scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

Mobile-Assisted Language Learning From Language Instructors' Perspectives

2019 ◽  
pp. 60-87
Author(s):  
Brenda I. Lopez Ortiz ◽  
Mara J. Luna
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Language Skills ◽  
Geographic Location ◽  
Future Research ◽  
Mobile Assisted Language Learning ◽  
Personal Use ◽  
Research Questions ◽  
Listening And Speaking

This chapter explores instructor use of MALL in EFL/ESL classrooms. It begins with a discussion of instructor ownership as well as personal use of mobile technology. The chapter includes a discussion of overall perceptions and/or reported educational use and benefits and barriers (not tied to specific language skills.) The chapter goes on to describe how instructors use mobile devices while teaching reading, writing, listening, and speaking skills. This is followed by a brief discussion of mobile devices in situations that integrate all four skills. For each language skill, the authors also discuss perceived and/or reported benefits and barriers. Thereafter follows a discussion of trends in the focus of research questions, research methodologies, geographic location of studies, and a brief comparison in trends between earlier and later studies. The review ends with a conclusion that provides directions for future research and reminds the reader of the utility of this literature review.

Chinese Students' Perceptions of Using Mobile Devices for English Learning

2015 ◽  
pp. 1687-1700
Author(s):  
Bin Zou ◽  
Xinxin Yan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Mainland China ◽  
Chinese Students ◽  
Handheld Devices ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Strong Motivation ◽  
Students Attitudes

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.

scholarly journals Mobile-assisted learning and higher-education ESP: English for physiotherapy

2018 ◽  
Vol 60 (1) ◽  
pp. 81-94
Author(s):  
Lin Elinor Pettersson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Experience ◽  
New Technology ◽  
Specific Area ◽  
Human Anatomy ◽  
Mobile Assisted Language Learning ◽  
Language Technology ◽  
Language Classroom

Abstract The popularity of Mobile-assisted language learning has increased significantly in recent years, and language teachers are still exploring different ways of introducing new technology into the language classroom. Up to the moment, this has mainly been achieved through the use of mobile language-learning applications (Grimshaw et al. 2017). We wanted to push the use of applications in the classroom of English for Specific Purposes further by introducing a human anatomy application in the context of English for physiotherapy in higher education. We believe that the use of an application for a specific area provides the opportunity to enrich the learning experience and take language-learning outcomes to a different level as students are granted a unique occasion of applying knowledge acquired in a specialist area in the language classroom. An intervention proposal was designed for the subject English for physiotherapy (University of Málaga, Spain) bringing together mobile-assisted language learning with a task-based approach to suit constructivist learning processes and accommodate different learning styles and rhythms. We followed five guiding principles on mobile-assisted language learning (Stockwell & Hubbard 2013) to design three tasks for autonomous and collaborative learning using the application 3D4 Medical Essential Anatomy. A preliminary survey was carried out using Lime Survey to measure under-graduate physiotherapy students’ attitudes towards the use of a human anatomy application to learn English and to predict possible challenges (language, technology, cost or storage capacity). The results support our belief as the obtained data indicates that students perceived the use of a human anatomy application as an interdisciplinary tool for both educational and professional purposes and were willing to purchase an application to learn English for physiotherapy.

scholarly journals EFL Teachers’ Attitudes towards the Use of Mobile Devices in Learning English at A University in Vietnam

2020 ◽  
Author(s):  
Loc Van Vo ◽  
Linh Thuy Vo
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Modern Technology ◽  
Efl Learners ◽  
School Year ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes

Among the sharp development of modern technology, mobile learning (M-learning) appears as the significantmark of technological revolution 4.0. It has seen that the exponential expansionof mobile devices accompanied their smart functions to support learners’ learning everywhere and every time. Thus, mobile-assisted language learning (MALL) is believed to serve learners' English knowledge. Although learning through mobile devices is expected to apply appropriately toteaching and learning, teachers’attitudestowardsmobile learning needto be assessedseriously. This writing is to present EFL learners’ psychological preparation to perceive English mobile learning application at University X through a survey on 69 EFL teachers byquestionnaire,including tenstatements within 10 minutes. The investigationis carried out in the second semester of the school year 2018-2019. The qualitative approach was used to collect and analyze data, and findings showed that teachers have positive attitudes towards M-learning and its application at University X can be accepted firmly.

scholarly journals Mobile-Assisted Writing Instruction: Affordances, Challenges, and Future Directions

2021 ◽  
Vol 15 (10) ◽  
pp. 194
Author(s):  
Xiaodong Zhang
Keyword(s):  
Language Learning ◽  
Writing Instruction ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Related Issue ◽  
Future Directions ◽  
English Writing ◽  
Mobile Assisted Language Learning

<p>Mobile-assisted language learning (MALL) is popular worldwide. One related issue under discussion is how to effectively harness mobile devices to help English writers. This paper first unpacks writing as a meaning making process from the perspective of systemic functional linguistics. It then summarizes the major MALL-based studies on writing instruction, including the affordances and challenges of MALL-based writing instruction. This paper then discusses how to address challenges as identified in the existing studies on MALL-based writing instruction, centering on writing as a meaning making process. The paper ends with pedagogical tips for educators who are interested in using mobile technology to comprehensively improve students’ English writing construction across different contexts.</p>

Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822110402
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Student Response ◽  
Student Response System ◽  
Clear Understanding ◽  
Classroom Dynamics ◽  
Language Classroom ◽  
User Friendly ◽  
Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Sign in / Sign up

Export Citation Format

Share Document