scholarly journals Factors Influencing Learners' Motivation in Mobile-Assisted Language Learning: A Case Study on Four Chinese EFL Learners

2020 ◽  
Keyword(s):  
Language Learning ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Factors Influencing

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women

10.28945/2166 ◽  
2015 ◽  
Author(s):  
Kham Sila Ahmad ◽  
Fay Sudweeks ◽  
Jocelyn Armarego
Keyword(s):  
Language Learning ◽  
Structured Interview ◽  
Sociocultural Factors ◽  
Small Community ◽  
Mobile Assisted Language Learning ◽  
Life Long Learning ◽  
English Speaking ◽  
Positive Effect ◽  
Learning English

This paper reports on a case study of a group of six non-native English speaking migrant women’s  experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015

EFL Teacher's and Learners' Perspectives Towards ATODJ

2014 ◽  
Vol 4 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Elahe Moladoust
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Dialogue Journals ◽  
Mediated Communication ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Computer Mediated ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Qualitative Part

This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' viewpoints were discussed. Based on the results of the present study, it is highly recommended that EFL teachers and materials developers incorporate ATODJ tasks in the curriculum.

scholarly journals Prospect for Cell Phones as Instructional Tools in the EFL Classroom: A Case Study of Jahangirnagar University, Bangladesh

2011 ◽  
Vol 4 (1) ◽  
pp. 105 ◽  
Author(s):  
Roksana Begum
Keyword(s):  
Language Learning ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Cell Phones ◽  
Point Of View ◽  
Instructional Tool ◽  
Instructional Tools ◽  
Teacher Interviews ◽  
Mobile Assisted Language Learning

AbstractThough mobile assisted language learning is an important issue in ELT in many countries, Bangladesh is far away from this method of learning. The present paper has focused on the mobile assisted language learning where the author has tried to explore the potential of cell phone usages as instructional tool in EFL classroom of Bangladesh. The researcher conducted a case study on Jahangirnagar University of Bangladesh. Some undergraduate EFL students participated in the study as subjects. To find out the benefits and challenges of using cell phones in the classroom, some SMS based class tests were conducted where the teachers sent mobile SMS to students as a means of instruction for teaching appropriate use of preposition and to find out the efficacy of SMS based class, a test was also taken via SMS and students also replied and students were given feedback through SMS. After that, students and teachers opinion regarding the cell phone usages; its benefits and inhibiting factors for the implementations in the EFL classroom are collected through students’ questionnaire, teacher interviews and classroom observation reports. The research results imply that cell phone has great potential as instructional tool despite some challenges that can be solved by the sincere attempts of the authority, teachers and by changing the ethical point of view that consider cell phones as mere  a disturbing factor in the classroom. Some probable solutions for the challenges of using cell phone in the class are also presented. The study will be beneficial for educators of Bangladesh and many developing countries like Bangladesh. It will also be supportive for the EFL teachers and students who are always pursuing for more innovative way for teaching and learning English. Such studies are rare in Bangladesh, though some studies regarding m-learning are done by some researchers previously.

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