7,222 research outputs found
Mobile-Assisted Language Learning: Practices among Iranian EFL Learners
Two hundred and fifty Iranian EFL learners participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these learners, most of whom were aged 25-36. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the learners and for what purposes, and the paper explores the implications of these findings for educators
Mobile-Assisted Language Learning: Practices among Iranian EFL Learners
Two hundred and fifty Iranian EFL learners participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these learners, most of whom were aged 25-36. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the learners and for what purposes, and the paper explores the implications of these findings for educators
Mobile-Assisted Language Learning: Practices among Iranian EFL Learners
Two hundred and fifty Iranian EFL learners participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these learners, most of whom were aged 25-36. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the learners and for what purposes, and the paper explores the implications of these findings for educators
Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective
[EN] The use and integration of mobile information and communication technologies (ICTs) in learning and teaching, as well as the creation of new knowledge can determine whether a country is able to successfully compete in the emerging global knowledge economy. Technology acceptance theories and models have been widely developed, used and extended to determine the factors related to the acceptance of such technologies in specific national and subject contexts. This study set out to explore the key factors that determine studentsâ and instructorsâ use behaviour and behavioural intentions to use mobile technologies in learning and teaching EFL, in an effort to determine the readiness and acceptance of mobile learning and teaching among students and instructors at a higher education institution in Saudi Arabia. The extended Unified Theory of Acceptance and Use of Technology (UTAUT2), was used as the framework for this study. This model takes into account several perspectives; and was designed to assess technology acceptance beyond the organizational context by embedding consumer context dimensions. The results indicated that the research model was partially confirmed and highlighted key variables as the driving forces of use behaviour and behavioural intention to use mobile technologies in learning and teaching EFL.Almarwani, M. (2020). Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective. The EuroCALL Review. 28(2):39-49. https://doi.org/10.4995/eurocall.2020.12388OJS3949282AlFahad, F. N. (2009). Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia. Turkish Online Journal of Educational Technology, 8(2) 111-119.Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information Technology (IT) in Saudi Arabia: Culture and the Acceptance and Use of IT. Information & Management, 44(8) 681-691. https://doi.org/10.1016/j.im.2007.09.002British Council. (2013). The English Effect: The Impact of English, What it's Worth to the UK and Why it Matters to the World. UK: British Council. Available from: http://www.britishcouncil.org/sites/britishcouncil.uk2/files/english-effect-report.pdfCorbeil, J. R. & M. E. Valdes-Corbeil (2007). Are you Ready for Mobile Learning? Educause Quarterly, 30(2) 51-58.Hsu, L. (2013). English as a Foreign Language Learners' Perception of Mobile Assisted Language Learning: A Cross-national Study. Computer Assisted Language Learning, 26(3), 197-213. https://doi.org/10.1080/09588221.2011.649485Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What Have We Learnt? The International Review of Research in Open and Distance Learning, 8, 1-16. https://doi.org/10.19173/irrodl.v8i2.356Kukulska-Hulme, A. (2009). Will Mobile Learning Change Language Learning? ReCALL, 21(2) 157-165. https://doi.org/10.1017/S0958344009000202Kukulska-Hulme, A. (2012). Language Learning Defined by Time and Place: A Framework for Next Generation Designs. In: DĂaz-Vera, Javier E. (ed.) Left to my Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Bingley, UK: Emerald Group Publishing Limited, 1-13.Mason, R. (2006). The University: Current Challenges and Opportunities. In: Susan D'Antoni (ed.) The Virtual University: Models & Messages-Lessons from Case Studies, Paris: UNESCO, International Institute for Educational Planning, 49-69.Einstein, A. (1916). General Theory of Relativity. Annalen der Physik 49(7), pp. 769-822. https://doi.org/10.1002/andp.19163540702O'Neill, G. T. (2014). Just a Natural Move towards English: Gulf Youth Attitudes towards Arabic and English literacy. Learning and Teaching in Higher Education: Gulf Perspectives, 11(1) 1-21. https://doi.org/10.18538/lthe.v11.n1.160Pemberton, L., Winter, M., & Fallahkhair, S. (2010). Collaborative Mobile Knowledge Sharing for Language Learners. Journal of the Research Centre for Educational Technology, 6(1) 144-148.Rogers, Y., Connelly, K., Hazlewood, W., & Tedesco, L. (2010). Enhancing Learning: a Study of How Mobile Devices Can Facilitate Sensemaking. Personal and Ubiquitous Computing, 14(2) 111-124. https://doi.org/10.1007/s00779-009-0250-7Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: A Meta-Analysis. Advances in Language and Literary Studies, 7(2), 76-83. https://doi.org/10.7575/aiac.alls.v.7n.2p.76Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ. The International Review of Research in Open and Distance Learning, 8(2) 1-12. https://doi.org/10.19173/irrodl.v8i2.346Traxler, J. (2010). Sustaining Mobile Learning and its Institutions. International Journal of Mobile and Blended Learning, 2(4) 58-65. https://doi.org/10.4018/jmbl.2010100105Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: toward a Unified View. MIS Quarterly, 27(3) 425-478. https://doi.org/10.2307/30036540Venkatesh, B., Nargundkar, R., Sayed, F. K., & Shahaida, P. (2006). Assessing Indian Students' Perceptions towards M-learning Some Initial Conclusions. International Journal of Mobile Marketing, 1(2) 75-79.Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1) 157-178. https://doi.org/10.2307/4141041
