The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context

2021 ◽  
Vol 11 (3) ◽  
pp. 56-73
Author(s):  
Ali Abbas Falah Alzubi
Keyword(s):  
Second Language ◽  
Mobile Devices ◽  
Empirical Studies ◽  
Learner Autonomy ◽  
Mobile Technologies ◽  
Future Research ◽  
Publication Type ◽  
Efl Context ◽  
Use Of Technology

This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.

scholarly journals A Systematic Review of Second Language Learning with Mobile Technologies

2018 ◽  
Vol 13 (02) ◽  
pp. 188 ◽  
Author(s):  
Veronica Persson ◽  
Jalal Nouri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Educational Outcomes ◽  
Second Language Learning ◽  
Selection Criteria ◽  
Mobile Technologies ◽  
Future Research ◽  
Pedagogical Practice ◽  
Research Gaps

This study provides a systematic literature review of the research done in mobile assisted second language learning (MASLL) published since 2010. Starting from 1424 sources, 54 articles were selected using predefined selection criteria. The documents were analyzed and coded using the categories: educational form and level, study design, location, context, role of technology, pedagogical practice and learning impact. That information allowed an identification of major educational outcomes related to the integration of mobile devices into second language learning. In addition, the study contributes with a set of identified research gaps and recommendations for future research.

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

scholarly journals Exploring the Role of Technology through Collaborative Learning in Ecuadorian Language Education

2017 ◽  
Vol 2 (10.1) ◽  
pp. 1-11
Author(s):  
Heidi Marlen Marriott Toledo ◽  
Jose Miguel Campuzano Díaz
Keyword(s):  
Second Language ◽  
Collaborative Learning ◽  
Latin American ◽  
Language Education ◽  
Developed Countries ◽  
Future Research ◽  
Second Language Education ◽  
Use Of Technology ◽  
Efl Classrooms

In order to resemble the real world outside the classroom, more and more institutions find it essential to implement technology into their teaching practices as learners make great use of it in their daily lives and are expected to use it in their future careers. As a consequence, the role of technology in second language education has become the focus of several studies in the last years. These studies have resulted in the finding of multiple benefits such as the increase of learners™ motivation, an approach to authentic and meaningful communication, among others. Unfortunately, most of the studies on the use of technology in second language education have been performed in developed countries (e.g. Japan, Australia, USA), which become the perfect scenario to conduct a sound research due to all of the elements these settings count on. Therefore, it becomes essential to determine whether these models can be implemented in Latin American settings and how feasible these will be due to the limited resources which public institutions usually rely on.  This paper aims to review past research on the implementation of technology of EFL classrooms. Due to the broad scope, the use of technology implies and reluctance of more traditional instructors to include it, this literature-based research was limited to studies combining a technological feature with collaborative learning, another strong teaching approach in second language education. As a result, many advantages were found to the potential replication of these models in the Ecuadorian EFL classroom. Similarly, some criteria were developed to properly assess their feasibility for a more accurate outcome of the potential effectiveness of these models in the Ecuadorian EFL classrooms. Gruba and Hinkelman™s (2012) four considerations in the development of blended approaches to language learning were used as a reference to evaluate previous studies according to our needs. To conclude, some recommendations were made for future research on the topic.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Drivers, types and value outcomes of customer-to-customer interaction

2018 ◽  
Vol 28 (6) ◽  
pp. 710-732 ◽  
Author(s):  
Kristina Heinonen ◽  
Elina Jaakkola ◽  
Irina Neganova
Keyword(s):  
Customer Value ◽  
Empirical Studies ◽  
Service Research ◽  
Future Research ◽  
Content Type ◽  
Integrative Framework ◽  
Customer Interaction ◽  
Interaction Research ◽  
Practical Implications

PurposeCustomer-to-customer (C2C) interaction plays a significant role in service. The purpose of this paper is to identify the drivers that motivate customers to interact with other customers, the interactions through which customers affect other customers and the value outcomes of C2C interactions for the participants.Design/methodology/approachThe paper is based on a systematic literature review of C2C interactions. The authors analyzed 142 peer-reviewed articles to synthesize existing knowledge about C2C interactions. A generic value framework is used to categorize earlier research and reveal areas for further research.FindingsThe main outcome of this study is an integrative framework of C2C interaction that bridges C2C interactions and customer value. The findings indicate customer-, firm- and situation-induced drivers of C2C interactions. Outcome- and process-focused C2C interactions are identified to result in functional, emotional and social value outcomes. Avenues for additional research to explore issues related to current technology-saturated service settings are proposed.Research limitations/implicationsThe paper proposes an agenda for future research to extend the C2C interaction research domain and explore how such interactions create value for the customer. The role of the service provider is not explicitly addressed but is an important area for further research.Practical implicationsCompanies can use the framework to understand how they can become involved in and support beneficial C2C interaction.Originality/valueThis paper reviews empirical studies on C2C interaction, offering a systematic review of C2C interaction and producing an integrative framework of C2C interaction. It identifies a research agenda based on the framework and on topical issues within service research and practice.

scholarly journals THE READINESS TEACHERS OF NATURAL SUBJECTS TO USE MOBILE TECHNOLOGIES FOR TEACH STUDENTS

2019 ◽  
pp. 30-39
Author(s):  
Hranovska Tetiana ◽  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Natural Sciences ◽  
Educational Process ◽  
Literary Analysis ◽  
Mobile Technologies ◽  
Future Research ◽  
Learning Technology ◽  
Methodology Development ◽  
Innovative Learning

The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educational process, in particular in natural sciences study. The author conducted an experimental study in the form of questionnaires to find out the state of mobile education in general secondary education and to identify the readiness of natural subjects’ teachers to use mobile technologies to teach students. Teachers use mobile technology in lessons, mainly for organizing work with e-textbooks and searching for material online, and less often for demonstrating video experiences in the classroom. The barriers to the use of mobile technologies are the follows: lack of information about the educational opportunities of mobile technologies, lack of methods for its use, the influence of administration policy on the educational process, as well as the age of teachers. The article presents examples of mobile technologies that are appropriate to use in teaching natural sciences. Mobile applications are analyzed and their didactic capabilities are identified during specific lesson activities. The results of the study confirmed teachers' readiness to use mobile learning, in particular by using mobile technologies during the lesson. This paper describes the advantages of mobile devices in the application of its distance learning capabilities. The prospects of using mobile technologies in the educational process during pupils study are proved. The article outlines the prospects for future research of the methodology development for using mobile devices in teaching natural subjects.

Social Media and Identity

2019 ◽  
pp. 1365-1386
Author(s):  
Erika Melonashi
Keyword(s):  
Social Media ◽  
Identity Development ◽  
Identity Formation ◽  
Political Identity ◽  
Empirical Studies ◽  
Future Research ◽  
Theoretical Frameworks ◽  
The Relationship ◽  
Media And Identity

The present chapter aims to explore the relationship between social media and identity by reviewing theoretical frameworks as well as empirical studies on the topic. Considering the complexity of the concept of identity, a multidisciplinary theoretical approach is provided, including Psychological Theories, Sociological Theories and Communication Theories. These theories are revisited in the context of online identity formation and communication through social media. Different aspects of identity such as gender identity, professional identity, political identity etc., are discussed and illustrated through empirical studies in the field. Moreover, the role of social media as a factor that might either promote or hinder identity development is also discussed (e.g., phenomena such as cyber-bulling and internet addiction). Finally recommendations and suggestions for future research are provided, including the need for multidisciplinary theoretical frameworks to the investigation of the relationships between social media and identity.

Cloud and Mobile

2016 ◽  
pp. 1-20 ◽  
Author(s):  
Antonio Miguel Rosado da Cruz ◽  
Sara Paiva
Keyword(s):  
Cloud Computing ◽  
Mobile Computing ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Mobile Technologies ◽  
Future Research ◽  
Mobile Cloud ◽  
Research Projects ◽  
Research Directions ◽  
Future Research Directions

Mobile computing and Cloud computing are two of the most growing technologies in number of users, practitioners and research projects. This chapter surveys mobile technologies and applications, along with cloud computing technologies and applications, presenting their evolution and characteristics. Then, building on mobile devices limitations and mobile apps increasing need of resources, and on the cloud computing ability to overcome those limitations, the chapter presents mobile cloud computing, and characterizes it by addressing approaches to augment mobile devices capabilities. The chapter is settled after some views about future research directions and some concluding remarks.

The Effectiveness of Multiple Media Tools in L2 Listening

2019 ◽  
pp. 585-616 ◽  
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Source Language ◽  
Moderator Analysis ◽  
Long Time ◽  
Multiple Media ◽  
L2 Listening

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

The role of mobile devices in 21st-century family communication

2018 ◽  
Vol 7 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Sharon L. Storch ◽  
Anna V. Ortiz Juarez-Paz
Keyword(s):  
Decision Making ◽  
Mobile Devices ◽  
Family Communication ◽  
Extended Family ◽  
Emotional Responses ◽  
Future Research ◽  
Structured Interviews ◽  
Theory Analysis ◽  
The Past

Use of media devices has evolved over the past 10–15 years and the resulting effects on family communication are of interest for this study. Through 26 semi-structured interviews, the authors sought to understand the role mobile devices play in family communication. Qualitative grounded theory analysis was used to find themes and interpret results (Creswell, 2013). One overarching paradoxical theme emerged from these data, family connect–family disconnect. In family connect, categories of across distance, reassurances, and boundaries are shared. Within family disconnect, distractions, misunderstandings, and negative emotional responses are conveyed. Future research avenues recommended are decision making related to mobile devices based on values and morals, in-depth social media and app usage, emoji emotional responses, individuals under 18 and between 18 and 30 years old, and a network analysis of one extended family.

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