Evaluating Language-learning Mobile Apps for Second-language Learners

As mobile technologies become more affordable and more advanced in function, researchers suggest that using mobile apps to assist English language learning are appropriate. This three-step evaluation study (designing a theory-driven rubric, selecting apps, and evaluating the apps) aims to investigate and evaluate the affordances of English language learning mobile apps for adult learners. The results of this evaluation study contribute to the literature of mobile learning targeting adult learners, and also broaden the knowledge body of integrating mobile learning into English Language Learning (ELL) classes

Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad as a mobile technology to enhance second language learning and teaching in schools are still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners’ and teachers’ perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks

Investigating Iraqi EFL Secondary School Students' Perceptions towards Using Mobile Language Learning Technique

Changes in mobile technologies, developments in information technologies and telecommunication, computers programs and expansion of mobile market, likewise have inspired people to make use of these “anytime” and “anywhere” technologies in second language teaching. Use of mobile devices in language teaching has been the focus of language learning studies since language learning necessitates interaction and autonomy which are the key concepts in mobile assisted language learning for learners. The research aims at investigating Iraqi EFL secondary school students' perceptions towards using mobile language learning technique. To achieve the aim of the present research, a sample of 40 secondary school students were chosen randomly from many schools . To fulfill the aim of the study, the questionnaire of students consists of (17) items. After the analysis of the data, the findings indicated that the vast majority of students had had used their mobile phones to study English. Also, they expressed their welcome towards using this technology to study English in the future. It is recommended to promote the use of mobile learning devices, and encourage students to use mobile as a means of learning and teaching English language in various stages of education

Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies

Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This talk will present a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. In this talk, I will show examples of how EIA as a large-scale language development project has successfully employed mobile technologies to promote more communicative language teaching practices in primary and secondary schools in Bangladesh, taking into account the socio-cultural context of the country. A particular focus of the talk will be on the design and implementation of audio and video teacher professional development materials for MP3 players (Phase II) and mobile phones (Phase III). I will demonstrate how EIA has innovatively used mobile technologies for English language teacher professional development by meeting the needs of classroom teachers. I will also present implications of the EIA project for English language teacher development projects intending to deploy mobile technologies in both developed and developing countries

Evaluation of mobile and communication technologies for language learning

Results from a study by the Ministry of Higher Education in Malaysia indicate that the English language performance of Malaysian university students and graduates is a cause of concern. The National Higher Education Strategic Plan was launched by the Malaysian government in 2007 as a response to the challenges of the education sector that needs to be more internationalised and industry driven. In the strategic plan, the English language is identified as a crucial element in the effort to achieve a developed country status by the year 2020. Therefore, academicians and researchers are actively finding ways to improve students English skills in reading, listening, writing and speaking. Mobile Learning (or m-learning) is a new approach to enhance the learning experience utilising mobile technologies. For example, in order to learn new words the brain requires repeated reminders. The use of mobile devices can help to reinforce the learning process. The use of mobile devices to deliver learning in chunks or nugget sizes, on the move, at any time and anywhere, have shown to engage the learners very effectively in some research projects. Communication technologies such as blogs and Wikis also hold promises for enhancing learning. For instance, writing for a wider audience encourages students' ownership and responsibility. Moreover, comments and feedback from peers can motivate and encourage students. This, in turn, will lead to more active participation. Recognising the potential of these technologies for language learning, the aim of this study is to evaluate the effects of using mobile phones and communication technologies for English language learning with Malaysian students. Two experiments were carried out in this study. The initial pilot experiment was carried out with a small group of students to determine the feasibility of using mobile and communication technologies for language learning for Malaysian students in higher education. The main experiment was conducted after addressing the lessons learned from the initial experiment. An experimental group and a control group from a public higher education institution in Malaysia took part in the study. Quantitative and qualitative data were gathered and analysed. The quantitative results show that the experimental group performed significantly better than the control group in the post written test. The experimental group is in favour of receiving lesson reminders and quizzes that were sent to their mobile phones. However, they did not like receiving messages about web resources. They also did not like reading learning material on a wiki and updating wiki entries. Three themes are derived from the interviews and questionnaires: 1) access, 2) communication, and 3) usability. Access to learning focuses on the ease of use to access learning materials. Students agreed that mobile phones and wikis allowed them to access learning material easily. However, the use of wiki did not engage the students. In terms of communication, lecturers and students can use mobile phone and wiki platforms for communication. However, students were not keen to communicate with the lecturer. As for usability, the students have no problems using a mobile phone but the problem is with the small screen size and it is difficult to type long replies. The students did not want to invest time in learning how to use a wiki as they see it as being irrelevant because they did not want to publish and share their ideas with others. In conclusion, the use of a mobile phone and wiki for language learning is feasible, but further investigation is required regarding student engagement. The lessons learned from this study can help practitioners, in particular those in Malaysia, to adapt their language learning processes when integrating mobile and communication technologies

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

MOBILE PHONES AS USEFUL LANGUAGE LEARNING TOOLS

Most youth are passionate about having the most recent mobile phones just to boast among their peers. They use them to make phone calls, take photos, listen to songs, watch videos, or gain access to the internet for entertainment. This paper presents how to change the mobile phone device from a communication device to an educational tool. It demonstrates that a mobile phone could be a useful tool in learning and teaching the English Language. In this paper, the researcher emphasize the potential of mobile phones as a learning tool for students and have incorporated them into the learning environment. The paper discusses the challenges and expected difficulties. Many theories(e.g. Behaviourist learning, Constructivist learning, Situated learning, Sociocultural theory of learning, Informal and lifelong learning) relevant to the use of mobile phones in education are presented and the different tasks and activities relevant to them are explored. The salient features of mobile phones which make them useful for language learning are discussed too. The possible methods that should be used for gaining the best of learning through mobile phones are proposed. Activities are classified in terms of the main theories and areas of learning relevant to learning with mobile technologies. This article concludes with a discussion of how moderate use of mobile phones may bring interest among the learners and transform the learning process as it helps learners to raise their self – esteem and self- confidence. The researcher tries to foresee the future of mobile learning in general and mobile phones in particular in learning English since the English language has become the most requested and widespread means of communication all over the world

Using PDA for undergraduate student incidental vocabulary testing

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students’ dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.published_or_final_versio

PENYULUHAN TENTANG IMPROVING STUDENTS' LISTENING SKILL MELALUI STORYTELLING APPLICATION DI SMK NEGERI 5 SAMARINDA

Learning that uses technology in the form of learning applications that are used as a means for teachers and students to facilitate the learning process that aims to achieve the success of learning and also create an effective learning atmosphere, learning by using mobile learning media can make students exciting and fun. The researcher took one of the learning application technologies that could be useful for students to achieve English language learning, especially in listening, which was the storytelling application. This application can be downloaded via Google Play Store and used by students to explain or describe listening skills in English. This application provides various interesting stories with English vocabulary and pronunciation that Indonesian students easily understan