Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills:A Comparative Study for Asian Universities

In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL in higher education language learning. Eight papers were selected according to the specific criteria to categorize the results based on language skills interpretation and technological concepts. Therefore, after thoroughly understanding proposed methodologies and comparing them properly, underlying assumptions about this phenomenon are elaborated, and holistic and sustainable solutions are provided to address this idea. The results of this analysis indicated that Mobile devices are being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology and yielding satisfactory results. According to the findings of this comparative study, LINE and WhatsApp would be of interest among university students to improve receptively (listening and reading) and productivity (writing and speaking), respectively. Moreover, the technology acceptance model (TAM) would be a prominent option for teachers to adapt their current and future educational programs instead of only in-person teaching to improve students’ learning quality

PORTRAYING EFL STUDENTS’ LEARNING STYLES IN UTILIZING MOBILE –ASSISTED LANGUAGE LEARNING: HOW TO BE A GOOD LANGUAGE LEARNER?

The advancement of new digital environments and mobile technologies has significantly led to the creation of new theories and models of language education to address the needs and opportunities of the 21st century. Mobile-Assisted Language learning (MALL) is emerged as one of the technological education in promoting ubiquitous learning among students. Since the uniqueness of individuals in processing knowledge, it is necessary to recognize the effectiveness of MALL usage in facilitating diversity of students’ learning preferences. Grounded in VARK framework of learning styles questionnaires and technological acceptance model (TAM), this study aimed to portray EFL students’ learning styles in using MALL to promote learning autonomy as well as the effectiveness of MALL as a platform to learn English. Semi-structured interview of selected participants was conducted in order to gain the data needed afterward. In analysing the data, descriptive statistics and content analysis were employed. This study found that most of the students perceived MALL as beneficial to enrich their learning styles and make them easier in learning language. Furthermore, to be a good language learner, orchestrating learning styles as well as applying metacognitive strategy in utilizing MALL is suggested. However, in integrating mobile devices in the classroom, the teacher should aware with students who are unfamiliar with autonomous learning practice, dependence and less-motivated. Thus, future research is expected to investigate teacher’s strategy in integrating MALL to promote language learning autonomy. Keywords: Language learning styles, MALL, EFL, good language learner, tertiary educatio

Designed and user-generated activity in the mobile age

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops

Exploring undergraduate students’ usage pattern of mobile apps for education

In recent years, with the general adoption of smartphones with computing power comparable to desktop computers, mobile applications (apps) have experienced a surge in popularity. However, there are few studies conducted about their educational use, especially in Southeast Asia. To close this research gap, this study aims to provide a current overview of mobile apps usage in higher education. Besides exploring the actual use of apps, the technology acceptance model was applied to examine (1) undergraduate students’ perceptions, which involve perceived usefulness and perceived ease of use, towards adopting mobile apps for educational purposes, and (2) their overall attitude toward such adoption. Both quantitative and qualitative methods were used to collect data from 150 undergraduate students in Business, Education, and Engineering in Hong Kong. The results show undergraduate students use mobile apps frequently to engage in learning activities related to their academic studies, with a particularly focus on communication and collaborative working, accessing academic resources, and checking a dictionary. However, the discrepancies in using apps for academic purposes are not significant between the three faculties. Meanwhile, perceived usefulness has a more positive impact on overall attitude compared with the impact of perceived ease of use. The investigation will help tertiary institutions, library service providers, and educators develop and assess strategic planning for education collaborating with mobile apps. This paper could also give app developers some suggestions for app design based on actual usage and students’ information needs.preprin

To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

An Investigation of the Influence of Intrinsic Motivation on Students’ Intention to Use Mobile Devices in Language Learning

This study examines the relationships among intrinsic motivation, critical variables related to technology adoption, and students’ behavioral intention in Mobile-assisted language learning (MALL). To test the hypothesized model through a path analysis, 169 survey responses were collected from undergraduate students who were foreign language learners of English in a Chinese research university. The results indicated that although intrinsic motivation did not have a direct influence on students’ behavioral intention in MALL, it had a positive influence on students’ behavioral intention through the two intervening variables, perceived usefulness and task technology fit. Perceived ease of use, however, was not associated with students’ behavioral intention directly, nor was it predicted by intrinsic motivation. The findings suggested proper instructional design that is aligned with and supports the language learning task was important to increase students’ behavioral intention to adopt mobile devices for language learning

