of concept, Features, values , Challenges and advantages of M-learning.

scholarly journals THE APPLICATION OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN TEACHING PRONUNCIATION

2020 ◽  
Vol 6 (2) ◽  
pp. 194-203
Author(s):  
Ila Amalia
Keyword(s):  
Experimental Study ◽  
Secondary School ◽  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Initial Period ◽  
Personal Learning ◽  
Mobile Assisted Language Learning ◽  
Teaching Pronunciation ◽  
Experimental Group

Mobile learning is experiencing a drastic change. Whereas the initial period of mobile learning tend to propose carefully skilled activities by teachers and technology, students are gradually motivated by their personal learning needs, including those that arise from greater mobility and traveling activities. Through the process, the mobile learning use, particularly the Mobile Assisted Language Learning (MALL), have become essential tools in the teaching and learning process. This research investigates the use of Mobile Assisted Language Learning (MALL) in teaching pronunciation at a secondary school. Using experimental study, the research aims to know the effectiveness of MALL in teaching pronunciation in experimental group, compared to another group with non-MALL. Result shows that students in experimental group performed better in pronunciation skill compared to their peers. Thus the use of MALL in teaching pronunciation was also effective in improving students’ pronunciation skill with the t-count (5.97) which is higher than the t-table (2.00 and 2.67).  Keywords: Mobile Assisted Language Learning (MALL), Pronunciation, Secondary school, Experimental study, Method

scholarly journals A review of MALL: from categories to implementation. The case of Apple’s iPad

2019 ◽  
Vol 27 (2) ◽  
pp. 1
Author(s):  
Valentina Morgana
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Task Design ◽  
Mobile Assisted Language Learning ◽  
Learning Tasks ◽  
Implementation Practices ◽  
Tablet Device

<p>The use of mobile devices inside and outside formal settings is often associated to innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps.</p><p>This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning. Keywords: Mobile-assisted language learning, review, iPAD, task design.</p>

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