Mobile learning scenarios in language teaching: perceptions of vocational and professional education students

Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational students’ methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning.info:eu-repo/semantics/publishedVersio

Smartphone apps as a motivating tool in English language learning

Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic

EFFECTIVENESS OF SMARTPHONE ON EFL READING: LEARNERS’ PERCEPTION IN ASIAN COUNTRIES

COVID-19, the deadly and infectious virus, is a devastating blow for the world. Every single person in the world today has been impaired by Coronavirus in a variety of ways. The educational system across the globe has thundered this new phenomenon. Many institutions have moved their programs from offline to online mode. This pandemic left no other option for the academy but to adopt a new method of pedagogy. Smartphones would be a better way to promote online education. Smartphone users have been rising excessively in Asia in recent years. The purpose of this study is to explore and describe the learners' perception in Asian countries concerning the effectiveness of smartphone on EFL reading. This research is a systematic analysis of a qualitative nature. Altogether, 39 studies were selected on the learning perception of the smartphone for EFL reading. The studies included the following countries: Bangladesh, Indonesia, Iran, the Kingdom of Saudi Arabia, Malaysia, Nepal, Sri Lanka, Taiwan, and Thailand. These nine countries have been chosen from countries in Asia whose official language is different from English. The findings indicate that the reading habit of Asian EFL learners is less and is slowly decreasing, as conventional classrooms may not fulfill learners' needs at times, as printed books are not fun. Using a smartphone for an EFL-reading can be a better choice because the smartphone is accessible and affordable. Leaners spend a significant amount of time on smartphones, especially on social networking sites. Learners use smartphone apps to read vocabulary. The learners stress that smartphones help you find out what to learn and, most importantly, how to learn. Learners accept that using smartphones to learn English enhances their critical thinking, innovative thinking, questionability, problem-solving, communication, and teamwork to some degree. Specifically, the use of smartphone guides them to a lifelong learner who is self-reliant. The common problem with smartphones is interrupted Wi-Fi connectivity. Using a smartphone can contribute to several health issues. The learners' critical issue is the irritation of the eyes caused by the brightness of the screen. Some apps have a few pedagogical elements for reading. Nevertheless, learners agree that a smartphone cannot substitute a good teacher. They need guidance from teachers to decide what to learn and how to learn. Overall, reading smartphones in English has a positive effect in Asia. Article visualizations

The Networked Smart Gadgets and Their Role(s) in Enhancing Learning Autonomy in Higher Education’s EFL Context

The present study explores the perceptions of EFL teachers in higher education on the role of handheld networked devices in promoting autonomous learning. In this project 43 male teachers from King Abdulaziz University (KAU) and the University of Jeddah (UJ) in Saudi Arabia (KSA) responded to a survey. Qualitative data, on the other hand, was gathered through a silent interview where informants answered five open-ended questions related to study’s research questions. The findings revealed the participants value the usefulness of smartphones in enhancing autonomy in language learning. They were also of the view that smartphones have beneficial characteristics when used in actual classroom. In addition, the results show that most of the participants are for a purposeful and guided integration of this type of technology in order to help learners develop the required linguistic and extra-linguistic skills. Equally important was the finding that use the of smartphones along well-developed L2 learning applications in language learning cannot replace the teachers’ vital and crucial role in the whole learning process

The Impact of Smartphones on the Autonomy of Teenagers Studying French as a Second Language

El artículo explora el uso de los smartphones en el desarrollo de la autonomía de alumnos adolescentes en una clase de francés segunda lengua. Los alumnos participaron durante un año con alumnos franceses en un blog colaborativo a través de sus propios dispositivos. A pesar de que el uso de los teléfonos móviles en el entorno escolar genera polémica, algunos docentes han escogido esta tecnología para llevar a cabo prácticas innovadoras en las aulas Los resultados obtenidos muestran el potencial del aprendizaje móvil en la enseñanza de idiomas y su importancia en el desarrollo de la autonomía de los adolescentes.This article explores the use of smartphones to develop teenagers autonomy in the learning of french as second language. The students participated during a year, along with French native learners, on a collaborative blog, accessed through their own devices. The use of mobile phones in the scholar environment is rather controversial, but many teachers have chosen these technologies to bring to their students innovative ways of teaching. The results show the potential of mobile learning in the teaching of languages and their significance for the autonomy of the adolescents