From computer assisted language learning (CALL) to mobile assisted language use
This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-based activity helps consciously and/or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism
The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation
In this article the importance of listening comprehension for language students is discussed and the possible benefits of using a mobile app to motivate its practice and development are considered. The Audio News Trainer (ANT) is presented as an example of this type of app that uses the news domain as the source of audio recordings. Three research questions related to the use of this app are outlined regarding the effectiveness of the news domain for motivating the practice of listening comprehension, whether social media (such as Facebook) can increase the motivation, and how the studentsâ exposure to the target language can be prolonged here. An experiment is undertaken that provides data (obtained by interaction with the app and from pre- and post-questionnaires) which appear, based upon initial analyses, to support both the use of ANT to motivate the prolonged practice of listening comprehension and also the potential of social media-based interaction in second language learning nowadays
Revisiting materials for teaching languages for specific purposes
Teaching materials in languages for specific purposes have evolved in the last few years dramatically. The Internet currently plays a significant role in such development and has permitted both a wider range of resources and its free availability almost anywhere in the World. This paper presents a selection of different types of recent materials for English for Specific Purposes. The paper begins by defining ESP. Then it approaches how materials should shape the studentâs own learning, how materials should be selected according to the different skills and then emphasizes the importance of the Internet as a source of materials. The paper concludes with a set of ideas for the future development of ESP materials. The final goal of this paper is to provide the readers with valuable tools that can enhance their teaching through accessible mean
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Mobile Informal Language Learning: Exploring Welsh Learnersâ Practices
Mobile devices have great potential in supporting language learning, through providing access to vocabulary, lessons and resources, and supporting interactions with other speakers. There may be particular advantages, however, in using such technologies for
learning minority languages.
Welsh is a minority UK language spoken by around 611,000 people in Wales and there is considerable interest among adults in Wales and from Welsh families in learning Welsh. However the small numbers of speakers and their uneven distribution make it difficult for learners outside Welsh speaking âhotspotsâ to hear and practice Welsh.
Mobile learning therefore has great potential for Welsh learners by providing resources wherever the learner is and by supporting web-based learning communities. The study reported here investigates whether this potential is being exploited in practice. It employed interviews and a small survey to study the practices of Welsh learners at all levels. It was found that learners used mobile technologies widely, to access a wide range of resources, although not always on-the-move, and also that many were using courses, in particular one online course. Learnersâ practices in using digital technologies for their Welsh language learning are discussed, and also the implications for both learning other minority languages and for informal mobile learning more generally
The Role of Mobile Devices on Online EFL Skill Courses During Covid-19 Emergency Remote Education
The recent Covid-19 based emergency remote education caught educational practitioners unprepared and caused learners to rely on any technology which offered them the best pedagogical solution. Since mobile devices such as smartphones, tablets, and notebooks are widely used in daily life, EFL learners also preferred to utilize them for online courses due to their undisputable mobility. However, using mobile devices in long online EFL courses is not without its limitations. This study aimed to examine the mobile experience during EFL skill courses in emergency remote education. 47 EFL preparatory class students who were attending online courses for 4 months with their mobile devices were asked to write a reflection for each skill course based on three main categories: Limitations of mobile devices, effects of mobile devices on in-classroom interaction, and device satisfaction rates. The initial findings addressed that EFL learners commonly used smartphones or notebooks for online courses rather than desktop PCs and tablets. Secondly, our results revealed various limitations for each EFL course such as limited screen size, overheating, microphone problems, and internet connection efficiency. On the other hand, although mobile devices were reported to have worked fine for in-class communication, device satisfaction rates regarding online courses were low, especially for smartphones. 
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The potential of mobile phones to transform teacher professional development
Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the worldâs largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the projectâs greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result EIA is currently using a mobile phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kitâknown as the âtrainer in your pocketââto foster a âquiet revolutionâ in the provision of teacher professional development at scale to an additional 67,500 teachers and 10 million students
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