Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Mobile-facilitated Time and Place among Iranian EFL Learners

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this study is to conceptualize the relation between the focus of language learning and the dimensions of time and place among Iranian EFL learners. The study aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a survey study led by the authors, investigating how Iranian EFL learners use mobile technologies to support their learning, and particularly on interview data from the most recent project, which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Language learning defined by time and place: A framework for next generation designs

Language learning is changing in a mobile technology-rich landscape and under the influence of new learner practices stemming from personal perspectives on the best places for learning and from evolving uses of available time. The key aim of this chapter is to conceptualize the relation between the focus of language learning and the dimensions of time and place. What if language learning were to be defined by time and place? What would change? The chapter aims to assess what effect this might have on language learning in terms of curriculum or the design of learning activities. It draws on a series of studies led by the author, investigating how university students and other learners use mobile technologies to support their learning, and particularly on interview data from the most recent project which has focused on learners’ experiences with the use of mobile devices to support language learning. Learning activities undertaken by the interviewees were wide-ranging, with evidence of the importance of both easy learning and challenge. Specific findings relating to time and place of learning are reported. As mobile technology developments and the availability of mobile services and applications accelerate, educators and researchers need conceptual frameworks to enable them to interpret emerging learner practices. New language learning activities and services can be designed on the basis of this understanding. By reviewing individual learner experiences in learner-determined contexts, researchers and the language teaching community can work together to build up a picture of emergent practices and formulate the implications for the design of language teaching and learning now and in the future

Integrating m-technology into web-based ESL vocabulary learning for working adult learners

The paper reports on a small pilot study that explores the role of mobile technology (m-technology) in English as second language (ESL) vocabulary learning for working adult learners. In this study, through the use of Short Message Service (SMS), m-technology was integrated into web-based vocabulary learning for working adult learners. This pilot study examined learner experiences of m-technology used in the workplace in Hong Kong. Ten learners were involved in the study. Both quantitative and qualitative methods were adopted through assessments using an online test system and an open-ended questionnaire sent by email to collect data. The research findings show significant improvements in the learner performance and in their attitudes towards using m-technology in their learning. © 2005 IEEE.published_or_final_versio

How Adult EFL Teachers Can Effectively Utilize Duolingo in Their Curriculum

The proliferation of cell phones and application technology has changed the way individuals access learning. It’s also opened up a space for profit-driven companies to be included in educational options. This project focuses on Mobile-Assisted Language Learning applications, in particular Duolingo, and how they can best be used by Language teachers, especially English teachers of adults in non-immersive environments, to use Duolingo as a supplement to their teaching. The literature shows that these applications can be helpful, but need traditional support to be most effective. The question the literature brings to mind is how teachers can best use these apps. This project consists of a website for adult EFL teachers to use as a reference, as well as a podcast which includes adult language learner and teacher input on using Duolingo in their learning and teaching

An adaptive mobile learning system for learning a new language based on learner’s abilities

The rapid development of wireless infrastructure and wide use of mobile devices in our daily life has a major impact on our way of learning using computing technology. Particularly, learning a new language is a challenging concept for researcher. Furthermore, adaptive services is nowadays an important research topic in the field of web-based and mobile learning systems as there are no fixed learning path which are appropriate for all learners. However, most studies in this field have only focus on learning style and habits of learners. Far too little attention has been paid on the ability of learner. Therefore, the purpose of this paper is to propose a new adaptive mobile learning model for learning new languages based on ability of learner. Furthermore, an ontology-based knowledge modelling technique is proposed to classify language learning materials and describe user profile in order to provide adaptive learning environment

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 students’ and instructors’ 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: Díaz-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

THE USE OF GOOGLE VOICE SEARCH IN IMPROVING THE STUDENTS’ PRONUNCIATION ACCURACY

The use of mobile technology for everyone is like a necessity in daily life. No one can ignore the impact of mobile technology especially from android mobile system that led the progression of technology todays. However, this technology development can be utilized by language learners to increase and encourage them in mastering the English language use. They can utilize the application inside the android system in improving pronunciation accuracy. Furthermore, it can help teachers to teach their learners in using English language spoken. Everyone knows that learning pronunciation needs time to take some practices. The writer initiated the application of learning English pronunciation by using a default application inside android system. The application calls as Google Voice Search. It can be used as learning strategy to improve the accuracy for learner and to be aware about the mistake which has been made by them. This Google voice Search system can be used as self-evaluation in pronouncing English language. This study investigated the first semester students of English Department in Jakarta. The writer designed the study as learning strategy to help learners aware about their mistake in pronouncing English language. The use of android mobile phone is shown the progression of most 72% learners’ pronunciation growing better and it improved learners’ confidence in using English orally. They also stated that they really like this application because it led them to be more technology savvy. It can facilitate the learners in pronouncing English accurately when they use in spoken English. Keywords: Android, Application, Pronunciation, Google Search Voic

Examining Task Transferability in Task-Based Language Teaching: A Multi-Case Study

Although there has been a surge of research on the effectiveness of task-based language teaching (TBLT), little is known about transferability of task performance skills and vocabulary in a different context such as in a public domain (Benson, 2015; Ellis, 2017; Long, 2016). The purpose of the current dissertation was to examine transferability in task performance skills and target vocabulary between pedagogical tasks, real-world tasks and vocabulary learning in different contexts while utilizing two modalities. Learner perceptions of the effects of pedagogical tasks and real-world tasks on language learning are also examined. Four lower level English as a Second Language (ESL) learners participated in two TBLT units of study over four weeks: “Unit 1: Discount Grocery Shopping” and “Unit 2: Choosing a Quality Gift”. There were two pedagogical and one real-world task in each unit of study. Transfer was examined in task performance abilities (such as the use of technology and collaboration) and vocabulary use . Collaboration was operationalized as interaction episodes (three types: learner-learner, learner-instructor, learner-unknown interlocutor) and the number of turns during task performance. Receptive and productive vocabulary frequencies (i.e. in types and tokens) were counted and vocabulary learning was measured on a vocabulary knowledge scale (VKS). In order to examine the role of modalities in task performance, Unit 1 tasks focus on face-to-face interactions, whereas Unit 2 tasks require mobile-assisted text chats. Finally, students’ perceptions of pedagogical tasks, real-world tasks and their role in vocabulary learning were examined using interviews, focus group discussions and learning journals. The findings indicate that transfer was observed when learners transitioned from the classroom to the public domain sites in task performance skills. There were positive gains in vocabulary learning on VKS outcomes and delayed posttests showed retention and/or additional positive gains in VKS outcomes. Emerging themes from qualitative data added insight into learner perspectives, such as the effectiveness of performing ‘tasks’ in public, and other themes. The implications from this study suggest ways that classroom instruction can be linked to social situations, such as stores and many other contexts, for learning opportunities through TBLT