Mobile-Assisted Language Learning in a Preparatory Year English Program: Enhancing Motivation and Receptive Skills

This research focuses on analyzing learning qira’ah (reading) skills in the Arabic-Online.net program within the learning assessment evaluation framework, especially the Common European Framework of Reference for Languages (CEFR) as one of the international standards in foreign language learning. This research is qualitative research, and the primary data in this research is reading text in qira'ah material from all 16 levels in Arabic-Online.net. In the analysis, the researchers focused on the reading texts provided at each level in the program through the CEFR framework. Data analysis in this research used data reduction, data presentation, and drawing conclusions based on Miles and Huberman’s method. The research findings indicate that the reading skills instruction in the "Arabic-Online.net" application offers a diverse range of instructional materials. These materials are designed to help participants comprehensively master reading skills. The content, vocabulary, and exercises within this program align with the CEFR standards. This is demonstrated not only in the selection of themes with higher levels of difficulty but also through the inclusion of more complex questions and exercises. The chosen themes are systematically organized, starting from topics closely related to the participants' experiences and progressing to subjects further removed from daily life, such as transportation, administration, and legal issues. These diverse themes not only require a strong language proficiency with a command of vocabulary related to the themes but also demand critical and exploratory thinking from learners to grasp the discourse and main points of the reading materials.

Mobile-Assisted Language Learning (MALL) promotes (1) autonomy of language learner’s in their own progress; (2) provides ubiquity in terms of time and milieu in language learning; (3) empowers language learners to be motivated and confident with their language learning achievement; (4) keeps the language learners to be relevant in 21st Century Education scheme; and (5) sustains language learners’ low affective filter in successfully learning the target language. This study sought to establish and generate a Mobile-Assisted Language Learning (MALL) Theory in order to address the gap in successfully learning a second language. With this purpose, this study utilizes Deductive Axiomatic Approach in theory generation following the steps provided by Padua (2012) as cited by Cabello (2021). There are five (5) axioms construed: (1) Mobile-Assisted Language Learning is widespread used in the 21st Century Education due to its mobility in terms of portability and information accessibility features; (2) Mobile-Assisted Language Learning promotes ubiquity in self-directed language learning; (3) Mobile-Assisted Language Learning increases learner's motivation and confidence to study in all forms of learning milieu; (4) Mobile-Assisted Language Learning improves learner's cognitive capacity and autonomy through personalized learning ; and (5) Mobile-Assisted Language Learning supports students to learn in a friendly and stress -free environment. From these axioms, ten (10) propositions were formulated: (1) Mobile-Assisted Language Learning should support compatibility concerns to various operating systems of mobile devices for optimal utilization of language learners; (2) Mobile-Assisted Language Learning should provide progressive lessons to support Natural Order in language learning; (3) Mobile-Assisted Language Learning should contain immediate feedback of the learner's assessments and responses ; (4) Mobile-Assisted Language Learning should make the learning experience informative, interactive, and fun; (5) Mobile-Assisted Language Learning should suit all forms of learning environment; (6) Mobile-Assisted Language Learning should reinforce independent learning; (7) Mobile-Assisted Language Learning should empower learners to monitor their own progress using their preferred learning pace and style ; (8) Mobile-Assisted Language Learning should maximize learners' avenue to experience meaningful and productive language learning ; (9) Mobile-Assisted Language Learning should amplify learners' skill in educational technology manipulation; and (10) Mobile-Assisted Language Learning should encourage language learners to achieve their learning goals and objectives. With these propositions, the Mobile-Assisted Language Theory is generated. All of the aforementioned elements and characteristics support the usefulness, effectiveness, and practicality of the Mobile-Assisted Language Learning.

