Devices For Language Learning Research Articles

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

The Use of The Theory of Multiple Intelligence in Learning English Pronouncing When Suffering from Learning Difficulties

The study planned to research First: Is there any relationship among Various Insights in gaining English articulation while experiencing learning troubles? Second: Is there any distinction between Different Insights and English articulating capability between male students and female students? A sum of 300 university English majors filled in as subjects of the review, including 125 guys and 175 females. just 22 were avoided, they assisted with finishing up the poll of numerous Insights. Moreover, their English scores or/and levels of School Selection tests were embraced as their English capability. Besides, illustrative investigation and relapse examination were broken down by the Factual Bundle for Sociology (SPSS). All came to the response to the inquiry assuming great English articulating students were more grounded with Verbal/Phonetic insight. Obviously, in the review, the response was negative, and involving the Hypothesis of Different Insight in learning English Articulating, is an exceptionally effective language learning device, and has an extremely sure relationship to beat any challenges in learning English articulating. Furthermore, In regards to distinctions in sexual orientation, guys would be wise to English articulating capability than females. However, the distinctions didn't arrive at a critical level.

Systematic Analysis of Effectiveness of Using Mobile Technologies (MT) in Teaching and Learning Foreign Language

Although Mobile-Assisted Language Learning (MALL) is rapidly evolving, there is still a lack of research synthesis and systematic meta-analysis. The effectiveness of mobile devices for language learning under various conditions remains unclear. A limited study is carried out on how the latest smartphone devices effectively teach and learn. Mobile technology is the most Information and Communication Technology (ICT) tool used in our daily life for different purposes, including educational purposes. For instance, Mobile Technology (MT) has been significantly used for learning languages because today’s students tend to use this technology frequently and almost every hour. This research aimed to explore the effects of mobile devices in foreign language learning and present the sample studies conducted between 2014 and 2021; 100 articles were chosen from Google Scholar, ResearchGate and Science Direct database through using different search keywords. The results of the research revealed that the most examined studies were published in Indonesia and Saudi Arabia. The university students were selected as sample groups in these articles, and that most articles used the experimental research design. The findings also showed that English was the most foreign language examined in these articles, and WhatsApp is the most mobile application used in these articles.

Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs

AbstractFew studies have investigated the extension of the technology acceptance model (TAM) of mobile‐assisted language learning (MALL) by incorporating psychological influence factors. We aimed to determine the factors affecting the continued adoption of MALL by college‐age students of English as a foreign language (EFL). We extended the TAM by adding psychological constructs from action control theory and the concept of intrinsic motivation. Data from a large‐scale survey of 557 Taiwanese college EFL students recruited through online convenience sampling were analysed through structural equation modelling. The results revealed that the significant predictors of behavioural intention were its antecedents. Three crucial psychological factors, namely nonpreoccupation, nonhesitation, and nonvolatility, significantly predicted behavioural intention. Perceived ubiquity value, tasks, and mobile self‐efficacy were strong predictors of intrinsic motivation. Intrinsic motivation significantly predicted behavioural intention through perceived usefulness and perceived ease of use. Finally, perceived ease of use had a moderate effect on behavioural intention through perceived usefulness. The satisfactory explanatory power of the extended model was indicated by the explained variance (R2) of 80% for behavioural intention. This extended TAM may contribute to the long‐term development of MALL. Practitioner notesWhat is already known about this topic Mobile technology has been widely adopted to enhance language learning. However, few studies have investigated individuals' adoption of mobile‐assisted language learning (MALL). Factors affecting users' behavioural intention to accept an information system have been researched extensively. The technology acceptance model (TAM) has been extensively used to investigate users' acceptance of different technology in various contexts. What this paper adds This study extended the TAM by incorporating psychological factors to predict the behavioural intention of learners to continue using mobile technology in language learning. The three action‐oriented psychological antecedents (nonpreoccupation, nonhesitation, and nonvolatility) used in the model significantly predicted EFL college learners' behavioural intention to continue using mobile devices for language learning. One major factor (intrinsic motivation) significantly affected continued behavioural intention to engage in MALL through perceived ease of use and perceived usefulness. Implications for practice and/or policy Teachers should incorporate various warm‐ups, collaborative activities, and positive feedback from others to MALL tasks to reduce feelings of negativity for state‐oriented learners and increase willingness to accept MALL for action‐oriented learners. Teachers and developers of MALL systems can promote its acceptance by prioritising usable interfaces and enjoyable, challenging tasks in the design of MALL systems to increase learners' intrinsic motivation and perceptions of usefulness and ease of use. Technical guidance, clear and brief operation orientation sessions, and immediate support should be offered to assist learners in engaging in MALL tasks.

