The Role of Mobile-assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality

2020 ◽  
Vol 20 ◽  
pp. 1-18
Author(s):  
Mariam Al-Shehab Al-Shehab
Keyword(s):  
Language Learning ◽  
Traditional Approach ◽  
Writing Process ◽  
Writing Skills ◽  
Intermediate Level ◽  
Future Research ◽  
Kuwait University ◽  
Positive Effects ◽  
Mobile Assisted Language Learning

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals Humor in Psychiatry: Lessons From Neuroscience, Psychopathology, and Treatment Research

2021 ◽  
Vol 12 ◽  
Author(s):  
Philipp Berger ◽  
Florian Bitsch ◽  
Irina Falkenberg
Keyword(s):  
Interpersonal Relationships ◽  
Close Association ◽  
Well Being ◽  
Future Research ◽  
Targeted Interventions ◽  
Positive Effects ◽  
Neuropsychiatric Diseases ◽  
Systematic Training ◽  
Treatment Research

Humor is a ubiquitous human characteristic that is socially motivated at its core and has a broad range of significant positive effects on emotional well-being and interpersonal relationships. Simultaneously, however, impairments in humor abilities have often been described in close association with the occurrence and course of neuropsychiatric disorders, such as schizophrenia, social anxiety, or depression. In the past decade, research in the neuroimaging and psychiatric domain has substantially progressed to (i) characterize impaired humor as an element of psychopathology, and (ii) shed light on the neurobiological mechanisms underlying the role of humor in neuropsychiatric diseases. However, (iii) targeted interventions using concepts of positive psychology have revealed first evidence that a systematic training and/or a potential reactivation of humor-related skills can improve rehabilitative outcome in neuropsychiatric patient groups. Here, we sought to integrate evidence from neuroscience, as well as from psychopathology and treatment research to shed more light on the role of humor in psychiatry. Based on these considerations, we provide directions for future research and application in mental health services, focusing on the question of how our scientific understanding of humor can provide the basis for psychological interventions that foster positive attitudes and well-being.

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

scholarly journals Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

2021 ◽  
Author(s):  
Isyaku Hassan ◽  
Ayuni Madarina Abdul Rahman ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Traditional Approach ◽  
Writing Skills ◽  
Data Gathering ◽  
Control Group ◽  
Esl Students ◽  
English Writing ◽  
Quasi Experimental ◽  
Esl Learners

Developing writing proficiency is complex as students need to master specific rules and acquire certain skills. This complexity often obstructs students’ interest and eventually affects their comprehension and performance in language learning. Research has highlighted the significance of English as a Second Language (ESL), particularly in the Malaysian context. This study, therefore, aims to evaluate the effectiveness of blended learning in developing English writing skills, particularly among ESL learners at a Polytechnic in Malaysia. The study adopted quasi-experimental analysis in which pre-test and post-test were used as data-gathering instruments. The data were gathered from a purposive sample of 60 ESL students separated into an experimental group and a control group. The data were analyzed using the Mann-Whitney U test via the Statistical Package for Social Sciences (SPSS). The findings showed that blended learning is significantly effective in developing writing performance among ESL students in the selected institution. Further analysis revealed a slight improvement among students who learned through the traditional approach. This study highlights useful findings that could be useful in designing English curriculums, particularly in higher institutions. However, this experiment focuses on students’ performance, further research may explore instructors’ practices in Malaysian higher intuitions.

scholarly journals PERANAN EKSPLORASI PUSTAKA UNTUK MENINGKATKAN KETRAMPILAN MENULIS PADA SISWA KELAS IV SDN GUNUNG AGUNG

2018 ◽  
Vol 9 (1) ◽  
pp. 51
Author(s):  
Resmiyati Resmiyati
Keyword(s):  
Language Learning ◽  
Writing Skills ◽  
Class Action ◽  
Test Method ◽  
Elementary School District ◽  
Research Cycle ◽  
Fourth Grade Students ◽  
Qualitative Descriptive ◽  
Descriptive Approach