In this article a proposal is presented for a theoretical framework that could provide the structure and coherence needed for the development of effective LMOOCs (Language MOOCs) and MALL (Mobile Assisted Language Learning) apps in a systematic way that would facilitate online second language learning. The framework is argued to be appropriate for language teaching and learning since it could be used for the elaboration of online courses such as LMOOCs and syllabi and didactic materials for MALL apps, regardless of the number of students. It has been refined during the process of designing and developing a Professional English LMOOC and the examples provided here are from that course. The framework is built upon the CEFR (The Common European Framework of Reference for Languages: Learning, Teaching, Assessment) since it offers a way to structure the knowledge and skills required in second language learning in a way which is coherent with the constructivist paradigm, following widely accepted European recommendations. It has been adopted because it provides a notional-functional classification of language use and learning (“elegantly” capturing the vastness and complexity of languages and their functional nature), and it is the first general attempt to produce a taxonomy of the elements that intervene in language use and learning, enabling comparable syllabi to be created for all European languages.

Author/s
 Irina Argüelles ÁlvarezMargarita Martínez NúñezAna Belén García HernandoAntonio da Silva FariñaUniversidad Politécnica de Madrid, Spain
 
 ABSTRACT
 The study presented herein is framed within the Mobile Assisted Language Learning (MALL) approach and presents the results from the use of an original mobile app, developed by the research team, on the part of 73 students. The app prototype consists of multiple choice questions and answers that assess varied aspects of the grammar, vocabulary and use of English at level B2 according to the Common European Framework of Reference for Languages (CEFRL). The application presents motivating gamification components that aim at enhancing students’ participation and regular use of the game. Some of these gamification features are response time, use of competition and training tests, and a score ranking based on nicknames. The study uses different indexes in order to describe the use of the platform and qualitative and quantitative indicators to reach positive conclusions related to students’ increased motivation and improvement in their grammar and vocabulary competence levels.

In mobile assisted language learning, devices are mostly used to provide digital, captivating versions of traditional exercises to teach the four language skills foreseen by the Common European Framework of Reference for Languages. The goal of this paper is to introduce an innovative and novel approach to German learning, which goes beyond learning with the assistance of mobile devices. The idea is to create a mobile app, which includes exercises that require computational thinking to be applied. This allows us to reach two goals. First, learners can discover the grammatical structures and become able to apply them in other contexts, which shows competence acquisition. Second, the assessment of these exercises allows us to measure competencies (also partial ones), beside knowledge. Such a diagnostic assessment can be helpful both for learners (to understand where improvement is needed) and for teachers (to check the effectiveness of their activities). In this paper, we show sample applications to illustrate concretely the potentials of our approach.

Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL resources stored in open access repositories. In this paper the Mobile2Learn Framework is proposed, which aims at supporting sharing and reuse of MALL resources within the context of MALL courses development. Moreover, a quantitative analysis of the reuse of MALL resources developed with the proposed Mobile2Learn Framework is conducted. The results of this analysis provided with evidence that completeness of metadata fields related with educational objectives based on Common European Framework of Reference for Languages (CEFR) can strongly influence reuse taking place among Mobile2Learn Framework users.

This research endeavors to assess the efficacy of Mobile Assisted Language Learning (MALL) in elevating students' English proficiency to the Common European Framework of Reference (CEFR) B1 level. The study involves identifying the most suitable mobile application for formative assessment, implementing it to enhance students' English competency, and investigating their attitudes toward MALL in formative assessment. Engaging four specialists, a thorough evaluation was conducted to determine the most effective mobile application, revealing Quizziz as the optimal choice for formative assessment. The study involved a purposively selected sample group comprising 139 undergraduate students from a private university, in Thailand, enrolled in the English at Work Course. This sample group underwent pre-tests, post-tests, and self-evaluation using the CEFR B1 abilities checklist and provided feedback through questionnaires and in-depth interviews to gauge their perception. Data analysis involved various statistical methods, including t-test dependent, one-way ANOVA, repeated measures ANOVA, mean, and standard deviation. Results indicated a statistically significant improvement in post-test scores compared to pre-test levels, with the fourth assessment revealing the highest mean score (x̄ = 9.11, SD = 3.12). Notably, the mean scores for each competency descriptor at the CEFR B1 Level demonstrated considerable variation (F = 21.717, p < .001), indicating enhanced performance across competencies. According to the questionnaires, student perception was significantly high (x̄ = 4.64, SD = 0.47), affirming MALL's effectiveness as a formative assessment tool. The corresponding in-depth interview data further underscored students' positive feedback and favorable attitudes toward MALL. Therefore, this research not only contributes to the understanding of the effectiveness of MALL in enhancing English proficiency but also sheds light on the practical implications of integrating technology-driven formative assessment methods into language education. This study provides valuable insights for educators seeking to create engaging and effective language learning environments by elucidating the positive student attitudes and perceptions toward MALL.

