scholarly journals Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

2019 ◽  
Vol 13 (07) ◽  
pp. 129 ◽  
Author(s):  
Farhana Diana Deris ◽  
Nor Seha A Shukor
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
New Technologies ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Phenomenological Inquiry ◽  
Mobile Assisted Language Learning

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

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.

Language Skills Training Through Mobile Apps

2020 ◽  
pp. 471-490
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Mobile-Assisted Vocabulary Learning: A Review Study

2017 ◽  
Vol 8 (2) ◽  
pp. 190 ◽  
Author(s):  
Parichehr Afzali ◽  
Somayeh Shabani ◽  
Zohreh Basir ◽  
Mohammad Ramazani
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Discussion Section ◽  
Mobile Assisted Language Learning ◽  
Review Study

Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We selected studies done in different countries such as Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

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. 

Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context

2018 ◽  
pp. 328-344 ◽  
Author(s):  
Bin Zou ◽  
Xinxin Yan ◽  
Hui Li
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Learning Context ◽  
Chinese College Students ◽  
Mobile Assisted Language Learning ◽  
Class Context ◽  
Students Attitudes ◽  
Online Sources ◽  
Efl Learning

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.

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