Confirming the efficacy of vocabulary-enhanced L2 listening with mobile applications: the extended technology acceptance model revisited

Humanistic Buddhism has adopted more practical than theories and philosophy into our life. However, there are still weaknesses in teaching and learning Buddhism, especially in Buddhist schools in Asia and Asian American Communities. This study aims to develop mobile learning applications for humanistic Buddhism learning among young adults based on Phase 1(one) ADDIE Model, determine the behavioral acceptance and attitudes factors of mobile application to learn Humanistic Buddhism among youth. Methodology of study using ADDIE Model, finding of study indicates 28% of the respondents know the meaning of Humanistic Buddhism, 65% of the respondents were female respondents and 35% of the respondents were male, 78% of the respondents’ educational level were undergraduates. Attitude towards mobile learning, ‘I know the term of mobile learning’ 4.62 indicated that respondents had above moderate level in term of mobile learning whereas for the other item ‘I often stay focus in my mobile learning application’ 3.66 indicated that respondents had moderate level in staying focus in mobile learning applications. Mostly used application indicated that 59% of the respondents used Microsoft Team as a mobile learning application. Next, the purpose of use of mobile learning application ‘I use mobile learning applications to submit assignments’ 2.45 indicated that respondents below moderately agreed they use mobile learning applications to submit assignments. On the other hand, ‘I use mobile learning applications to participate in online classes’ 3.35 indicated that respondents moderately agreed they use mobile learning applications to participate in online classes. As for the mobile learning experiences, ‘I can access knowledge anywhere and anytime using the mobile learning applications’ 4.47 indicated that respondents below moderately agreed they can access knowledge anywhere and anytime using the mobile learning applications. The satisfaction toward mobile applications ‘rate your overall mobile learning experience’ 4.18 indicated that respondents had above moderate satisfaction on overall mobile learning experience. Apart from that, 30% of the respondents stated that connectivity to internet is poor which fits the biggest challenges of using mobile applications to learn. Hence, the goal of this study was to consider and comprehend the role of mobile learning in order to create new applications. It has given the results of an exploratory study of the knowledge of youth Buddhism toward concept of Humanistic Buddhism. This study showed that participants are open to adopting mobile learning and have a favorable view regarding it. As for future studies, it can be conducted with a sizable survey sample made up of teachers and administrators from all across the nation, as well as a variety of youth Buddhism.

In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide

More academics are concentrating on the topic of mobile-assisted language learning (MALL) on account of the advancement of mobile technology and the widespread use of mobile electronics in modern culture, and mobile-assisted vocabulary learning (MAVL) as a hot topic in MALL has attracted a large number of scholars. The study reviews some representative literatures during 2010-2023, including the impact of using mobile Short Message Service (SMS)/Multimedia Message Service (MMS) on Second Language (L2) word learning and the effectiveness of using mobile learning applications. Moreover, this study analyses the research methods used by previous researchers and summarises the results of the studies, finding that most of the experiments focused on vocabulary enhancement and retention, the effect on motivation, and learners perceptions and satisfaction. The results of many studies show that MAVL as a learning approach is better than the traditional vocabulary learning approach. Also, researches on MAVL has many pedagogical impacts on teaching of second and foreign languages in the future. However, researches have also shown that MAVL has some drawbacks that will hopefully be addressed in the future.

Introduction. Nowadays, the widespread use of mobile learning applications has brought significant changes in education. This paper addresses the problem of using mobile learning applications for developing universal competencies among students. The purpose of the research is to assess the effectiveness of using mobile applications for the development of universal competencies in students. Materials and Methods. The data were collected through reviewing and critical analysis of research literature on the development of competencies among students of higher educational institutions and the use of information, computer and mobile technologies for educational purposes. The empirical study was conducted using methods of educational research from 2017 to 2019. The sample consisted of students in years 3-5 doing an undergraduate degree in Education. Methods of mathematical statistics were employed for processing empirical data (correlation analysis). Results. The paper presents the results of evaluating the effectiveness of using mobile applications for developing students’ universal competencies. The authors identified the indicators for assessing the development of the selected universal competencies. The authors examined the following stages of developing universal competences by means of using mobile learning applications: (1) knowledge and skills alignment in the field of using mobile learning applications; (2) demonstrating knowledge and skills of using mobile learning applications; (3) inclusion of mobile learning applications in studying various disciplines (modules); (4) using mobile learning applications as a part of a larger activity (group projects); (5) using mobile learning applications for academic assessment (self-evaluation). It is emphasized that it is necessary to purposefully include students' work with mobile applications in the educational process of the university, when a student, being an active participant in the educational process, uses mobile applications to master the content of the discipline, enhance competencies and evaluate them. Conclusions. The article concludes that characteristics of using mobile learning applications identified and described in this research facilitate the development of students’ universal competencies. The findings can be used to improve the efficiency of the educational process at the university. Keywords Educating students; Universal competencies; Indicators of the formation of universal competencies; Mobile learning applications; E-portfolio; Self-assessment; Demonstration of competence; Group work