Adopting smartphone applications for Second Language Acquisition: investigating readiness and acceptance of mobile learning in two Higher Education Institutions

Both university scholars and school teachers have witnessed a growing presence of smartphones and tablets inside classrooms over the last decade. This doctoral investigation analyzed students’ readiness and perception towards acceptance and adoption of smartphone applications for Mobile-Assisted-Language-Learning in English. Objectives were based on the importance of mobile learning nowadays and at verifying how second language acquisition applications were accepted and adopted by participants of this study held simultaneously at Universidade Tiradentes (Brazil) and Universidade Nova de Lisboa (Portugal). Our first research question wanted to know if they were ready to the acceptance and voluntary adoption of virtual learning environments as a technology innovation, raising their awareness to the use of mobile apps as learning tools. A second research question analyzed which apps best contemplated participants’ linguistic needs and could be suggested for curriculum development in higher education institutions in Brazil and Portugal. The five applications selected to our research were: Babbel, British Council, Busuu, Duolingo and Speak English Daily. Through an analysis of the selected applications for Second Language Acquisition (SLA), the Human-Computer Interaction (HCI) designed for L2 learning as well as the responses from participants it was possible to contribute to an adaptation of the unified theory of acceptance and use of technology which we labeled UTAUT+M; the M standing for mobile. Elements of Connectivism are intertwined through this study and the convergence between m-Learning and SLA is perceived at the abundance of applications on the App Store (iOS) or Play Store (Android). The study was conveniently held at UNL, with graduates from Faculdade de Ciências Sociais e Humanas and Faculdade de Ciências e Tecnologia. At UNIT, participants were from the English Language, Petroleum Engineering and Biomedicine. The approach was mixed with qualitative and quantitative aspects and our Designbased Research (D-bR) focused on understanding how participants made use of these apps and the potential to language acquisition opportunities they provide. Using a cross-sectional survey with convenience sampling, we collected data from volunteers at the live presentations and also after a 60 to 90 days period to assess their use of the apps during it. Through descriptive statistics, we analyzed the data, coded it, separated in determinants and carried out frequency analyses of the attributes to better understand results and rates of acceptance and rejection from the sample. Our adapted UTAUT+M contributed to the understanding of the acceptance and potential adoption of mobile learning applications, which app could be recommended for curriculum development and how the contributions of this thesis can enhance English teaching and learning to these higher education graduate

College-Level Foreign Language Instructor\u27s Perceptions on the Incorporation of Mobile Technology Devices and Their Learning Applications in Curricula: A Collective Case Study

The purpose of this case study was to understand the integration of mobile technology devices (MTDs) and their learning applications (apps) into foreign-language curricula by foreign-language instructors at two colleges in the Mid-Atlantic region of the U.S. The theory guiding this study was Bandura’s self-efficacy theory, which examined how self-efficacy affects college-level foreign language instructors’ integration of MTDs and their learning apps into foreign language curricula. In this project qualitative case study design was used to explore and investigate the issue of having limited technology knowledge and skills to integrate MTDs and their learning apps into foreign language classes. A critical question that this study attempted to answer was how mobile educational technology training improved the way college-level foreign-language teachers delivered effective foreign-language curricula in the classroom. The study took place in two colleges in the Mid-Atlantic region of the U.S. A total of 10 college-level foreign-language instructors from these two colleges were the study participants. Additionally, the research instruments used throughout the study include journal prompts, foreign-language class syllabi, structured interviews, and transcripts from the interviews. Lastly, the researcher applied hand coding to complete an inductive and deductive coding process, including transcribing, categorizing, and analyzing the data collected from the participants. Five themes and fifteen sub-themes emerged from the study, underscoring the positive views of foreign language instructors on integrating MTDs and their learning apps. Yet, obstacles such as lack of training and connectivity issues challenge their full potential to enhance students\u27 self-efficacy in reading, speaking, and listening

Students’ perceptions of educational value and effectiveness of integrating electronic gadgets (mobile phones/tablets) with teaching-learning activities in an English as a foreign language classroom

https://www.ester.ee/record=b5165032*es