Mobile Technology-Mediated Language Learning: A Quantitative Study to Unravel Language Learners’ Achievement and Autonomy (original) (raw)
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Mobile Technology and Learner Autonomy in Language Learning
Advances in mobile and distance learning book series, 2015
Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.
Mobile-Assisted Language Learning and Language Learner Autonomy
In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or " the capacity to take control of one's own learning " (Benson, 2011, p. 58), including all relevant decisions about what, when, where, and how to learn. Mobile technologies, as not only potential means for learning anywhere and anytime but also conduits to rich, multimodal content, provide unprecedented opportunities for the development of learner autonomy. However, even when learners possess adequate training in mobile technology use and autonomy itself, implementation of mobile learning devices in the classroom often seems to engender little additional autonomous behavior. This paper highlights the differing constraints on learner autonomy in formal and informal learning environments. It then proposes an approach to encouraging greater demonstration of autonomy through an explicit linking of institutional requirements associated with routine lesson assignments and the achievement of personally meaningful, individually determined learning goals. Finally, it suggests the role that mobile technology can and properly ought to play in capacitating consistently high levels of demonstrated autonomy both inside and outside the classroom.
ASIA TEFL, 2019
Mobile technologies are one of the fastest growing technologies in education. For learners, they offer an appealing opportunity to access multiple sources of information anytime and anywhere. Recently, there has been an increasing interest in incorporating mobile learning (mLearning) into the learning- teaching process to enhance learners’ academic success in different educational contexts as “traditional teaching and learning methods are becoming less effective in engaging learners and motivating them to achieve” (Gitsaki et al., 2013, p. 1). Pegrum (2014) defines mLearning as “the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance, and extend the reach of teaching and learning” (p. 15). He also points out that it could enhance anywhere, anytime learning and learners can learn at their own pace as well. Although there has been some integration of mLearning in language classrooms globally, there is little empirical research dealing with the effectiveness of using mLearning on learners’ acquisition of language skills and learner autonomy. This study was an attempt to examine the effect of Mobile Learning on the Learner Autonomy. The results show that there is a positive impact of mobile learning on learner autonomy. The study results suggested (I&ME) model to measure the development of learner autonomy.
Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context
Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students' portfolios, which reported the participants' traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants' LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners' own tasks and writing skills.
Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education
Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL has not been discussed extensively. To respond to this need, this study was aimed at investigating the following research question: 1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed qualitative method using case study. To collect data, this study applied observation to find out students' engagement in using mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition there were many features that students seized from mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done
Smartphone Assisted Language Learning and Autonomy
In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.
The Impacts of Learner Autonomy and Technology on the Language Achievement of Libyan Students
2019
Teachers put learners responsible for their own language learning, so autonomous learners can make decisions about their own learning outside the class independently of teachers. Learner autonomy and technology can go hand in hand and influence student success in language learning positively. This research aims to explore the learners' beliefs about learner autonomy and technology applications in terms of motivation, meta-cognitive strategies, responsibility perceptions and outside-class-activities. To carry out this research, a questionnaire in which 119 high school students participated was conducted at a high school in Benghazi, Libya with a view to identifying their perceptions of learner autonomy and technology in language learning. In the light of the findings discovered, although Libyan students are unaware of learner autonomy involving being intrinsically motivated, developing meta-cognitive strategies and making decisions about their own learning, they only participate ...
Mobile-Assisted Language Learning: Is It A Shortcut to Gain Effective Language Learning?
A rapid development of technology used to enhance language learning has been attracting attentions of scholars. Researches in this field have also been carried out for years. One of new popular fields in regard to educational technology is Mobile-Assisted Language Learning (MALL). Having sophisticated features and devices, mobile technologies play a pivotal role to facilitate a change for effective language learning. Mobile-Assisted Language Learning, thus, is adopted in language learning and becomes increasingly pervasive. Therefore, this present study which employs a library research under descriptive qualitative approach concerns to discussions outlined as (1) the ways of MALL can enhance an effective language learning, and (2) the advantages of MALL that can be gained. As a result, this study suggests that (1) MALL can provide an affinity of crossing boundaries learning, (2) in regard to learning skills, MALL provides positive advantages to enhance effective language learning. For more considerations, the future possibilities of MALL in language learning in EFL contexts are described as well in this paper.
EXPLORING LEARNERS' AUTONOMY IN ONLINE LANGUAGE-LEARNING IN STAI SUFYAN TSAURI MAJENANG
The impact of the coronavirus outbreak on the education system is inevitable that higher education institutions choose to transform their instructional practices to entirely online using specific platforms. This shifting comes with challenges to students as they are demanded to be independent and autonomous. This study investigated the students' readiness and perception towards being an autonomous learner in online language-learning. This case study investigated 25 students who joined online language learning by the WhatApps group in an English department of STAI Sufyan Tsauri Majenang. The data were gained by giving an online questionnaire, having an online interview with some students who were chosen randomly, and also assigning students self-report. The data showed that the students do not have enough autonomy in online language-learning. It means that the students are not ready to be autonomous learners in online language learning. The result of the study indicated that the students prefer having a face to face class and direct guidance from the teacher where 66.9% of the same students prefer learning in class or face to face meeting. In comparison, only 18.5 % who share no problem having an online class. 14.6% of them enjoy both options. This finding suggests that teachers need some strategies to promote and foster students' learner autonomy to achieve learning objectives in online language learning.
CASE STUDY 8.3 THE EFFECT OF MOBILE LEARNING ON LEARNER AUTONOMY IN THE UNITED ARAB EMIRATES
THE EFFECT OF MOBILE LEARNING ON LEARNER AUTONOMY IN THE UNITED ARAB EMIRATES, 2021
Mobile technologies and mobile learning (mLearning) offer appealing opportunities to language learners to access multiple sources of information anytime and anywhere. Recently, there has been an increasing interest in incorporating mLearning into the learning-teaching process to enhance students’ academic success in different educational contexts (Al Zieni, 2019; Gitsaki & Robby, 2014). According to Ting (2013), teachers can expect that “by relating the school learning to students’ digital literacy, the way of students’ autonomously acquiring their digital literacy outside school may help them develop autonomy in school learning” (p. 25). This case study is an example of incorporating digital literacy in English language education in which mLearning was used as the medium of instruction. All the materials used by the teacher and students were digital, and the students used iPads as the principal tool to develop their English language skills. Students’ engagement in level 3 Foundations Program at Dubai Men’s College (DMC) of the Higher Colleges of Technology (HCT) was examined to explore the effects of mLearning on their academic autonomy and to promote their overall independence. The students developed their autonomy to exercise their digital literacy to resolve the difficulties they faced while using their educational Apps, Web exploration, and data collection for their academic work.