The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.

Textbooks play a crucial role in the Arabic language learning journey for non-Arabic-speaking students at the Madrasah Aliyah level. A well-structured textbook can act as a teaching aid and a roadmap for mastering language competencies that align with both national and international standards, such as the Common European Framework of Reference for Languages. One such textbook is “اللغة العربية 2” published by Quadra in 2022 for Year 11 students. However, research on this textbook remains limited. This study aims to examine the alignment of the textbook's content with established standards while investigating indicators of speaking skill competence based on the Common European Framework of Reference for Languages. Using a descriptive qualitative approach and content analysis methods, the primary data source is “اللغة العربية 2” supplemented by relevant literature. The findings indicate that the textbook meets standards for linguistic accuracy, material presentation, and visual layout. The speaking competencies are aligned with levels A2 and B1 of the Common European Framework of Reference for Languages. Topics like shopping and health correspond to level A2, promoting direct communication, while travel and technology fit level B1, encouraging extended speech and structured expression of experiences and opinions. Future research should explore other language skills within the same textbook for a comprehensive evaluation.

Standards-based education has become a crucial issue with which evaluating the learning of French language in Thailand was then required to comply. Since the alignment is the core idea in systematic and standards-based reform, this study aimed to evaluate the alignment between Thailand’s Professional and Academic Aptitude Test in French language (PAT 7.1) and the Common European Framework of Reference for Languages by using item mapping and to study the factors affecting the misalignment between Thailand’s Professional and Academic Aptitude Test in French language (PAT 7.1) and the Common European Framework of Reference for Languages. Variables were composed of contents and cognitive demands. Populations were 100 items of PAT 7.1, 388 grade-12 students (Matthayomsuksa 6) in English-French program (academic year 2017) in 10 schools under the South 2’s Development Center of French language (Le Centre pour le Developpement du Francais, CDF Hatyai) and 3 qualified panelists. A sample of 163 students were selected using the multistage sampling method. Research tools consisted of a PAT 7.1 test, two alignment matrixes and a set of open-ended questions. Data was analyzed using the proportion, Rasch IRT model, chi-square, percentage and content analysis. The research revealed that there were 16 items of PAT 7.1 aligning with the Common European Framework of Reference for Languages. Most of them were classified into A2 level and evaluated analysis/investigate skill. Moreover, item mapping result was coherent with that of panelists’ judgement. Three main factors affecting the misalignment were highlighted: the incoherence between item content and standard content, the unmatched levels of cognitive demands and the language usage, including the grammar, in the items that was irrelevant to standard and to students’ language proficiency levels. Keywords: French language, CEFR, alignment, item mapping

Language didactics conceives the relationship to otherness according to two approaches. The first one, the intercultural approach, inherited from the communicative approach, tackles otherness through intercultural encounter. The second one, the co-cultural approach theorized by Christian Puren, corresponds to the didactic conceptions of the action-oriented approach of the foreign languages teaching based on acting with others. Through their conceptions of language-cultures and languages teaching/learning, the Common European Framework of Reference for Languages (2001) and the later complementary works appear as promoters of the action-oriented approach of foreign languages didactics. However, an analysis of their conceptions of relationships to otherness shows that these works mainly stick to an intercultural approach to otherness. Only the Companion Volume (2018) of the Common European Framework of Reference for Languages marginally opens to a co-cultural approach to the relationship to otherness. The intercultural conception of the Council of Europe's language policy disseminated in its main texts therefore seems out of step with Christian Puren's model, which bases the action-oriented approach of language teaching on a co-cultural conception of the relationship to otherness based on the principle of negotiated culture by the interactants. Keywords: action-oriented approach; co-cultural; Common European Framework of Reference for Languages; intercultural; otherness; Puren.