Abstrak: Penelitian ini untuk mengungkapkan peran Bagaimana Pendekatan Eksplorasi Pustaka dapat meningkatkan ketrampilan menulis pada siswa kelas IV di SDN Gunung Agung,  Kecamatan Pringgarata,  Kabupaten Lombok Tengah tahun 2014/2015. Menggunakan pendekatan deskriptif kualitatif jenis penelitia tindakan kelas dua siklus, pengumpulan data dengan metode tes, pustaka, observasi, dan dokumentasi. Diperoleh hasil, yaitu: Kategori A mengalami kenaikan 4%. Kategori B mengalami kenaikan 35%. Kategori C mengalami kenaikan 10%. Kategori D mengalami penurunan 46%. Kategori E mengalami penurunan 4%. Kesimpulan bahwa Kegiatan Eksplorasi Pustaka dapat meningkatkan kemampuan menulis dalam Peembelajaran Bahasa Indonesia bagi siswa kelas IV SDN Gunung Agung Tahun 2014/2015.Abstract:  This research is to reveal the role of How Exploration Approach Pustaka can improve writing skills in fourth grade students in Gunung Agung Elementary School, District Pringgarata, Central Lombok regency 2014/2015. Using a qualitative descriptive approach type of second class action research cycle, data collection by test method, library, observation, and documentation. The results obtained, namely: Category A has increased 4%. Category B increased 35%. Category C has increased 10%. Category D has decreased by 46%. Category E has decreased by 4%. Conclusion that Activity Exploration Pustaka can improve writing skill in Indonesian Language Learning for grade 4 student of SDN Gunung Agung Year 2014/2015.

Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

2020 ◽  
Vol 53 (1) ◽  
pp. 3-28 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teachers ◽  
Future Research ◽  
L2 Acquisition ◽  
Conversational Interaction ◽  
Beneficial Effects ◽  
Challenging Question ◽  
Considerable Body

AbstractHow to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has examined its effectiveness. In this context, a central and challenging question has always been how to determine whether such feedback is effective for language learning. Studies investigating the role of feedback have used various measures to assess its usefulness. In this paper, I will begin with a brief overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will then examine the various measures used in both descriptive and experimental research and discuss the issues associated with such measures. I will conclude with what continues to pose us a challenge in assessing the role of feedback and offer some recommendations to inform future research in this area.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Toward Mobile Assisted Language MOOCs

2015 ◽  
pp. 225-243 ◽  
Author(s):  
Timothy Read ◽  
Elena Bárcena
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Direct Interaction ◽  
Target Language ◽  
Access To Education ◽  
Mobile Assisted Language Learning ◽  
Formal And Informal Learning ◽  
Technological Context ◽  
Digital Equivalent

MOOCs are presented in this article as a fundamental change in the access to education in the world. While not necessarily a completely new invention, the technological context was ripe for them to take off and become established as an important step forward in providing open education for a large number of people. It is argued that MOOCs, if correctly structured and managed, can harness the best of both formal and informal learning, to help students develop their receptive, productive and interactive language competences. It is, therefore, possible to talk about Language MOOCs, or LMOOCs, as a sub-field within MOOC research and practice. Activities that revolve around collaboration and peer review, resting upon basic linguistic notions of the target language, while arguably not as fruitful or enjoyable as direct interaction with native speakers, can still greatly motivate students to experiment with new language and become more proactive than they would in other learning environments. Furthermore, while focussing on the mistakes of other students, they are implicitly reviewing and refining their own comprehension and production. If mobile assisted language learning, or MALL, is talked about as the application of mobile technology to language learning, then given the potential of such technology to increase both the access of students to LMOOCs and also provide them with complementary tools for the courses, we can begin to talk about Mobile Assisted LMOOCs, or MALMOOCs. In this chapter, the nature of LMOOCs is discussed together with the potential role of mobile devices, argued to be the digital equivalent of the Swiss army knife, offering a rich and flexible way of interacting with the real world based upon the array of sensors present and the apps that can be installed on them.

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