Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training

Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting (Kukulska-Hulme, 2012a), our study investigates how mobile devices impact on the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students’ main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced most with mobile devices are listening, followed by speaking/pronunciation, vocabulary, reading and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners’ independent usage of MALL in informal learning and the instructors’ perception of how mobile apps can or should be integrated into the language curriculum. The chapter concludes by proposing a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching

Principles and Practices for Enhanced Visual Design in Virtual Learning Environments:Do Looks Matter in Student Engagement?

The widespread adoption of learning management systems (LMS) in higher education has been promoted as a means of modernizing learning material, improving learning outcomes, and enhancing student engagement, but has often fallen short of these goals. It has been suggested that investment in visual design has the potential to ensure the promise of LMS can be realized. Through the reflections of instructors, a learning designer, and students, this chapter explores the relationship between LMS aesthetics and usability and student engagement. It proposes visual design principles and practices which highlight the combined contribution of functional utility, visual identity, aesthetic appeal, and transactional access to enhancing student engagement and user experience in a virtual learning environment