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.

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

2020 ◽  
pp. 515-531
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.

Chinese Students' Perceptions of Using Mobile Devices for English Learning

2015 ◽  
pp. 1687-1700
Author(s):  
Bin Zou ◽  
Xinxin Yan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Mainland China ◽  
Chinese Students ◽  
Handheld Devices ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Strong Motivation ◽  
Students Attitudes

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.

scholarly journals Dispositivi mobili per un’educazione linguistica inclusiva App e italiano L2 per migranti

2021 ◽  
Author(s):  
Simone Torsani ◽  
Fabrizio Ravicchio
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Language Education ◽  
Migrant Population ◽  
Italian Language ◽  
The Third ◽  
Reference Framework ◽  
Mobile Assisted Language Learning ◽  
Potential Development

The contribution provides an overview of how mobile devices may be integrated into language education for migrants. The first paragraph focuses on the heterogeneity of the migrant population in Italy. In the following paragraph, we argue that Mobile Assisted Language Learning (MALL) may support the personalisation of learning and the hybridisation between classroom and extracurricular. Since the choice of the app may not be easy, we introduce, in the third paragraph, a reference framework for MALL, and we examine four mobile apps for Italian language. We conclude that mobile apps may support the linguistic inclusion and we try to envisage some areas of potential development for this field.

Chinese Students' Perceptions of Using Mobile Devices for English Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 20-33 ◽  
Author(s):  
Bin Zou ◽  
Xinxin Yan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mainland China ◽  
Chinese Students ◽  
Handheld Devices ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Anonymous Questionnaire ◽  
Strong Motivation ◽  
Students Attitudes

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.

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. 

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

Mobile-Assisted Language Learning from the Student Perspective

2011 ◽  
pp. 93-110 ◽  
Author(s):  
Daryl L. Beres
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Research Literature ◽  
Student Perspective ◽  
Conceptions Of Learning ◽  
Beliefs And Practices ◽  
Learner Beliefs ◽  
Mobile Assisted Language Learning ◽  
Learning Research

This chapter seeks to refocus the conversation about mobile-assisted language learning (MALL) from the instructor’s perspective to the student’s. I argue that mobile “teaching” does not need to be located within a course, but that we are “m-teaching” whenever we encourage or enable learners to use mobile devices “to facilitate, support, enhance and extend ... [their] learning” (Attewell, Savill-Smith, & Douch, 2009, p. 1). This chapter will explore important concerns related to this definition, including conceptions of learning, blurred boundaries between personal and educational lives, the affordances and limitations of mobile devices, and learner autonomy. A look at the m-learning research literature will show students’ perceptions of MALL running the gamut from skeptics to believers. Finally, the chapter reports on the long-term investigation of learner beliefs and practices of MALL which is underway at Mount Holyoke College, and offers five initial conclusions.

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.

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