Listening Comprehension of Languages with Mobile Devices

2011 ◽  
pp. 352-366 ◽  
Author(s):  
Mahieddine Djoudi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Listening Comprehension ◽  
High Speed ◽  
Evaluation Methodology ◽  
Learning Programs ◽  
Mp3 Players ◽  
Interest In Research ◽  
Learning Language

The use of the mobile devices in language learning has been developed at a very high speed in the last years. Thus, we are witnessing many research and development projects set in universities and distance learning programs. However, the interest in research related to listening comprehension competence remains relatively low. Our proposed research examines mobile devices such as MP3 players, laptops, PDAs, and cell phones in a mobile learning environment for studying English as a foreign language at a French university. One focus is on pedagogy; therefore, a major part of our research is on developing, evaluating, and analyzing listening comprehension activities, and then composing activities into a curriculum. The chapter starts with the presentation of mobile learning, language skills, and listening comprehension. It then presents our approach of the use of mobile devices for learning English as a second language. Finally, a learner evaluation methodology is presented. The chapter ends with the conclusion and future trends.

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

Using Mobile Devices To Support Online Collaborative Learning

2020 ◽  
Vol 36 (1) ◽  
pp. 38-42
Author(s):  
Olafimihan Cecilia Oyebola ◽  
Atanda Luqman Ayanlola
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Personal Digital Assistant ◽  
Immediate Feedback ◽  
Use Of Time ◽  
Use Of Technology ◽  
Other Information ◽  
Mp3 Players ◽  
New Community

The paper discusses the effect of mobile learning on students, especially the tablets and smartphones. Theses gadgets have become a research interest of education to encourage and facilitate learning. Mobile devices assist in build closer connection between students and teachers. There are several options of mobile devices such as Ipod, personal digital assistant, smart phone, laptop or tablet PC, MP3 Players, pen drive and so on. Mobile learning involves the use of mobile technology either alone or combination with other information and communication technology (ICT). The benefits of mobile learning expand the reach and quality of education, facilitate personalized learning, power anytime, anywhere learning, provide immediate feedback and assessment, ensure productive use of time spent in classrooms, build new community of students, support selected learning, enhance seamless learning, bridge formal and informal learning, improve communication and administration, maximize cost efficiency and update policies related to mobile learning. It is concluded that the benefits overshadow the challenges. Using mobile devices allow students to extend learning beyond the classroom walls. Students are highly engaged and are able to demonstrate unique and creative way to respond to the use of technology that offers some distinctive affordance to users.

Mobile Learning Implementation and Issues

2011 ◽  
pp. 1432-1437
Author(s):  
Boris Vilic
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cell Phones ◽  
Educational Content ◽  
Course Materials ◽  
New Learning ◽  
Mp3 Players ◽  
E Learning

Mobile learning or “m-learning” is a relatively new learning modality in higher education and it refers to the delivery of educational content by means of mobile devices, such as PDAs, cell phones, and MP3 players, effectively enabling learners to access course materials anytime, anywhere, and any while (Walker, 2006). M-learning is also characterized as “personalized” … “bite-sized”, and “portable”, characteristics not often associated with “conventional tethered e-Learning” (Traxler, 2007).

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 Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

scholarly journals Design Guidelines for Creating Mobile Language Learning Applications

2018 ◽  
Vol 12 (3) ◽  
pp. 52 ◽  
Author(s):  
Fazeena Jamaldeen ◽  
Priyantha Hewagamage ◽  
Yamaya Ekanayaka
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
English Language ◽  
Design Guidelines ◽  
English Language Learning ◽  
User Groups ◽  
Primary Medium

<p class="0abstract">Mobile devices have proven to be an appropriate tool which expands the horizons of learning beyond the classroom through means of flexibility and portability. Throughout this study, the authors have worked with a set of design guidelines which were derived from the literature. The artifact developed considering these design guidelines has been evaluated among various user groups for better understanding of m-learning as a tool to support English Language Learning. Findings of these evaluations have been used to improve the design guidelines.  The authors also identify the effectiveness of mobile learning as a supporting medium of learning and as a primary medium of learning among different learner groups, which is another outcome of this study. </p>

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 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 Attitude towards Mobile Learning in English Language Education

2018 ◽  
Vol 8 (3) ◽  
pp. 142 ◽  
Author(s):  
Cemil Yurdagül ◽  
Saba Öz
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Smart Phones ◽  
Easy Access ◽  
Human Beings ◽  
School Students ◽  
The Impact

Mobile devices, especially smart phones, are the most frequently used technological devices for daily routines. Mobile devices can be used for various purposes to meet different needs. Since education is a core requirement for human beings, smart phones are being integrated into education. However, it remains to be seen whether they have an impact on learning or not. Consequently, integration of these technologies, or “mobile learning”, has become a popular research study in the field of instructional technology. It is important to investigate the impact of smart phones in language education since students today use them frequently. This attitudinal study aims to investigate the attitude of students in higher education towards smart phone use in the context of foreign language learning. In particular, it gathers information about how smart phones are used for language learning. Participants of the study were 294 prep school students from a well-known university in Turkey. Descriptive study was selected as a research method and mixed-method was the research design for the study. The findings of the study showed that participants care about instant and easy access to information in language learning. In addition to drawing attention to the ease of information access, participants provided suggestions about future applications of smartphones in language learning.

Augmenting the Use of Mobile Devices in Language Classrooms

2012 ◽  
Vol 2 (2) ◽  
pp. 45-60 ◽  
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Communication Skills ◽  
Mobile Learning ◽  
Language Skills ◽  
Traditional Classroom ◽  
Tertiary Level ◽  
Teaching Language ◽  
Changing Trends ◽  
Language Classrooms

Do students use varied types of technological devices for enhancing learning? If not, how can educators motivate students to use them within or outside the classroom? How can teachers facilitate mobile learning in a traditional classroom? With the changing trends in the field of language teaching and the introduction of various technologies, these questions must be addressed for enhancing learning, particularly among tertiary level students. To promote language learning using mobile devices, teachers must first learn the special features of various mobile devices that could be used for teaching language skills to students. This article highlights the possibility of using some of the devices for teaching communication skills through a description of the devices and a pilot study conducted with tertiary level students. It further indicates effective ways of enhancing the concept of mobile learning.

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