Students' Perception on the Use of Mobile Devices in Language Learning (original) (raw)
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Education Sciences , 2019
At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers' encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner's cognitive capacity, the learner's motivation to study in both formal and informal settings, the learner's autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students' needs, and to deliver multiple language skills in authentic learning environments.
DEVELOPING ENGLISH SKILLS BY MEANS OF MOBILE APPLICATIONS
Modern technologies appear to be gaining in popularity, and affect every sphere of human activity, including education. Thus, ICT (Information communication technologies) have become an inseparable part of the learning process. This article examines the possibilities of learning English by means of mobile applications. Three mobile devices have been selected for the purposes of this research, namely the smartphone, tablet, and smartwatch. Altogether 38 Slovak participants completed a questionnaire, which contained questions concerning the types of mobile devices as well as places and frequency of the devices used. Furthermore, identifying which skills (listening, reading, speaking, writing), and what type of mobile applications are used were also the focus of this research. The research findings indicate that it is the smartphone which is used the most. The most probable place of using the mobile applications is the learners' home, and when it comes to the frequency, the acquired data illustrate a diverse range in relation to how often the mobile applications are used for the purposes of learning English. As far as the language skills are concerned, it can be concluded that the learners predominantly focus on listening, followed by reading, writing, and speaking. Exploring the preference for language systems, the research results reveal that the participants concentrate on vocabulary, grammar, and pronunciation respectively. Finally, it was found out that it is the dictionary applications which are used the most. It can be concluded that mobile applications represent a powerful and popular educational tool whichis worth attention of teachers, researchers, and academics worldwide, and further investigation into this matter is necessary, and it will certainly prove useful to both language teachers and students.
The Use of Handheld and Mobile Devices for Language Learning
9th International Visible Conference on Educational St udies & Applied Linguistics , 2018
Mobile and handheld devices have played a significant role in daily lives of people in general and of students in particular. Learning languages particularly English on mobile devices is no longer new for language learners. Mobile devices have become inseparable part of everyday lives and activities; this also applies to the field of foreign language learning. The use of handheld devices and mobile phones in foreign language pedagogy, such as English, has been the subject of discussions and debate for many studies and made the researchers and educators to explore the advantages and implications of mobile devices in their scope for efficient and energetic language teaching/learning. This paper is looking at the advantages and disadvantages derived from using handheld and mobile devices for language learners as well as how to make an effective, appropriate and interactive use of mobile phones from the perception of Salahaddin University and Koya University students. Hence, most of the respondents agreed that mobile phones benefit them in learning English as a foreign language. Moreover, the applications and types of dictionaries will also be discussed in this study.
Students’ Attitudes towards the Use of Smartphone for Language Learning Purposes
JET ADI BUANA, 2019
Utilization of smartphone technology and English language, emerging English language and smartphone technology in non-academic and academic activities for learning purposes, student’s perception towards the usage of smartphone apps for English learning purposes, and smartphone apps for enhancing English proficiency are the area where this study is focused, gained from Indonesian High School students. Two hundred participants from 10th-12th grader of private high schools in Surabaya - Indonesia participated by completing an anonymous questionnaire and 16 participants of each grade were randomly selected and interviewed to gain further understanding towards the findings. The findings indicated smartphone technologies are mostly used by the participants for communication and social media purposes. On the other hand, smartphone is also used incontrovertibly by participants for the certain educational purposes. In addition, learning English via smartphone mobile apps, and diverse types ...
The Students’ Perception Toward Using Mobile Technology for Learning English
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The aim of this study is to find out the students’ perception toward using mobile technology for learning at Baturaja University. This study used the qualitative descriptive research design. The writer conducts 78 students as population of English Education Study Program. The writer only took 65 students as the sample by applying purposive sampling. The data was collected through the students’ perception questionnaire. Then the writer used descriptive statistics analysis technique using SPSS for analyzing the data based on percentage and frequency distributions. The results showed that overwhelming number of university had perceived usefulness and perceived ease of use toward the use of mobile technology for learning English. Majority of university students agreed that mobile technology was useful and easy to use for learning English. The findings indicated that students had high agreement interpretation on the using of mobile technology in perceived usefulness and ease of use to ac...
Role of Mobile Phone for English Language Teaching
JOURNAL OF ENGLISH FOR ACADEMIC, 2019
Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. Thes...
Mobile devices and apps for developing language skills (on the example of the English language)
2019
This article presents a set of practical tasks aimed at developing 4 basic language skills: reading, listening, writing and speaking. The purpose of the study is to identify effective tasks that can be performed with the help of mobile devices and mobile Internet. Mobile devices are widely used and it can be explained by their convenience (they are always at hand and people make use of them at any time and in any place they like). We examined different types of mobile tasks and presented some of them that appeared to be the most exciting for learners. We also analyzed different mobile learning platforms that were initially designed for educational purposes and others that were created for professional purposes but can be effectively implemented into the educational process. These mobile activities are regarded as an additional source that should be implemented together with traditional methods for learners’ in and outside the classroom educational process. The experimental learning was carried out with full-time learning form within the program of Additional Vocational Education. This article also presents the results of the research and the conclusions that were made on the basis of the conducted survey after the experimental learning. The obtained results show that mobile technologies can help learners improve and maintain the level of their language proficiency and sustain their motivation. Therefore the present mobile technologies can be successfully applied by teachers and learners.