scholarly journals Mobile-Assisted Vocabulary Learning: A Review Study

2017 ◽  
Vol 8 (2) ◽  
pp. 190 ◽  
Author(s):  
Parichehr Afzali ◽  
Somayeh Shabani ◽  
Zohreh Basir ◽  
Mohammad Ramazani
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Discussion Section ◽  
Mobile Assisted Language Learning ◽  
Review Study

Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We selected studies done in different countries such as Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

2016 ◽  
Vol 9 (11) ◽  
pp. 59
Author(s):  
Bushra Alamri ◽  
Hala Hassan Fawzi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Error Correction ◽  
Quantitative Research ◽  
English Language ◽  
Classroom Observation ◽  
Language Teachers ◽  
English Language Teaching ◽  
University College ◽  
Teachers And Students

<p>Error correction has been one of the core areas in the field of English language teaching. It is “seen as a form of feedback given to learners on their language use” (Amara, 2015). Many studies investigated the use of different techniques to correct students’ oral errors. However, only a few focused on students’ preferences and attitude toward oral error correction techniques, which determine students’ success in language learning. This quantitative research explored teachers’ and students’ preferences as well as students’ attitude toward the use of oral error correction techniques in the language classroom. The participants of the study were English language students and English language teachers at Yanbu University College (YUC) in Yanbu Industrial City, Saudi Arabia. A classroom observation checklist and questionnaires were used to collect the data. The study findings revealed that recast and explicit correction are the preferred techniques by the majority of the students and teachers. The findings also indicated that students have positive attitude toward oral error correction. As the classroom observation revealed that recast was highly used by teachers, it is recommended that teachers should also use other techniques to correct students’ oral errors. In addition, it is recommended that before correcting students’ oral errors teachers should always take into account the purpose of the activity and the proficiency level of students.</p>

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals THE EFFECTIVENESS OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) ON ESL LISTENING SKILL

2020 ◽  
Vol 8 (4) ◽  
pp. 370
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Secondary Data ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

The use of mobile technology in learning and teaching English has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from the academics in recent years. As a result, a number of experimental studies have so far been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a small number of studies on the topic of mobile-assisted listening comprehension. This study basically aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than the others. For review purpose, the study exclusively used the secondary data available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skill. The results of this research indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skill and using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also attempts to recommend some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

Language Skills Training Through Mobile Apps

2020 ◽  
pp. 471-490
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Teaching Phonetics Using A Mobile-Based Application in an EFL Context

2018 ◽  
Vol 14 (14) ◽  
pp. 189
Author(s):  
Haggag Mohamed Haggag
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Satisfaction Scale ◽  
Efl Context ◽  
Mobile Assisted Language Learning ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Faculty Of Education

Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire

scholarly journals Vocabulary Learning Through Mobile Apps: A Phenomenological Inquiry of Student Acceptance and Desired Apps Features

2019 ◽  
Vol 13 (07) ◽  
pp. 129 ◽  
Author(s):  
Farhana Diana Deris ◽  
Nor Seha A Shukor
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
New Technologies ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Phenomenological Inquiry ◽  
Mobile Assisted Language Learning

Vocabulary plays a great role in language learning as learners would face difficulties in language learning if they have insufficient vocabulary knowledge. The advent of new technologies has encouraged the development of mobile assisted language learning (MALL) and the increase in mobile apps for vocabulary learning. Nonetheless, it would seem that there is a dearth in research on the use of mobile apps for vocabulary learning especially in our local contexts. Capitalising on the strength of phenomenological inquiry and a model for technology acceptance, this study investigated several existing mobile apps for language learning. In particular, it looked into students’ acceptance and the features of mobile apps conducive for vocabulary learning. This study employed in-depth interviews and surveys as instruments. Using purposive sampling technique, thirty-three students were selected as participants to experience using mobile apps to learn vocabulary on self-directed basis for a specified duration. At the end of the trial stage, all participants responded to the surveys, and three were interviewed. The accounts given by participants indicated positive acceptance and several desired features. Interestingly, this study also revealed several challenges in learning vocabulary through mobile apps which should be the concern of both apps developers and language teachers.

scholarly journals The Effectiveness of Mobile Assisted Language Learning (MALL) on ESL Listening Skill

2020 ◽  
Vol 11 (2) ◽  
pp. 188-202
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Listening Skills ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

scholarly journals Confronting the Challenges in Teaching English to D-Gen Learners in Engineering Colleges

2019 ◽  
Vol 8 (4) ◽  
pp. 7183-7185
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
English Language ◽  
Modern Technology ◽  
Language Teachers ◽  
Mobile Assisted Language Learning ◽  
Technology In Teaching ◽  
English Language Teachers ◽  
Set Up ◽  
Conventional Classroom

With the rising demand to incorporate technology in ESL classrooms, a study has been made among the English language teachers of engineering colleges in Dindigul District in the Southern Tamilnadu. In order to keep pace with the escalating advancements in this society, teachers need to upgrade themselves with the latest trends in the domain of ELT. One needs to go for alternate teaching methodologies like blended learning, flipped classroom or mobile assisted language learning to reach out to the D-gen learners. (digital generation). By and large, English teachers should dynamically evolve from just being teachers of English to the dimension of being a language trainer. It is high time that the language teachers realize the need to decentralize the conventional classroom set up where the shift changes from teacher centric classroom to learning centric classroom. The paper analyses the prevailing scenario of how well the modern technology is used for effective learning outcome in ESL classrooms and the need to train language teachers to integrate technology in teaching

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

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