Current mobile language learning applications are the latest link in a chain of learning materials that are designed to trigger self-directed and holistic learning experiences. The interactive and visually appealing learning materials provide contextualized input and offer various options for enhancing a learner’s productive and receptive language skills. Turning to practice, the multimodal potential of mobile assisted language learning applications appears far from exhausted: Various mobile Apps use multimodality only in a limited way as they either employ images only for illustrative purposes or exhibit large discrepancies between the ideational meanings of different representative modes.To assess the potential of multimodal meaning creation for mobile learning, my paper reflects on specific semiotic characteristics of verbal and pictorial signs and investigates the semantic relations holding between these modes. The integration of insights from educational and multimodal theory with findings from mobile learning helps to identify a set of intermodal relations that are particularly suited for analyzing text-image links in mobile assisted language learning environments. Applying an empirical lens, the paper investigates patterns of multimodal meaning creation in the vocabulary tasks of one of the most popular language learning Apps, i.e. Duolingo. Finally, my descriptive and empirical findings are summarized and integrated into a set of guidelines on how to exploit text-image links for vocabulary/language learning purposes in mobile environments.

This study attempts a meta-analysis of research conducted in Saudi Arabia on Mobile Assisted Language Learning (MALL) related to the teaching and learning of English language in response to COVID-19 that led to the lockdown of education institutions. In this connection, a comprehensive search on Google Chrome and Google Scholar was conducted to collect data to answer the research questions and thus achieves its objectives. Fifty research articles and PhD dissertations were identified, but only seven of them met two selection criteria used in this study: the study should be conducted during or after COVID-19; and it should focus on mobile applications per se. These criteria excluded forty-two articles and PhD dissertations from selection. The studies that were not selected for meta-analysis were either review research articles or data-driven research articles that did not center upon specific mobile applications as in the case of articles that simply focused on “pronunciation applications” without naming one such application. The studies selected for meta-analysis used qualitative, quantitative, and mixed methods to collect their respective data. Positive results emerged from all the studies regarding the use of mobile applications in EFL learning in the Saudi context. This conclusion is equally true for motivation, perception and attitude studies. The results fell roughly into three major categories: the use of mobile applications in informal learning, learners’ motivation, perceptions and attitudes towards mobile phone applications as learning platforms, and the effect of mobile applications on learning style.

Nowadays, with the advancement of technology, mobile learning is becoming increasingly popular in higher education learning and teaching systems. However, the issue of integration between technical and pedagogical factors in mobile learning applications remains one of the main concerns for researchers. The aim of this systematic literature review was to investigate mobile application development, especially in light of pedagogical aspects in the context of mobile learning applications, such as instructional design, instructional strategy, and learning theory. The method used in this study was Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) involving two databases, namely Scopus and Web of Science (WOS). The study found 19 articles relevant to the objectives of the study. The main findings showed the variety of instructional design models used in mobile learning application development, with the most common model being the ADDIE model. However, most studies neither adopt any instructional strategies nor state the learning theories in their mobile application. While instructional design models and instruction strategies provide systematic procedures for developing mobile applications for educational contexts and the organisation of learning activities in mobile applications, learning theory is fundamental to both. This indicates that pedagogical aspects and their integration with technological aspects in mobile applications are still overlooked, especially in the learning contexts where the studies have been conducted. Several recommendations were proposed, namely to conduct reviews in more databases, to research on how to implement pedagogical aspects in mobile learning applications, and to assess the impact of mobile applications on students’ learning. The study concludes that instructors need specific interventions to increase their level of teaching expertise in Technology, Pedagogy, and Content (TPACK) as instructional designers so that they will be able to design learning materials effectively tailored to their students’ needs.KeywordsLearning technologyLearning theoryInstructional strategyMobile application

Education for sustainability refers to educational policies that focus on shaping a sustainable future. Mobile learning software refers to the use of mobile applications through smart devices for promoting online learning. However, the effectiveness of such software in learning for sustainability depends on users’ intention to adopt it. While there is growing interest in using mobile technology for sustainability education, empirical evidence on how personalized mobile software can influence users’ attitudes and behaviors toward sustainable practices is limited. Thus, this study investigates the factors that affect users’ acceptance of mobile learning technology in sustainability education, by integrating environmental awareness and personalization strategies into a modified model based on the unified theory of acceptance and use of technology (UTAUT). A total of 120 users participated in the survey. An empirical analysis of data was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationship between the variables of the model. The results showed that both environmental awareness and personalization strategies had a significant effect on users’ behavioral intentions. In addition, hedonic motivation and habit exerted an effect on behavioral intention, contrary to effort expectancy and social influence. These findings confirm that a personalized mobile learning application related to environmental issues reveals as a powerful tool for supporting environmental education since such software appears to have high acceptance by the user. The significance of the study lies in its potential to inform the design and development of personalized mobile applications for sustainability education. The study contributes to the creation of more effective mobile applications that promote sustainable behavior and contribute to a more sustainable future by identifying the elements that influence user acceptance.

This paper sets out to provide a preliminary guidance on developing mobile language learning applications, with consideration for using multimedia. A set of initial findings are presented from a small-scale pilot learner study, along with other considerations from findings in the literature. These preliminary guidelines could be further developed in later iterations to provide an overall framework for developing and evaluating other multimedia elements in mobile language learning applications and possibly also other mobile learning applications that use multimedia extensively (e.g. musical learning).

