Mobile collaborative language learning: State of the art

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning

EMPLOYING TELEGRAM APPLICATION: LEARNERS’ ATTITUDE, VOCABULARY LEARNING, AND VOCABULARY DELAYED RETENTION

Using smartphones for learning a language has long been recommended by scholars. However, its effectiveness is still the subject of argument. Moreover, due to the limited time in the conventional language classes, students do not have the chance to practice all vocabulary items which may hinder the learning process. Accordingly, a mixed method only-post-test quasi-experimental study was conducted. Also, for the qualitative phase, data were gathered through a focus group interview with the participants chosen through purposive sampling. It was confirmed that there was a significant effect of online practicing on vocabulary learning of the language learners. Furthermore, it was found out that the participants held a positive attitude for practicing target words through Telegram. In addition, the study results showed that using Telegram application does not have a significant effect on the retention of the vocabulary of the learners. From the results of this study, the researcher proposed some pedagogical implications to EFL teachers, practitioners, material developers, policy makers, and other English education stakeholders.  Article visualizations

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven (n=27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area

Augmenting Reality with Intelligent Interfaces

It is clear that our daily reality will increasingly interface with virtual inputs. We already integrate the virtual into real life through constantly evolving sensor technologies embedded into our smartphones, digital assistants, and connected devices. Simultaneously, we seek more virtual input into our reality through intelligent interfaces for the applications that these devices can run in a context rich, socially connected, and personalized way. As we progress toward a future of ubiquitous Augmented Reality (AR) interfaces, it will be important to consider how this technology can best serve the various populations that can benefit most from the addition of these intelligent interfaces. This paper proposes a new terminological framework to discuss the way AR interacts with users. An intelligent interface that combines digital objects in a real-world context can be referred to as a Pose-Interfaced Presentation (PIP): Pose refers to user location and orientation in space; Interfaced means that the program responds to a user’s intention and actions in an intelligent way; and Presentation refers to the virtual object or data being layered onto the perceptive field of the user. Finally, various benefits of AR are described and examples are provided in the areas of education, worker training, and ESL learning

A Review of the Effects of Cellphone-Assisted Language Learning on Learners’ Motivation

This review examined the effects of cellphones as a teaching or learning tool on students’ motivation, with a particular focus on the research designs, measurements, and key findings. Keller’s (1984) motivation model was adopted as the analytic lens to evaluate papers and to analyze learners’ motivation. The findings about motivation were mostly positive, but the research designs were overwhelmingly quantitative and were not described in detail. In most of the articles, learners’ motivation increased after cellphone interventions, or students showed positive progress toward using cellphones as a learning tool because of real-context learning opportunities, interactive environments, gaming features. Most studies used either mixed-methods or quantitative approaches, with surveys and questionnaires as the dominant data collection method to measure motivation. However, only one article employed a specific measurement tool to examine learning motivation. Future research can focus on longitudinal research to control for the effects of initial exposure to cellphone learning with rigorous quantitative measures. Qualitative research is needed to investigate individuals’ perceptions. There is also a need for research on language learners in English speaking countries, such as international students

EFL SPEAKING STUDENT READINESS TO USE MOBILE-ASSISTED LANGUAGE LEARNING

In recent years, mobile-assisted language learning has been on the rise as an instructional approach. While some innovative media platforms have been highly studied, Thus, this study focused on how students' readiness and learning outcomes the use of mobile phones to facilitate individualized instruction in public speaking as part of an English as a Foreign Language course. Data were collected from (n=42) students in non-English department classes who participated in this study. They were asked to answer an online questionnaire that surveyed their readiness and outcomes using Google Foam in their speaking skills. All participants performed two class projects aimed at aiding them in exploring mobile-assisted language learning using their own mobile devices. However, the students self-reported some opportunities and benefits for English Foreign Language Learners (EFLL) among these MALL users. The results of this study suggest that EFL-speaking students' readiness affects mobile-assisted language learning. Teachers should consider students' motivation, attitudes, and technology skills when creating mobile-assisted language learning programs. Instructors should also train and motivate pupils to use mobile-assisted language learning resources by improving their technology skills. Furthermore, need for further technical support and facilitating students' mastery of speaking performance

Using Technology-Mediated Board Game on Young Learners

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia

Mobile Learning Activities for Students’ English Learning Engagement in China

Although mobile-assisted language learning (MALL) activities have the potential to foster student engagement, few studies have investigated the influence of such activities on undergraduate students’ engagement in College English learning in China, particularly in a newly developed, post-pandemic hybrid learning environment. This study adopted a mixed methods design to examine the influence of mobile learning on student engagement and explored students’ lived experiences of using MALL activities for English learning. For the study’s quantitative data collection, 206 students completed an online questionnaire that included questions regarding motivation and active learning strategies. Ten students participated in the photo-production visual method and semi-structured personal interviews. Findings show that MALL activities enabled a unique opportunity to enhance students’ active engagement and knowledge construction by multiple ways of information sharing and language practices. Easy access and effective ways of communicating on learning apps intrinsically motivated students to participate in language learning. Through mobile learning platforms, students were scaffolded by their instructor or more knowledgeable peers in a more instant, visual, specific, and affective manner. Collaboration among students was not exemplified among undergraduate learners and the challenge of self-regulation in using cellphones was uncovered. These findings are significant for educators and decision-makers to lessen the stereotype of cellphones for learning and recognize the benefits of making use of personal devices for catering to individual learners’ needs, fostering connections, elevating engagement, and increasing English skills. A new MALL model is put forward

Impact of mobile virtual reality on EFL learners’ listening comprehension

Virtual reality (VR) has received increasing attention from researchers and practitioners in EFL listening. However, prior studies are primarily concerned with non-immersive desktop-based VR. Few studies examined the effects of VR via mobile-rendered head-mounted displays (mobile VR). Therefore, this study investigates the impact of mobile VR on EFL learners’ listening comprehension. Participants were 49 Taiwanese seventh-graders, randomly assigned to either the VR group or video group. The VR group played with a language learning VR app using mobile VR while the video group watched the walkthrough video of the VR app on personal computers. The effects of mobile VR were analyzed based on listening comprehension post-tests, recalls, and interviews. The results revealed the VR group’s listening comprehension and recall were significantly better than that of the video group. The interview data indicated that, for most VR players, mobile VR-mediated EFL listening was motivating, beneficial, and convenient. They felt more engaged in the listening tasks. Simulated real-life scenarios and interactivity, particularly the interaction with virtual characters, led to a stronger sense of presence and a higher degree of immersion, which enabled them to listen as a participant rather than overhearer. Interaction in an authentically fully-immersive context facilitated listening comprehension. The findings suggest that mobile VR may be a useful tool to promote EFL listening and underscore the necessity for additional research on the emerging technology for language learning

The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners

The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching