Mobile Technologies in Learning the Chinese Language for Students of Non-Linguistic Courses

2022 ◽  
pp. 123-147
Author(s):  
Rinat Galiautdinov
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Language Skills ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Speech And Language ◽  
Teaching Chinese

The methodological potential of mobile technologies in teaching Chinese language to students of non-linguistic areas of training is considered. The author defines the term “mobile learning,” offers a list of mobile technologies that can be used in teaching Chinese language, and develops a nomenclature of speech and language skills formed by students of non-linguistic training areas based on mobile technologies. The author demonstrated the advantages of using mobile phones in learning Chinese language as a second language. The areas of mobile language-based learning discussed in this research are vocabulary, listening, grammar, phonetics, and reading comprehension.

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

scholarly journals Students’ Perception of Mobile Learning in a Blended Collaborative Learning Framework in Mathematics

2016 ◽  
Author(s):  
Joshua Abah Abah ◽  
Joseph Wuave Anyor
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Positive Impact ◽  
Tertiary Education ◽  
Learning Experience ◽  
Instructional System ◽  
Modern Society ◽  
Mobile Technologies ◽  
Emergent Technologies ◽  
Wide Range

Mobile phones have become ubiquitous in today’s modern society. More Nigerians are finding the use of mobile technologies a normal aspect of their daily lives. At the heart of the trend are students, who do not only own mobile gadgets for the basic necessity of communication, but also for social status, leisure and a wide range of applications. The extent of penetration and utilization of mobile phones in schools has led educationists to explore the possibilities of harnessing their positive impact on students’ educational experience. A device that is everywhere, every time with the learner can be used to encourage the learner to learn on-the-go. Mobile Learning provides the opportunity to extend students’ learning experience beyond the walls of the classroom, thereby offering the learner greater participation and control of the learning process. This study considers the efficacy of mobile learning when blended into a conventional instructional system. The results of the study indicate a paradigm shift in favour of efficient inclusion of emergent technologies in instructional processes, particularly at the tertiary education level.

A Model of Collaborative Learning Scripts Instantiated with Mobile Technologies

2011 ◽  
pp. 56-68 ◽  
Author(s):  
Pierre Dillenbourg ◽  
Zeno Crivelli
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Distributed Simulation ◽  
Mobile Technologies ◽  
Simulation Environment ◽  
Computer Supported Collaborative Learning ◽  
Pedagogical Design ◽  
Task Division

Scripts are pedagogical methods for triggering productive interactions during computer-supported collaborative learning. SWISH is a pedagogical design model for constructing scripts: it articulates the nature of expected interactions to the nature of task division enforced by the script. This model is applied to mobile learning: different task divisions are supported by a distributed simulation environment, in which the client runs on mobile phones or PDAs. This contribution maps the computational architecture of the learning environment to a model of collaborative learning.

Mapping Mobile Learning Experience in Chinese Language Learning

2022 ◽  
pp. 201-216
Author(s):  
Tingting Zhao
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Stepping Stone ◽  
Chinese Language Learning ◽  
The World ◽  
Unique Approach

Advances in mobile technologies have greatly enhanced Chinese language learning. In applying mobile technologies to Chinese language learning, on top of evaluating their impact, one of the key areas is to map where different components of mobile learning experience lie in leveraging mobile technologies for enhancing Chinese language learning. Equipped with the framework of mobile experience, this chapter provides a unique approach to serve as a stepping stone that would lead to more discoveries of innovative and effective ways for mapping mobile learning experience in applying mobile technologies to Chinese language learning around the world.

Modelling Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 232-246
Author(s):  
Tingting Shen
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Chinese Language Learning ◽  
Innovative Model

To model mobile experience is one of the three-step 3M approach proposed by Xu for mobile experience research. Equipped with the three-step 3M approach and based the factor-stage-dimension framework, this chapter proposes an innovative model to locate predictors of mobile experience in applying mobile technologies to Chinese language learning. By refining the factor-stage-dimension frame and the proposed innovative model, this chapter invites further global efforts to compare mobile learning experience in Chinese language learning for securing further discoveries of more effective and powerful ways to describe, explain, and predict mobile learning experience.

Learners-Mobile Interaction

2020 ◽  
pp. 210-224
Author(s):  
Kushatha Kelebeng ◽  
Rebaone Mlalazi ◽  
Keorapetse Gosekwang ◽  
Pendukeni Phalaagae ◽  
Tebogo Mangwa ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Mobile Phones ◽  
Critical Analysis ◽  
Mobile Technologies ◽  
Current Status ◽  
African Continent ◽  
Demand For Education ◽  
Road Map ◽  
Increasing Demand ◽  
Learning Projects

The increasing demand for education in African continent has motivated more research in mobile learning to describe, explain and predict changes and chances in leveraging mobile technology to learn anytime and anywhere. Mobile technologies provide learning beyond the classroom walls where learners can have access to resources according to their needs without involving teachers. In developing countries like Africa, mobile learning is still gaining its ground and remains under-studied. With technological advancements and high usage of mobile phones in Africa, the educational horizon has broadened. Mobile learning plays a major role in delivering education in Africa. The rapid use of mobile devices in mobile learning projects in Africa confirm that mobile learning is transforming the traditional way of learning, teaching and delivery of education by integrating social media and advanced mobile technologies in education. After a critical look at the current status as well as the latest development in mobile learning, this chapter presents a road map of m-learning to guide future action and thinking of learners, teachers and institutions in Africa. It also tracks trends and their impact, key theories and key findings of mobile learning. The current chapter ends with a critical analysis of technologies and key theories that can contribute to the sustenance of mobile learning in the African continent.