A look at the advanced learners' use of mobile devices for English language study: Insights from interview data

[EN] The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.Kruk, M. (2017). A look at the advanced learners' use of mobile devices for English language study: Insights from interview data. The EuroCALL Review. 25(2):18-28. doi:10.4995/eurocall.2017.7461SWORD182825

Why Internal Moral Enhancement Might Be politically Better than External Moral Enhancement

Technology could be used to improve morality but it could do so in different ways. Some technologies could augment and enhance moral behaviour externally by using external cues and signals to push and pull us towards morally appropriate behaviours. Other technologies could enhance moral behaviour internally by directly altering the way in which the brain captures and processes morally salient information or initiates moral action. The question is whether there is any reason to prefer one method over the other? In this article, I argue that there is. Specifically, I argue that internal moral enhancement is likely to be preferable to external moral enhancement, when it comes to the legitimacy of political decision-making processes. In fact, I go further than this and argue that the increasingly dominant forms of external moral enhancement may already be posing a significant threat to political legitimacy, one that we should try to address. Consequently, research and development of internal moral enhancements should be prioritised as a political project

The effects of the Mobile-Assisted Language Learning Method in the EFL/ESL Context

Esta síntesis de investigación se desarrolló con la finalidad de identificar los efectos y percepciones del uso de actividades basadas en el aprendizaje asistido por la tecnología móvil en la enseñanza del inglés como segunda lengua (ISL) o como lengua extranjera (IEL). Veintidós estudios de diferentes bases de datos fueron considerados para el análisis. Los criterios de inclusión comprendieron, (1) estudios empíricos publicados en los últimos diez años, (2) estudios con el método cualitativo, cuantitativo o mixto, (3) estudios llevados a cabo en las aulas de ILE o ISL, (4) y, por último, estudios aplicados a los diferentes niveles de educación. Por otra parte, los criterios de exclusión considerados fueron los siguientes (1) estudios que no han sido publicados en fuentes académicas, (2) estudios que han usado un método diferente al cualitativo, cuantitativo o mixto, (3) estudios en los que los participantes no pertenecen a las aulas de ILE o ISL. Los hallazgos revelaron que, en relación a los efectos lingüísticos como a los no lingüísticos, el aprendizaje móvil representa una excelente oportunidad para que los estudiantes desarrollen sus habilidades de aprendizaje, así como su motivación y autonomía. El estudio también reveló que, tanto los docentes como estudiantes apoyan fuertemente el uso del aprendizaje móvil. Sin embargo, también se encontró algunas barreras en cuanto a su efecto y percepciones. Por lo tanto, se recomienda a los docentes incluir tecnología móvil para reforzar las habilidades de aprendizaje de los estudiantes. Finalmente, debido a la falta de estudios del aprendizaje del lenguaje asistido por tecnología móvil en Latinoamérica, se sugiere más investigaciones que analicen la eficacia de este método en este lado del planeta.This research synthesis was developed to identify the effects and perceptions of MALL- based activities in the EFL/ESL teaching-learning process. Twenty-two studies from different databases were considered for the analysis. The inclusion criteria of this study included (1) Empirical studies published in the last ten years, (2) quantitative, qualitative, and mixed-methodstudies, (3) the studies performed in EFL/ESL classrooms, (4) and, the studies applied at different levels of education. In respect to the exclusion criteria, it was considered the following: (1) the studies published in non-academic sources, (2) the studies that used a design different from quantitative, qualitative, and mixed-method approach, (3) the studies whose participants did not belong to EFL/ESL classrooms. Findings exposed that, in relation to the linguistic effects as well as the non-linguistic effects, m-learning represents an excellent opportunity for students to develop their learning skills, as well as their motivation and autonomy. This study also revealed that teachers and students strongly support the use of MALL. However, it also revealed a few barriers to its effects and perceptions. Therefore, it is recommended for teachers to include mlearning to help students gain success in the development of each of the language learning skills. Finally, due to the lack of studies of Mobile Learning in Latin America, further research on the efficacy of MALL is suggested.0000-0002-1036-730

Mobile Informal Language Learning: Exploring Welsh Learners’ 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 “hotspots” 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. Learners’ 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