Mobile Learning Using Mobile Phones in Japan

2011 ◽  
pp. 64-83 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
English Language ◽  
Educational Process ◽  
English Language Learning ◽  
Good Program ◽  
The Past ◽  
E Learning ◽  
Model Programs

The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoyama Gakuin University in Japan, started a mobile learning project in 2002 to demonstrate model programs of mobile learning using mobile phones (mLearning/MPs), with the findings from all the experiments conducted over the past seven years contributing to the educational process. This chapter first discusses the barriers, such as the psychological, pedagogical, and technological issues, that mLearning/MPs had to overcome. Next, the author introduces findings obtained from four projects carried out on the English language by mobile phones, and then provides suggestions on essential conditions required for a good program for mLearning/MPs. The chapter proposes open source-based mobile services as a way of overcoming barriers faced by mLearning/MPs, and as an effective model for English language learning using mobile phones.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English 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 Tendinţe moderne în formarea competenţei fonologice în limba engleză

2020 ◽  
Vol 46 (3) ◽  
pp. 104-111
Author(s):  
Larisa Usatîi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Body Movement ◽  
Educational Process ◽  
Practical Work ◽  
Personal Computers ◽  
English Language Learning ◽  
Lingua Franca ◽  
New Methods ◽  
The Way

The article touches upon an important problem concerning the modern tendencies that facilitate the formation of the phonological competence in the English language. The vector of the role and the place that pronunciation has in the educational process of the English language learning changed starting with 1980. There appeared new methods – communicative – that assure better, improved communication among people, the results being the switching from learning segmental units to suprasegmental ones. All this gave an impulse to the practical work of forming the phonological competence. In the way of modern techniques for the purpose of forming the phonological competence in English refer: mulimodal programmes, personal computers, informational technologies, the utilisation of gestures and body movement, intelligibility, comprehension, the use of the English language as a lingua franca.

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 18-37
Author(s):  
Heydy Robles ◽  
Kevin Burden ◽  
Karen Villalba
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Mobile Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mobile Apps ◽  
English Language Learning ◽  
Individualized Learning ◽  
Cultural Approach ◽  
Learning And Collaboration

Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.

scholarly journals Mobile Learning for English Language Learning Assessment and Evaluation: A Review

2019 ◽  
Author(s):  
Monther M. Elaish ◽  
Liyana Shuib
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Research Problem ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
The Internet ◽  
English Language Learning ◽  
World English ◽  
Research Studies

AbstractCurrently, one of the dominating languages in this world is English language as it has an enormous impact in practically every area of work. In this world, English language is being regarded as the language which is most commonly spoken and it is an international language for business purposes and the language of the internet which covers about 50% of the internet content. At the same time, mobile technology is becoming more and more prominent, and practitioners as well as researchers in education perceive mobile learning as a wonderful educational tool which may promote learning among students who are studying English as a foreign language. As there is a gap in literature concerning the lack of sufficient research studies which collimate their focus on the latest mobile learning technologies instead of English learning, this review intends to fill this gap. Moreover, this review orients its focus on the research problem, the acquisition of English language skills and the level of study of the participants and also it will provide a concise summary of the previous research studies by taking into consideration of group size, the type of assessment which was adopted and the duration of the experimental study in question. Therefore, this review is going to provide to the readers a thorough analysis of all the existing literature from the year 2010 to 2017 pertaining the utilisation of mobile technologies in order to study English language. This review paper focuses mainly on some key aspects that are the number of participants to be employed in such English language study, the duration of the study as well as the type of assessment and also the integration of all these factors. The result of this review can assist researchers in education sector to design accrue and fit experimental design which mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

scholarly journals Mobile Phone Use for English Language Learning in a Dominican Republic University Classroom: A Qualitative Inquiry

2020 ◽  
Author(s):  
Gisela Martiz ◽  
Mimi Recker
Keyword(s):  
Dominican Republic ◽  
Language Learning ◽  
Mobile Phone ◽  
Developing Country ◽  
Mobile Phones ◽  
English Language ◽  
Qualitative Inquiry ◽  
English Language Learning ◽  
Mobile Phone Use ◽  
Urban City

This qualitative case study investigated the use of mobile phones as tools to support English language learning in a higher education setting in the Dominican Republic. The study examined how a Dominican English language teacher and her students used mobile phones as educational tools, and which features these participants appropriated to engage in English language learning activities inside and outside the classroom. The study also explored social and physical factors that influenced participants’ mobile phone appropriation in a developing country context with limited technology access and infrastructure. Data collection took place for eight weeks through semi-structured interviews, informal conversations, classroom observations, and questionnaires, in a university English language center located in a Dominican urban city. Findings indicated that the teacher appropriated her mobile phone as a tool for connectivity, content delivery, assessment facilitation, time-management, and emergency power back-up. Students appropriated their mobile phones as tools for research and reference, note-taking, data gathering, collaboration and repository. In addition, mobile phone use for educational purposes facilitated the teacher’s instruction and enabled her to provide authentic activities for her students. Findings from this study shed light on how English Language teachers and students can integrate their own mobile technologies to support English language learning in a university classroom within a developing country context with uneven access to technology. Cite as: Martiz, G., Recker, M. (2019) Mobile Phone Use for English Language Learning in a Dominican Republic University Classroom: A Qualitative Inquiry. Computer-Based Learning in Context, 1(1), 14-27. DOI: 10.5281/zenodo.4057253

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