Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2020 ◽  
pp. 452-475
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2018 ◽  
pp. 262-285
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2020 ◽  
pp. 491-514
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

scholarly journals Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

2021 ◽  
Vol 24 (2) ◽  
pp. 177-202
Author(s):  
Gillian McLellan ◽  
Eva Kartchava ◽  
Michael Rodgers
Keyword(s):  
Language Learning ◽  
Customer Service ◽  
Language Instruction ◽  
Learning Technology ◽  
Language Training ◽  
Volunteer Teachers ◽  
Linguistic Support ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

scholarly journals Enquiry-Based Approach in Mobile-Supported Classroom to Develop Language Skills

2017 ◽  
Vol 3 (3) ◽  
pp. 39-49 ◽  
Author(s):  
Svetlana Titova ◽  
Olga Samoylenko
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Quantitative Research ◽  
Language Skills ◽  
Immediate Feedback ◽  
Joint Research ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Joint Research Project ◽  
Post Test

This article investigates the pedagogical impact of both the mobile-testing system PeLe and an enquiry-based approach to language skills development in the context of mobile-assisted language learning. The study aims to work out a methodological framework for PeLe implementation into a language classroom through immediate feedback and formative assessment. The framework was developed and pilot tested in a joint research project, MobiLL, by EFL teachers at Lomonosov Moscow State University (Russia) and University College HiST (Norway). The analysis based on quantitative research data demonstrated that PeLe-supported language classes resulted in language skill gains. The qualitative data analysis highlighted the positive effect of mobile formative assessment and of post-test activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks to cultivate collaboration.

scholarly journals Mobile-assisted and gamification-based language learning: a systematic literature review

2021 ◽  
Vol 7 ◽  
pp. e496
Author(s):  
Kashif Ishaq ◽  
Nor Azan Mat Zin ◽  
Fadhilah Rosdi ◽  
Muhammad Jehanghir ◽  
Samia Ishaq ◽  
...  
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Systematic Literature Review ◽  
Research Work ◽  
School Level ◽  
Future Research ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Recent Developments ◽  
Published Research

Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

scholarly journals Developing a Smartphone Application Prototype as Digital Supplementary Reading Materials for the Tenth Graders for Vocational High School

2021 ◽  
Vol 1 (2) ◽  
pp. 206-220
Author(s):  
Azizatum Mu’afah ◽  
Sintha Tresnadewi ◽  
Nova Ariani
Keyword(s):  
Language Learning ◽  
English Language ◽  
Smartphone Application ◽  
English Language Teaching ◽  
Learning Materials ◽  
Additional Material ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Reading Technique ◽  
Reading Materials

Abstract: The use of technology in language learning has improved the development of educational products. Related to reading, it makes reading materials is not limited to printed-text only. The Mobile-assisted Language Learning (MALL) makes smartphones have big impact on education since it can be used as a device to access variety of technology-based learning materials. In such a way, the development of learning materials that can be accessed from a smartphone is highly needed. Thus, the need for accessible learning materials from a smartphone is crucial to students, especially during the situation where online learning must be carried out. Since students must do distance learning with teachers, smartphone application can be an additional material that can accommodate students to learn independently. The current study is conducted to develop a smartphone application prototype to support the benefit of technology to the practice of English Language Teaching in Indonesia. The R&D model of Borg & Gall (2003) was used to develop this digital supplementary reading material in the form of a smartphone application prototype. The first final product of this study is a smartphone application named ‘Seeds’ that has implemented the three-phase reading technique. Besides, it consists of three different titles of descriptive text added with different forms of reading activities. The product is also supported with additional features like pop-up glossary, re-reading, show-score, and share-score. The second product is the e-manual book in the form of .pdf where it is written in English and Indonesian. Keywords: Mobile-assisted Language Learning (MALL), supplementary reading materials, Research & Development Abstrak: Penerapan teknologi pada pembelajaran bahasa telah menciptakan perubahan pada pengembangan bahan ajar. Berkaitan dengan kemampuan membaca, hal tersebut membuat bahan bacaan tidak terbatas pada teks dalam bentuk fisik saja. Mobile-assisted Language Learning (MALL) menjadikan smartphone memiliki pengaruh yang besar pada pendidikan karena kemampuannya dalam mengakses berbagai macam bahan ajar berbasis teknologi. Hal tersebut menyebabkan pengembangan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat dibutuhkan. Oleh karena itu, kebutuhan akan materi pembelajaran yang dapat diakses menggunakan gawai menjadi sangat penting bagi siswa. Terutama selama pembelajaran online sedang diberlakukan. Semenjak siswa diharuskan untuk melakukan pembelajaran jarak jauh, aplikasi gawai dapat dijadikan sebagai materi tambahan yang dapat memfasilitasi siswa untuk belajar secara independen. Penelitian ini dilakukan untuk mengembangkan suatu prototype aplikasi gawai untuk mendukung manfaat teknologi pada kegiatan pengajaran Bahasa Inggris di Indonesia. Model penelitian R&D oleh Borg & Gall (2003) diterapkan dalam pengembangan materi tambahan membaca dalam bentuk prototype aplikasi gawai. Produk hasil penelitian yang pertama adalah aplikasi gawai bernama 'Seeds' yang telah menerapkan teknik membaca tiga fase. Selain itu, aplikasi yang dikembangkan berisi tiga judul teks deskriptif dengan berbagai bentuk kegiatan membaca. Produk tersebut juga didukung dengan fitur tambahan seperti pop-up glosarium, re-reading, show-score, dan share-score. Produk kedua adalah e-manual book dalam bentuk .pdf yang ditulis dalam Bahasa Inggris dan Bahasa Indonesia. Kata Kunci: Mobile-assisted Language Learning (MALL), materi tambahan membaca, Research & Development

