University Students’ Perceptions of MALL in EFL Classes

Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use such as accessing the Internet for searching information, emailing and reading e-books. As the mobile technology has been more powerful and inclusive in people’s daily lives, the issue of mobile assisted language learning (MALL) has also been widely studied. Many researchers of MALL consider the emerging mobile technologies to have potential for the effective language learning. The majority of MALL activities appear to make use of mobile phones, and nowadays, smartphones replace feature phones. This study focuses on the investigation of students’ perceptions of the benefits and challenges associated with the use of smartphones for learning

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

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China

An Investigation of Iranian Intermediate EFL Learners’ L2 Motivation and Attitude in a Computer-Assisted Language Learning Environment

The popularity of integrating technology in language instruction and its fundamental effect on the language learning dimensions has been widely acknowledged whereas learners’ motivation and attitude are expected to be improved in a web-based Computer-assisted language learning (CALL) environment. Therefore, this paper aimed to investigate the Iranian EFL learners’ motivation to learn English and attitude in a CALL environment. The participants of this study were 120 intermediate EFL learners from two private English language institutes in Isfahan, Iran. They were divided into two equal groups; one experimental group (EG) and one control group (CG). Then, a motivation questionnaire pretest was administered out to check the participants’ motivation at the beginning of the course. As the treatment, the EG learners were taught through CALL-based instruction and the CG learners were taught traditionally. After the treatment, a posttest of motivation and an attitude questionnaire were administered. The outcomes indicated that the CALL-based instruction promoted the participants’ motivation as checked by the Motivation Questionnaire. Moreover, as measured by a 20-item A-CALL attitude questionnaire, it was discovered that the learners in the EG had positive attitudes toward using CALL-based instruction. In light of the findings, a number of conclusions are obtained and several implications are put forward

Strategies That Mitigate IT Infrastructure Demands Produced by Student BYOD Usa

The use of bring your own devices (BYOD) is a global phenomenon, and nowhere is it more evident than on a college campus. The use of BYOD on academic campuses has grown and evolved through time. The purpose of this qualitative multiple case study was to identify the successful strategies used by chief information officers (CIOs) to mitigate information technology infrastructure demands produced by student BYOD usage. The diffusion of innovation model served as the conceptual framework. The population consisted of CIOs from community colleges within North Carolina. The data collection process included semistructured, in-depth face-to-face interviews with 9 CIOs and the analysis of 25 documents, all from participant case organizations. Member checking was used to increase the validity of the findings. During the data analysis phase, the data were coded, sorted, queried, and analyzed obtained from semistructured interviews and organizational documentation with NVivo, a qualitative data analysis computer software package. Through methodological triangulation, 3 major themes emerged from the study: the importance of technology management tools, the importance of security awareness training, and the importance of BYOD security policies and procedures. These themes highlight successful strategies employed by CIOs. The implications for positive social change as a result of this study include creating a more positive experience for students interacting with technology on campus. Effects on social change will also arise by increasing a student\u27s mindfulness through security awareness programs, which will empower the student to take more control of their online presence and as they pass that information along to family and friends

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

Mobile learning experience and self-directed learning readiness on mobile task-based activity performance: a case study among postgraduate students

Mobile devices have a wide array of capabilities, including accessing unlimited information and self-learning for students. This study aimed to identify postgraduate students' experiences performing task-based activities on mobile devices and preparing for self-directed learning. This mobile task-based activity is an educational practice that combines education and assessment. The researcher used a targeted sample of 34 postgraduates from a public university in Malaysia. This study used a mixed-method case study design with qualitative and quantitative data for triangulation. The researcher gathered quantitative data through online questionnaires and evaluations based on mobile devices. Questionnaire data were analyzed using descriptive statistics and paired t-sample analyses, while mobile-based assessments were analyzed using a rubric. Qualitative data were collected through learning logbooks, reflective writing, and semistructured interviews and analyzed thematically. The survey results of descriptive statistical analysis have shown that students’ prior knowledge and learning experience using mobile technology is more modest. However, post-study findings prove that students who use laptops and smartphones for task-based activities on mobile devices gain more experience. The Wilcoxon Signed-Ranks test showed that students’ post-test readiness for self-directed learning was more significant than the pre-test. Assessments of mobile devices indicate that students perform at an advanced and competent level. Thus, this study shows that mobile task-based activities can improve students’ learning experiences in a significant way and develop self-directed learning skills. These results could assist further studies on mobile devices for learning and assessment purposes. The implications of this research are to cultivate students' experience of meaningful mobile learning and self-directed learning skills

Language Learning Effectiveness (Outcome) of an Online Synchronous EFL Program Compared to an ESL Face-to-Face Program

Abstract To provide English learning opportunities to International students while in their home countries, I designed an English as a Foreign Language (EFL) synchronous online program delivered via videoconferences. The purpose of this study was to evaluate the efficacy of an Online EFL program when compared to a regular in-person Intensive English Program (IEP) where students are immersed in the American culture. The control group was composed of 88 students from Spanish and Portuguese-speaking countries in South America that took the IEP offered by a private university in Kentucky in the past five years. Students in the control group had eight weeks of in-person English classes. The experimental group was composed of 88 students who participated in the EFL pilot course offered to Spanish and Portuguese-speaking students. The course was offered free of charge via zoom conferences twice a week for 8 eight weeks. The students were recruited over Facebook and WhatsApp. The study\u27s premise was to have students engaged in meaningful English language interactions with their peers and instructors to verify if there were significant differences between the pre and post-tests gains in both groups (Control and Experimental Group) of treatment (in-person and online English instruction). The results indicated a language gain in listening, grammar, and vocabulary for both groups, suggesting that both treatments produced similar language skills improvements. In virtue of the results, the author recognizes that the implementation of EFL programs delivered 100% online via videoconferences is a viable solution to problems of cost and mobility for English Language Learners (ELL), particularly in times of global crisis, such as the COVID-19 pandemic. Keywords: CALL, MALL, Language Program Comparison, EFL via videoconference