Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Kekangan pelajar dalam mengikuti kursus penghasilan teknologi visual dan pandangan penggunaan aplikasi mobil

Kajian awal ini dijalankan untuk mengenal pasti masalah yang dihadapi oleh pelajar dalam kursus Penghasilan Teknologi Visual. Selain itu, kajian ini harus dijalankan untuk mengenal pasti pandangan pelajar terhadap penggunaan aplikasi mudah alih dalam kursus Penghasilan Teknologi Visual. Seramai 10 orang responden yang telah mengikuti kursus Penghasilan Teknologi Visual terlibat dalam soal selidik dan sesi temu bual

Indonesian learners’ perception on the usage of mobile applications in writing skill

Nowadays, digital technologies play significant roles in daily life. In educational context, these technologies help learners to gain more knowledge. However, the learners mainly use mobile devices for non-academic purposes, like play game or open the social media applications rather than use the learning applications. In fact, mobile device is an effective media that can make the learners motivated and more interested in learning English. The further research needs to investigate students’ perception on the usage of mobile applications especially in creative writing skill. The participants of the research are 30 senior high school students consisting of 12 males and 18 females. The data is collected by using close-ended questionnaire. This research classified as case study research using randomized sampling. Descriptive data analysis was conducted. The results indicate that mobile applications generally give some advantages in learning English. The perceived benefits of mobile learning comprised opportunities to have ubiquitous learning, have so many exercises, analyze the specific mistakes the learner has made, and also explain the principles behind the correct answer. The learners should maximize the usage of mobile applications positively. The findings have several significant implications for educators, particularly for the use of mobile applications in academic purposes and the strategies to implement mobile learning

Language learning defined by time and place: A framework for next generation designs

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this chapter is to conceptualize the relation between the focus of language learning and the dimensions of time and place. What if language learning were to be defined by time and place? What would change? The chapter aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a series of studies led by the author, investigating how university students and other learners use mobile technologies to support their learning, and particularly on interview data from the most recent project which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

A citizen-centred approach to education in the smart city: incidental language learning for supporting the inclusion of recent migrants

Smart cities are often developed in a top-down approach and designers may see citizens as bits within data flows. A more human-centred perspective would be to consider what the smart city might afford its citizens. A high speed, pervasive network infrastructure offers the opportunity for ubiquitous mobile learning to become a reality. The MASELTOV project sees the smart city as enabling technology enhanced incidental learning: unplanned or unintentional learning that takes place in everyday life, in any place, at any time, with the city itself the context and the prompt for learning episodes. Migrants in particular will benefit: limited in their opportunity to attend formal education yet with a pressing need for language learning to support their integration. Incidental learning services, like smart city planning, need interdisciplinary communication for successful development. We describe the MASELTOV Incidental Learning Framework which will act as a boundary object to facilitate this process.

Students’ perceptions and learning approaches in accounting: the role of mobile apps technology / Marziana Madah Marzuki … [et al.]

Accounting is described as a highly technical subject as students are supposed to know various accounting format and standard starting from recognizing business documents, transferring business transactions to journal and ledgers, double-entry system and preparing financial statements. The roles of accountants are associated with the work of bookkeepers with stereotype being dull, dry, unimaginative, and precise and abiding to rules. These perceptions have jeopardized the status of the accounting profession among the public. Realizing the negative perceptions of accounting as a subject, this study explored the perception of students in relation to the application of new technology like mobile apps in the accounting teaching and learning process. Thus, the objective of this paper is first to investigate students’ perception on accounting as a subject and how the perceptions influence their approaches to learning. In addition, this study investigated students’ perceptions on the role of mobile-app technology in their approaches in learning accounting Based on a self-administered structured questionnaire developed and distributed to 153 respondents that comprised of non-accounting students from all branches of Universiti Teknologi MARA (UiTM) in Malaysia, the results show that there is a significant relationship between students’ perceptions of accounting and their approaches in learning which further indicates that positive perceptions lead to deep approaches in learning accounting which relates accounting to experiences and critical approaches, meanwhile negative perceptions lead to surface level approaches of learning which relates accounting to memorization and rote learning. When we tested the relationship between learning approaches and students’ perceptions on the role of mobile apps in the teaching and learning process, the result shows insignificant results which indicates that students could not perceive the role of mobile-apps technology in accounting as a subject. This is probably due to inexperience of using this tool in their learning experience as for now being mobile apps have not been introduced as one of the teaching tools in accounting as a subject. Our study provides implications that accounting education in Malaysia needs to consider the new reforms in the teaching methods to accommodate the evolvement of technology in the education process in this new era which may help to instil a positive perception towards accounting as a subject. Thus, this study suggests that accounting mobile-apps technology should be invented, standardized and introduced as one of the learning tools in accounting to motivate students to learn accounting in a fun and enjoyable way and hence diminish the negative perceptions related to accounting

Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices

This qualitative study attempts to explicate the role of gestures formed with learners’ hands and technology during second language speaking tasks via Skype videoconferencing tools, accessed on mobile devices. The theory of negotiation of meaning according to the Varonis and Gass model of non-understandings (1985) underpins the study. Data was collected from ten intermediate English language learners via recordings of their task-based interactions and stimulated recall interviews. The study found that gestures support forms of negotiation through affording participants a range of visual and embodied clues which operate in close conjunction with their language use. Findings suggest that gestures play a role in the establishment of joint attention and negotiation of vocabulary; and they are exploited to appeal for assistance and scaffold interlocutors. In some instances, gestures also potentially confuse learners. The deployment of mobile technologies was found to transform and mediate gestures in complex ways. Learners also experience challenges in their co-ordination of multimodal talk from beyond the classroom