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS� PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH

2020 ◽  
Vol 8 (2) ◽  
pp. 19
Author(s):  
Endang Darsih ◽  
Nida Amalia Asikin
Keyword(s):  
Data Collection ◽  
University Students ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
Structured Interview ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Effect ◽  
Learning English

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students� learning, there have been few studies concerning on university students� perceptions toward the use of MALL in learning English. The study was undertaken to examine university students� perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.

Incorporating LINE Smartphone Affordances

2019 ◽  
pp. 1341-1359
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael Marek
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
English Language ◽  
International Communication ◽  
Cross Cultural ◽  
Smartphone App ◽  
Use Of Technology ◽  
Collaborative Learning Environment ◽  
Research Questions

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

Language Tourism through the Prism of Visual Data – Seeing the Summer Language Courses through Pictures

2016 ◽  
Vol 40 (0) ◽  
pp. 27-45
Author(s):  
Julia Murrmann
Keyword(s):  
Language Learning ◽  
Personal Growth ◽  
Social Networking Sites ◽  
Visual Data ◽  
Cultural Experience ◽  
Written Text ◽  
Text Type ◽  
International Language ◽  
Multicultural Environment ◽  
Language Courses

Purpose. The objective of the research was to outline the character of tourism language based on an analysis of visual data. Method. Analysis of the photographs as preexisting data, visual sociology. For many years, the author of the present paper actively participated in the organization of international language courses and remained, through social media, in touch with hundreds of fellow participants from all over the world. Thanks to the applications (e.g. “my friends” on Facebook), she had access to many private photos taken during the language courses (in case of images used in the article, the individual’s approval for their publication was obtained). Findings. The analyzed visual data highlight the mixed character of the linguistically-oriented travels, prioritizing the entertainment and the immersion in an international and multicultural environment, and somehow shifting the purely educational aspect into the background. As a matter of fact, language tourism appears to be far more than just language learning – it is rather a multi-layered touristic, educational and cultural experience that can appeal to many (mostly young and active) people, not only those interested in language acquisition. Research and conclusions limitations. It was possible to access and analyze only the visual data that were free, public and available for inspection (retrieved from language tourists’ unblocked profiles on social networking sites). Some data was of commercial nature (websites of tour operators). It should be also stressed that the nature of tourism language can only be described using a triangulation of data and research methods, and not limiting the study to only one technique (analysis of visual data). Practical implications. The findings of the research may be an important voice in the debate on the more accurate evaluation of the benefits resulting from the participation in international language courses, presenting linguistic tourism not only as long hours of language learning, but as a touristic, educational and cultural experience contributing to personal growth. Originality. Thanks to the used methodology, it was possible to get information difficult to obtain during an interview or on basis of the analysis of written text. Type of paper. This is an original article presenting the findings of an analysis of visual data.

scholarly journals Mobile Assisted Language Learning in Intensive English Course for Freshmen Year Students

2020 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Made Agus Mandala Putra ◽  
Made Hery Santosa
Keyword(s):  
Language Learning ◽  
Smart Phone ◽  
Authentic Learning ◽  
Contextual Learning ◽  
First Century ◽  
Traditional Learning ◽  
Intensive English ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Learning on twenty first century has influenced the use of technology especially as contextual learning media in the classroom. Moreover, digital generation students have already known the role of technology and have adapted it successfully. Therefore, it was very important to introduce attractive and active learning by using authentic activities and one of these activities was called Mobile Assisted Language Learning (MALL). This learning brought the world’s information only to the students’ smart phone. In contrast to traditional learning in the classroom, the students did not fully gain knowledge in the classroom. In fact, the implementation of MALL could give students’ freedom to learn in terms of time and place. The result of this research showed that students had obstacles in learning especially in terms of activities and the used of teaching media. Students needed authentic learning media that could improve their four skills.

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