The effect of adobe connect virtual classrooms on medical students' technical vocabulary learning: Achievements and challenges

Aims: With advances in computer technology, the recent decade has witnessed a growth in resources and an increase in the availability of devices for language learning and teaching. This study aimed at investigating the effect of Adobe Connect virtual classrooms on technical vocabulary learning of students of medicine as well as to explore their attitudes toward Adobe Connect virtual classrooms. Materials and Methods: This quasi-experimental study was performed on 60 EFL students of medicine studying at Kashan University of Medical Sciences, Kashan, Iran. To ensure the participants' homogeneity in terms of language proficiency, the Oxford Quick Placement Test was used. The participants were randomly divided into two groups (n = 30): conventional teacher-centered and Adobe Connect virtual groups. Data were collected using pre- and post-tests of technical medical vocabularies to evaluate vocabulary knowledge and a five-point Likert scale to evaluate the students' attitudes toward Adobe Connect virtual classrooms. Data were analyzed using an independent t-test and a paired t-test by SPSS version 22. Results: The results revealed no significant difference in the mean scores of the vocabulary test between the conventional teacher-centered and Adobe Connect virtual groups before training (P = 0.757); however, the mean vocabulary scores after training in the Adobe Connect virtual group was significantly higher than the conventional group (P

Redefining Dictionaries for Mobile Learning: A Study of the Learner-Friendly Features of an Online Dictionary

Amidst a plethora of materials available for learning English as a second or foreign language, the place of dictionary has not been defined adequately. The potential of dictionaries as source of information about language pertaining to vocabulary, grammar, pronunciation, and spellings is generally underestimated. While the use of primary teaching materials like textbooks may be maximized or minimized depending on the context, the scant use of a dictionary is common to most of the language classrooms around the world. The ‘taken-for-granted’ approach towards dictionaries has made its use recede to the background in the language curriculum. Reasons like time constraints, the teacher’s lack of training or expertise, non-affordability or lack of resources etc. could also be cited in favour of the usual neglect of this teaching-learning aid. However, with the recent splurge in the use of mobile devices for language learning, the place of dictionaries is being redefined in the language learning process due to factors like portability, freedom of time and place, flexibility of usage, and social connectivity. The present article is an attempt to explore and uncover a range of features offered by mobile dictionaries that could potentially foster language learning. The focus of study and observations will be the online version of Oxford Learner’s Dictionary since it incorporates the printed version and provides additional learner-centred resources. The use of this dictionary is looked at as an opportunity to be utilized in order to strengthen linguistic and communicative competence of the learners.

Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

AbstractTeachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

Smartphone Uses in the Language Classroom for Learning Purposes by EFL College Students

This study aimed at examining the current uses of smartphones for language learning purposes by the EFL college students outside the classroom with the intention of proposing using these devices for language learning inside the classroom. The study was conducted with students of English in two colleges of Sciences and Arts affiliated to the University of Bisha, An-namas, Saudi Arabia, in 2018-2019. In this mixed-methods descriptive study, a questionnaire was used to collect the data from 77 male and female participants taken from a total population of 142 students. The Questionnaire validity (ɑ= 0.87) and reliability were measured. To analyze the obtained data, the (SPSS) version16.0 was used. Qualitative data from the researcher-instructor's informal observations and colleagues' discussions were used to support data gained from the questionnaire. Results showed that participants have already been using these devices for learning purposes outside the classroom. According to the findings, the five top uses of smartphones by the respondents were (1) in using these devices as dictionaries; (2) for logging in the electronic portal to follow up notices and so on; (3) in spelling check (4) in translating texts, and (5) in looking for answers to difficult questions. Other uses were also given. T-test did not show any significant gender differences in the uses of these devices. Statistics indicated that all participants wanted to use these devices in classroom. The study concluded that these devices could be used in the classroom for language learning purposes. A list of uses and applications was prepared for the purpose. Among the recommendations was to establish a clear policy and rules to be followed by the different parties.

