scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Teaching and Learning English at Grammar School Supported by Mobile Touch Technologies

2017 ◽  
Vol 6 (1) ◽  
pp. 61-69
Author(s):  
lvana Šimonová ◽  
Jan Netolička
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Grammar School ◽  
Appropriate Use ◽  
Frame Model ◽  
English Pronunciation ◽  
Learning English

Abstract The article deals with the implementation of iTunesU in English lessons at the secondary grammar school. The content is structured into three main parts. First, the theoretical background for the appropriate use of mobile devices is introduced reflecting the Comenius′ principles and Koole’s FRAME model. Second, a strategy for practising English pronunciation is described. Third, a set of three lessons enhanced, or not, by mobile touch technology was described and learners· feedback displayed. Finally, authors′ recommendations are provided.

scholarly journals Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

2021 ◽  
Vol 11 (9) ◽  
pp. 429-435
Author(s):  
Sadia Aziz ◽  
◽  
Rajan Kadel ◽  
Deepani B. Guruge ◽  
Krishna Paudel ◽  
...  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Literature Survey ◽  
Mobile Technologies ◽  
Course Development ◽  
Learning Approaches ◽  
Learning Framework ◽  
Research Studies

As mobile devices have become a part of our everyday life, there is a lot of research going on how to make this technology more productive for the students. Most of the research studies have indicated that, mobile devices are very useful for students while a few research studies negates its effectiveness. In this paper, we have presented the literature survey conducted on the use of mobile technologies in the field of Teaching and Learning (T&L). These studies are broadly classified into three areas: Impact and learning environment; specific applications; and mobile learning framework. We will be exploring all these areas in this paper. Our review in impact and environment of mobile learning indicates that the use of mobile technology is nourishing the knowledge and learning of students in most cases. Our review on specific applications of mobile learning reveals positive impacts on learning in various fields but the key concern raised was difficulties in implementing them and not having proper control guideline. Moreover, our review on frameworks for mobile learning indicates that there are different frameworks developed for different applications. Most of the applications are limited to non-technical areas. However, we can observed that there is a lack of connectivity between course development and framework for mobile learning. Therefore, the future course developers need to address the gap by taking into account of learners’ behavior in using mobile devices and their cultures to enrich student engagement and learning.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Integrating Mobile Learning in an Undergraduate Course

2015 ◽  
pp. 1333-1350 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

Empirical Research on Learners’ Thoughts About the Impact of Mobile Technology on Learning

2011 ◽  
Vol 3 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Gábor Kismihók ◽  
Réka Vas
Keyword(s):  
Empirical Research ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Research Study ◽  
Content Delivery ◽  
Learning Technologies ◽  
European Countries ◽  
Positive Attitudes ◽  
Technical Issues ◽  
The Impact

Mobile learning is gaining attention in Europe. Researchers are examining both pedagogical and technical issues regarding mobilized content delivery; however, little is known about current learners’ thoughts toward mobile learning. In this article, based on an empirical research study, the authors show what learners think about mobile learning and related learning technologies. Data consisting of 300 learners’ thoughts and experiences in connection with mobile learning (living in five different European countries) have been gathered and analysed. Results indicate that current positive attitudes toward mobile learning may be negatively influenced by experience, if previous patterns with other learning technologies are repeated.

Not Just Playing Around

2011 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

MODULAR APPROACH TO TEACHING AND LEARNING ENGLISH GRAMMAR IN TECHNICAL UNIVERSITIES

2018 ◽  
Vol 1 ◽  
pp. 139-148
Author(s):  
Lyaysan Ibyatova ◽  
Kseniya Oparina ◽  
Elena Rakova
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Modular System ◽  
Modular Approach ◽  
Performance Achievement ◽  
English Grammar ◽  
Quantitative And Qualitative Research ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

The aim of this research is to find out the effectiveness of a modular approach in teaching and learning to assess students’ performance, achievement and motivation and to decide if a modular approach is more effective than traditional methods while performing an experiment with two groups of students learning English at a technical university. The researchers consider a modular specification to be a technology in which the content is divided into a number of units or modules, each of which is examined separately. A module is considered to be a set of learning opportunities organized around a well-defined topic which contains elements of instruction, specific objectives, learning activities and self-assessment and evaluation using criteria-referenced measurement. This project combines quantitative and qualitative research methods to address the impact of modular teaching, learning and assessment on engineering students. The authors use a unique modular system and their own book on English Grammar.This experiment shows that students of modular syllabuses find it useful and motivating and say that it encourages them to do better on the next modules. At the same time, modular learning and assessment does not remove the stress and workload of traditional approaches. Teachers in the modular system appreciate the better planning opportunity around the exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure of modules used in the experiment requires improvement and development.  

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