Mobile-assisted Language Learning in Islamic Higher Education: Integrating Mobile Phone use in Classroom Activities

2017 ◽  
Author(s):  
Rully Agung Yudhiantara ◽  
Andang Saihu ◽  
Agus Salim Mansyur
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phone Use ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

scholarly journals Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities

2017 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Rully Yudhiantara ◽  
Ihsan Abdul Nasir
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Qualitative Method ◽  
Positive Perception ◽  
Video File ◽  
Mobile Phone Use ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Research Questions

Mobile phone has been studied by researchers in its connection with education-related activies.  This study was aimed at investigating two research questions: 1) what are students’ perception toward mobile phone to support classroom activities; 2) How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation.  Students participated in this study were 70 students. Findings showed that student had positive perception and attitude toward mobile phone to support classroom activities. In classroom they used mobile phone to support classroom activitis. Reading E-Book that support subject, playing Audio and Video File, operating offline dictionary were activities supported by mobile phone use.

scholarly journals Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities

2017 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Rully Yudhiantara ◽  
Ihsan Abdul Nasir
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Qualitative Method ◽  
Positive Perception ◽  
Video File ◽  
Mobile Phone Use ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Research Questions

Mobile phone has been studied by researchers in its connection with education-related activies.  This study was aimed at investigating two research questions: 1) what are students’ perception toward mobile phone to support classroom activities; 2) How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation.  Students participated in this study were 70 students. Findings showed that student had positive perception and attitude toward mobile phone to support classroom activities. In classroom they used mobile phone to support classroom activitis. Reading E-Book that support subject, playing Audio and Video File, operating offline dictionary were activities supported by mobile phone use.

scholarly journals Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education

2017 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Rully Agung Yudhiantara ◽  
Andang Saehu
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Phone ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
English Language Learning ◽  
Mobile Phone Use ◽  
Mobile Assisted Language Learning ◽  
Listening Skill

Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL  has not been discussed extensively.  To respond to this need, this study was aimed at investigating the following research question:  1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed the qualitative method using case study. To collect data, this study applied observation to find out students’ engagement in using the mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use the mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition, there were many features that students seized from the mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done by their mobile phone existence as an introductory effort toward MALL implementation in ELL in Islamic Higher education.  

scholarly journals Low-tech MALL for EFL intensive class among university students in remote areas

2021 ◽  
Vol 6 (1) ◽  
pp. 116-125
Author(s):  
Shofiyatul Hasanah ◽  
Parahita Pradipta
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Data Transfer ◽  
Online Classroom ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Social Classification ◽  
Depth Interview ◽  
Teachers And Students ◽  
Document Review

Covid-19 pandemic situation has forced EFL teachers and students to create innovation in online classroom activities. Through a case study at one of private universities in Indonesia, this research aim at exploring the implementation of mobile phone used in learning process in low tech Mobile Assisted Language Learning (MALL). The data were collected from observation, in-depth interview, and document review. The findings reveal that mobile phone has an imperative role in concocting student to be full-fledge community, stimulating the feeling of perception, unexceptional mindfulness and teaching of socio-political and social classification. Further, mobile phone and its supporting materials in students’ tools rely upon whether there is appropriate security to keep the device, stockpiling of internet data package, wellsprings of electric supply, gracefully of each provider signal, availability to flexibility access in various areas, especially mountainous to remote area. Regarding the challenges, the students experienced multi-layer intricacies: (a) learning facilities including absence of speed data transfer capacity, (b) students’ awareness and proficiency in English, and (c) techno pedagogical insight over lecturers. This study implies that enhancement on the student capacity at low tech level of learning through mobile phone provide meaningful learning assistance, particularly in term of efficiency during classroom activities

scholarly journals Mobile Assisted Language Learning: Practices and Readiness in EFL Speaking Class

E-Structural ◽  
2019 ◽  
Vol 2 (01) ◽  
pp. 51-67
Author(s):  
Ihda Rosdiana ◽  
Anin Eka Sulistyawati
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Phone ◽  
Communication Skills ◽  
Positive Attitude ◽  
Oral Communication ◽  
Strong Connection ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Technological Skills

This research aims to find out the students' readiness of using Mobile Assisted Language Learning (MALL) in EFL speaking class. MALL is viewed as potentially significant method to language learning (Cheon et al, 2012). Furthermore, the strong connection between millennial and technology affects how they want to be taught in higher education. Various researchers also suggest that oral communication skills can be successfully done by mobile phone capabilities. The data of this study were collected through questionnaires to evaluate the psychological readiness of students. The findings showed that the students have positive attitude toward MALL. All the students have smartphone to support the educational purposes inside and outside classroom. Nevertheless, lecturers need to be aware of the background and technological skills of the learners before embedding MALL into speaking class. Keywords: mobile assisted language learning, readiness, speaking, higher education