The study conducted aimed at determining goodness of fit between lower secondary education 3rd grade Curriculum for English Language in Turkey and Common European Framework of Reference for Languages that was composed by Council of Europe to encourage other languages except for mother tongue to be spoken and to bring foreign language instruction into conformity with some standards. The study was done in light of significance Turkey attributes to foreign language education in scope of harmonization efforts with European Union and was qualitative. In research where the Document Review technique was used, Curriculum and Common European Framework of Reference for Languages were compared and contrasted in terms of objectives, content, learning and teaching process and evaluation strategies. At end of research, following results were obtained: The goals of Turkish National Education and Common European Framework of Reference for Languages had a similarity at 92 percent even though language skills were not handled on an equal basis in Curriculum. Among all language competences, Waystage (A2) Level was most referenced one in Curriculum. A1 and B1 levels were less dealt with when compared to Waystage Level. Overall Oral Production was language competence represented with most descriptors in Curriculum. All assessment tools in Curriculum were taken from European Language Portfolio.

“Yabancılara Türkçe öğretimi konusunda Türkçe yayımlanmış bilimsel çalışmaların bibliyografyası ve doktora tezlerinin Diller İçin Avrupa Ortak Başvuru Metni bağlamında analizi” adlı yüksek lisans tezinden yeniden gözden geçirilip güncellenerek üretilen bu çalışmanın amacı, yabancılara Türkçe öğretimi konusunda 2020 yılına kadarki süreçte Türkçe yayımlanmış bilimsel çalışmaları tespit edip bunların içerik alanlarını belirlemek; doktora tezlerini Ortak Başvuru Metni bağlamında analiz etmektir. Nitel bir çalışma olarak desenlenen bu çalışmada veri toplama yöntemlerinden doküman incelemesi kullanılmıştır. İki bölümden oluşan bu çalışmanın birinci bölümünde YÖK Tez, çeşitli üniversitelerin ve dergilerin veri tabanlarından 2020 yılına kadar yayımlanmış tezlere, makalelere ve bildirilere ulaşılıp bunların içerik alanları belirlenmiş, elde edilen sayısal veriler tablolarla sunulmuştur. Çalışmanın ikinci bölümünde alan yazınında doktora tezi çalışması sayıca fazla olduğundan yıl ve konu sınırlaması getirilmiş, 2013-2019 yılları arasında (2019 dâhil) temel dil becerileri konusunda yayımlanmış 9 doktora tezi Ortak Başvuru Metni bağlamında analiz edilmiştir. Araştırmalar sonucunda, en fazla çalışmanın makale düzeyinde yapıldığı belirlenmiştir. Tüm bilimsel çalışmalar incelendiğinde, konu bazlı en fazla çalışmanın materyal geliştirme konusunda yapıldığı belirlenmiştir. Analiz çalışması kapsamında ele alınan doktora tezlerinin Ortak Başvuru Metni’nin dil öğretim amacına, öğrenici boyutuna, öğretici boyutuna ve ölçme değerlendirme anlayışına uygun hazırlandığı tespit edilmiştir. Son olarak, alanın gelişimine katkısı olabileceği düşünülen önerilerde bulunulmuştur.

The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students’ perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students’ experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.

Foreign language learning (English) in the digital era is aided by developments in mobile technology. Mobile Assisted Language Learning (MALL) is one of the most rapidly increasing methodologies. The purpose of this study is to look into how MALL affects student motivation and learning results. The literature review was conducted by reviewing various reliable sources such as scientific journals, articles, and research reports. The results show that MALL has a significant positive effect on student motivation and learning outcomes. MALL can increase students' learning motivation through various interactive features, educational games, and easy access to learning materials. In addition, MALL also proved effective in improving students' learning outcomes in vocabulary, grammar, pronunciation, and communication skills. This study concludes that MALL is a useful tool to improve students' motivation and learning outcomes in foreign language learning. Further research is needed to explore the effectiveness of MALLs in various learning contexts and to deploy more innovative and educational MALL software.