scholarly journals An Application for Learning Malay Language as a Second Language: A Proposed Design

2012 ◽  
Vol 6-7 ◽  
pp. 1031-1035
Author(s):  
Mahamad Saipunidzam ◽  
Haslinda Mohamaddiah ◽  
Mohammad Noor Ibrahim ◽  
Faizal Ahmad Fadzil ◽  
Rozana Kasbon
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Primary School ◽  
Mobile Application ◽  
Native Language ◽  
Language Skills ◽  
Mobile Technologies ◽  
Primary School Students ◽  
School Students

With the proliferation of wireless and mobile technologies, this paper presents a framework for learning Malay language as a second language for vernacular primary school students through a mobile application. One of the problems faced by this group of students is when they have to further their studies to national secondary school where the medium of communication is no longer in their native language, but Malay.. This application encourages the learners to improve their Malay language skills at their own pace anytime anywhere. It is designed in such a way that the learners can use and explore the modules in the application by themselves. The concept of play and learn is integrated in this application that gives excitement in learning the language.

scholarly journals Problems of Reading Comprehension In Learning Chinese As A Second Language Among Undergraduates of Chinese Studies in Nnamdi Azikiwe University, Awka, Nigeria

2019 ◽  
Vol 7 (1) ◽  
pp. 15-26
Author(s):  
Victor C Eze ◽  
Stellamaris Oluchi Ejiofor
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Chinese Government ◽  
Adequate Knowledge ◽  
Chinese Studies ◽  
Language Courses ◽  
Theory Of Reading ◽  
The Government

Several Chinese language teaching and learning centres are being established in Nigeria and around the world. There are Chinese government-funded institutions such as the Confucius Institutes in addition to Chinese language courses being taught through universities, colleges, private institutions as well as individual tutoring services. Learning a second language involves physical, intellectual and emotional commitment in order to successfully understand and interpret linguistic messages. However, certain problems could hinder understanding while learning a second language like Mandarin (Chinese Language). This study investigated the problems of reading comprehension in learning Chinese as a second language in Nigeria among students of Chinese Studies Department in Nnamdi Azikiwe University, Awka. Schemata theory of reading comprehension was employed as the theoretical framework of this research. The study surveyed fifty (50) Chinese Studies students by administering copies of questionnaire on them. Findings of this study revealed that the major problems students face in the study of Chinese language as foreign language are lack of adequate knowledge of Chinese vocabularies, reading stress and anxiety, wrong reading habits and lack of adequate infrastructures for reading. This study suggests that the government, the university authorities and language schools should provide adequate reading facilities to aid proper reading comprehension. Also, the language students should be counselled in order to diagnose their reading problems for appropriate solution.

scholarly journals MOBILE TECHNOLOGIES FOR OPTIMIZING FOREIGN LANGUAGE TEACHING AT UNIVERSITY

InterConf ◽  
2021 ◽  
pp. 58-66
Author(s):  
Lesia Konoplianyk ◽  
Yuliia Pryshupa
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Personalized Learning ◽  
Foreign Language Teaching ◽  
Mobile Technologies

The article analyses the methodological potential of applying mobile technologies for optimizing foreign language teaching at a technical university. The authors specify the term “mobile learning”, analyze various mobile technologies used in foreign language teaching, indicate their advantages, and identify the language skills (reading, listening, speaking, or writing) of the undergraduates, which can be developed by using mobile technologies in foreign language learning. The study reveals the opportunities for applying these technologies for creating a personalized learning environment for students that will help transform them into active and engaged learners.

scholarly journals THE WONDERS OF MOBILE PHONE TECHNOLOGY IN TEACHING AND LEARNING ENGLISH

2017 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Agelyia Murugan ◽  
George Teoh Boon Sai
Keyword(s):  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Language Skills ◽  
Learning Technology ◽  
Mobile Learning Technology ◽  
Technology In Teaching ◽  
Mobile Phone Applications ◽  
Learning English

Using digital tools such as Mobile phones in learning environment is beneficial as the device which is capable to present learning content and provide a wireless two-ways communication between the educator and learners. A review of researches done in Malaysia shows that studies are still focusing on the readiness of the educators and learners in using mobile learning technology in teaching and learning. This paper advocates the use of mobile phones in teaching and learning English. Theories relating to mobile learning highlight the importance of control, context, and communication elements in mobile learning. These three elements are important in knowledge building and support the positive behavioural change of the learners. Apart from that, mobile phones enable the learners to strengthen their language skills as it promotes an environment that motivates the learners to be explorative. In order to meet the students� needs, there are many types of mobile phone applications that assist learning such as discussion forum, text-based activities, audio-based learning, and interactive game-based language learning. The paper significantly highlights the importance of mobile phones and mobile phone applications which allow language learners to learn and enrich their language anytime and anywhere because the learning process can happen while on the move. Keywords: mobile learning technology, mobile phone, English language skills

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