Objectives: This work aims to propose new improvements to mobile learning application. These improvements are presented by proposing new guidelines of mobile learning application along with their implementation ways and propose mapping each proposed guideline with mobile learning usability attributes. Methods/Statistical Analysis: The researchers review the existing usability guidelines for mobile learning application in related work in order to identify the current challenges. Proposed solutions are presented to solve the identified challenges by producing new guidelines along with their implementation ways. Also, the researcher proposed mapping these guidelines with mobile usability learning attributes to ensure that proposed guidelines covers the usability issues of mobile learning. Moreover, the proposed improvements are evaluated using expert usability review method to measure its acceptance. Findings: Expert usability review method is used to evaluate the proposed guidelines, proposed implementation way of guidelines, and proposed mapping guidelines with usability mobile for mobile learning application. The researchers used quantitative approach for the data collection purpose. Evaluation result shows that 81% of the participated experts’ opinions are agreed with the proposed improvements of the usability guidelines based on produced guidelines, proposed ways to implement each guideline, and proposed mapping the guidelines with mobile learning usability attributes. Followed by 11% of the experts’ opinion are undecided and only 7% of the experts’ opinion are disagree the proposed improvement of the usability. Application/Improvements: From findings, it is obvious that the proposed improvements can be used for developing mobile learning application with meeting usability standards efficiently. New guideline can be added in order to handle new issues that might be appeared in the future.

The study examined the effect of self-paced use of smartphones as mobile learning tools on English as a foreign language (EFL) vocabulary learning. Ninety-three Taiwanese college students were assigned to two vocabulary learning groups. An independent-samples t-test performed on the groups' vocabulary pretest scores showed no significant difference between the two groups in terms of entry ability of English vocabulary at the outset of the experiment. During the 15-week treatment, the experimental group studied vocabulary through the mobile vocabulary learning application program whereas the control group studied the same learning materials in a paper-based format. After the study, the vocabulary post-test was administered to the two groups and their vocabulary scores were analysed and compared. The data showed a significant difference emerged between the groups, while the experimental group scored significantly higher than the control group. In addition, results of a post-treatment questionnaire given to the experimental group indicated positive learner attitudes towards mobile-assisted vocabulary learning.

Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.

The development of digital technology and the increased pace of life encourage language learners to rely on the usage of mobile devices and applications. The flexibility that mobile devices give make teachers use mobile resources more actively. This paper looks into ways how mobile technology can enhance the language learning process for adults, primarily university students. It considers how mobile learning applications may be used in self-study mode and how they can be used in conjunction with face-to-face classes. This research aims to determine the advantages of mobile learning and the way mobile learning can complement face-to-face classes. It loo at the advantages of on-the-go learning tools, mainly podcasts or mobile applications, and analyses the factors that contribute to the overall efficiency of using mobile learning, such as student engagement and motivation, possibility of adopting the learner-centered approach, technological advancements and innovations in language learning. The paper also dwells on the limitations of using mobile learning in language learning and teaching. The paper concludes by considering options for using smartphone capabilities for enhancement of language competencies by adults and university students in particular. It also focuses on the possible developments in the field of mobile language learning and outlines the perspectives in this domain.

This research delves into how perceived convenience influences technology acceptance in English mobile learning applications among pre-service teachers majoring in English at a state university in the Philippines. Using an extended Technology Acceptance Model, the study utilized a survey to gauge opinions on mobile learning applications, considering factors like convenience and adoption. The results, analyzed using PLS-SEM software, highlight a strong link between perceived convenience and technology acceptance among pre-service teachers majoring in English. Demographic analysis underscores the need for personalized strategies based on age, gender, and academic levels. Overall, respondents show enthusiasm for mobile learning’s adaptability in learning English. Their unanimous agreement on convenience solidifies its status as a flexible and favored approach. The positive attitudes towards ease of use and usefulness emphasize the importance of English mobile learning systems. The study’s implications advocate tailored approaches for educators and policymakers, emphasizing user-friendly systems and paving the way for mobile learning apps to enhance English proficiency.

The accelerated development of new technology, particularly on mobile application has increased teacher’s responsibility as a learning facilitator. Since technology is improving, many applications keep on coming into the market to fulfill user demands. Mobile learning application is very useful in enriching the mobile learning experience of children. However, some applications fail to assist and increase children knowledge on the subject they studied. Moreover, some children are not interested in mobile applications due to issues such as poor interfaces. In this paper, some previous studies on quality attributes used to evaluate mobile learning applications were reviewed. A systematic literature review approach was employed to search previous papers and studies on usability quality attributes, particularly for mobile learning applications. The search strategy identified numerous studies on usability for mobile learning applications for children. The result showed that the top four usability quality attributes are efficiency, effectiveness; learnability and user satisfaction. The studies reviewed showed that usability evaluations were conducted during implementation phase only, and evaluation is often built as a description of the case study. This study explored the current literatures on the subject matter and stimulates further studies that will lead to improved usability and design of mobile learning applications for children.