Mobile-Assisted Language Learning

2016 ◽  
pp. 69-93 ◽  
Author(s):  
Katharine B. Nielson
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Technology ◽  
Second Language Learning ◽  
Learning Strategy ◽  
Language Instruction ◽  
Workplace Training ◽  
Mobile Assisted Language Learning ◽  
Language Learning Strategy ◽  
K 12

This chapter outlines practical findings from the emerging body of research on Mobile-Assisted Language Learning (MALL). After briefly situating the conversation within a framework of how best to use technology for language instruction, the chapter opens with a review of what we know about how to use mobile technology for language learning. Then, the discussion turns to how to best apply these findings in various instructional contexts, including K–12, higher education, and workplace training. By the end of the chapter, students will have both a solid understanding of how mobile technology can facilitate second language learning as well as concrete examples of how to develop and execute a mobile language learning strategy in various educational contexts.

scholarly journals Integrating telecollaborative language learning into Higher Education: a study on teletandem practice

2019 ◽  
Vol 9 (2) ◽  
pp. 417 ◽  
Author(s):  
Suzi Marques Spatti Cavalari
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Independent Practice ◽  
Institutional Integration ◽  
Institutional Practices ◽  
Classroom Activities ◽  
European Universities ◽  
Learning Set ◽  
Low Levels ◽  
Levels Of Integration

Telecollaborative learning can be implemented at higher education institutions as an independent practice or as a blended setting integrated into classroom activities. Considering telecollaborative practices in European universities, some researchers proposed categories and levels of classroom and institutional integration. Teletandem, a model of telecollaboration implemented at UNESP (Universidade Estadual Paulista), involves two speakers of different languages who use the text, voice, and webcam image resources of VOIP technology to help each other learn their native language (or language of proficiency). This paper aims at describing and discussing the different teletandem learning set-ups implemented at the Brazilian university in relation to the levels of integration described by Brammerts (2002; 2003) and Lewis & O’Dowd (2016). The discussion is based on the data collected by means of a questionnaire answered by teletandem practitioners (teachers and researchers) at UNESP. Results revealed low levels of integration both into classroom and into institutional practices.

scholarly journals Mobile Devices in Technical and Engineering Education with Focus on ESP

2016 ◽  
Vol 10 (2) ◽  
pp. 33 ◽  
Author(s):  
Ivana Simonova
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Language Learning ◽  
Mobile Devices ◽  
English For Specific Purposes ◽  
Foreign Languages ◽  
Mobile Assisted Language Learning ◽  
Approach To Teaching ◽  
Teaching Learning

Mobile devices have become widely accepted and exploited didactic means on all levels of education and in all subjects to appropriate extent, including foreign languages. This study focuses on their use within technical (i.e. bachelor) and engineering (i.e. master) higher education in Informatics and Management study programmes at the Faculty of Informatics and Management (FIM), University of Hradec Kralove (UHK), Czech Republic, particularly focusing on comparison of general subjects to English for specific purposes (ESP). Therefore, following questions were set to be researched: (1) What types of mobile devices do students possess?, (2) What purposes do students use mobile devices? and (3) What is students´ feedback after mobile devices implementation in ESP and other subjects is? The case study was exploited to describe the state in mobile-assisted language learning (MALL) at FIM and students´ feedback was collected by the questionnaire on this approach to teaching/learning. The results show Czech students are sufficiently equipped by mobile devices so that these can be implemented in the process of teaching/learning of all subjects, including ESP.

scholarly journals Maximizing Mobile-Assisted Language Learning (MALL) amid Covid-19 Pandemic: Teachers’ Perception

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Cicih Nuraeni
Keyword(s):  
Language Learning ◽  
English Language ◽  
Human Life ◽  
Educational Institution ◽  
Social Economy ◽  
Language Education ◽  
Learning Activities ◽  
Teachers Perceptions ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning

Covid-19 pandemic has brought many significant aspects of human life, such as health, social, economy, and education as well. Temporarily, most government around the world have closed educational institution in order to reduce the spread of Covid-19. The Indonesian government appeals all elements of education to adapt and continue learning activities through online learning. Mobile-Assisted Language Learning (MALL) as the newest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile-Assisted Language Learning (MALL) has been studied years by researchers in its connection with education related activities. This research will focus on its main purposes,that is teachers’ perceptions in mobile learning especially English language learning classroom activities. The method of the research was quantitative method which used 70 English teachers as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; the teachers’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language in the middle of Covid-19 pandemic

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