The effects of using mobile devices on language learning: a meta-analysis

Despite the rapid development of the field of Mobile-assisted Language Learning (MALL), research synthesis and systematic meta-analyses on MALL are still lacking. It remains unclear how effective mobile devices are for language learning under different conditions. Review studies on the overall effectiveness of the latest smart mobile devices are still scant. In order to evaluate the learning outcomes of MALL and the impact of moderator variables, we systematically searched journal articles, conference proceedings, and doctoral dissertations published during 2008–2018 and performed a meta-analysis based on a synthesis of 84 effect sizes from 80 experimental and quasi-experimental studies. A medium-to-high effect size of 0.722 was found for the overall effectiveness of using mobile devices for language learning. The findings indicate that the use of mobile devices for language learning is more effective than conventional methods. The effects of nine moderator variables were analyzed. The target language skill, target language and first/second language were found to be significant moderators. Implications for language teaching and research are discussed.

An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning

This study examines the relationships among intrinsic motivation, critical variables related to technology adoption, and students’ behavioral intention in mobile-assisted language learning (MALL). To test the hypothesized model through a path analysis, 169 survey responses were collected from undergraduate students who were foreign language learners of English in a Chinese research university. The results indicated that although intrinsic motivation did not have a direct influence on students’ behavioral intention in MALL, it had a positive influence on students’ behavioral intention through the two intervening variables, perceived usefulness and task technology fit. Perceived ease of use, however, was not associated with students’ behavioral intention directly, nor was it predicted by intrinsic motivation. The findings suggested proper instructional design that is aligned with and supports the language learning task was important to increase students’ behavioral intention to adopt mobile devices for language learning.

Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach

The widespread use of mobile devices and the wider coverage of wireless networks offer the educational sectors various alternatives in enhancing learning and teaching. Mobile assisted language learning (MALL) emerges from this trend and draws traction from relevant stakeholders. While much research has been done on the application of mobile technologies in promoting language learning, and the educational practices that foster that learning approach, relatively little empirical evidence has been given to understand the acceptance and use of MALL by higher education learners, particularly in the context of a developing country. This study sought to fill this gap by applying the modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT). Survey data from 293 higher education learners from Vietnam were analyzed by the Rasch-based path model. Results indicated the important roles of attitude and performance expectancy in predicting learners' behavior intention and their usage of MALL. Facilitating condition was found to have no direct effect on learners' usage of MALL, representing a departure from the literature. The findings offered implications regarding the use of the UTAUT as an appropriate model for examining MALL acceptance, the improvement of technical and organizational supports, as well as the need for more empirical studies on the instructional approaches that foster the use of MALL, particularly in the context of a developing country like Vietnam.

Insights from replication on the factors affecting task engagement in mobile-based learning activities

Despite the large amount of research that has taken place with mobile devices for language learning over the years, there are still limited conclusions that can be reached as to what contributes to sustained task engagement. A common problem that has long been seen in the CALL literature is that many tasks and activities that are reported are small scale studies taking place in a single environment with a limited number of subjects, often as a result of teachers investigating the outcomes of their own teaching (see Warschauer, 1997; Hubbard, 2005). Given the nature of the environments in which many teachers find themselves, it is in some way inevitable that studies tend to be of a smaller scale and often undertaken within a single class. It is possible to gain deeper insights into the tasks used through replication studies (Porte, 2012). This paper discusses the potential insights gained from replicating approximately the same basic language learning tasks in varied contexts. Research on vocabulary and listening tasks was carried out in Japan over an 8-year period from 2010 through 2017 for Japanese learners of English. In addition, the same tasks were adapted for Australian learners of Japanese in 2012 and Taiwanese learners of English in 2013, with a total of 420 participants. Data were collected through post-treatment surveys, semi-structured interviews and server logs recording the times spent on the tasks, the scores achieved, and the devices used to engage in the tasks. The same methods of data collection were used in each of the studies, using primarily the same tasks apart from adaptations made for developments in technology and for the different language learning contexts. Carrying out the same tasks in subsequent years with increasingly newer technologies and with teachers and learners from different cultural backgrounds provided insights into the effect of the context, the technology, and role of both teachers and learners in successfully implementing the tasks.

Motivation of Parents Towards Reading Multilingual eBooks To Pre-School Children

<span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US">The use of mobile devices for language learning, under the Mobile Assisted Language Learning (MALL) has been found to motivate children to read digital print. However, parents need to be convinced of the benefits of this new technology-assisted learning method within a multilingual learning context. A case study was conducted to propose a MALL framework in which educators and parents created a shared meaningful learning environment to develop the children’s emergent multilingual literacy skills, using mobile devices installed with interactive multilingual </span><span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US">eB</span><span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US">ooks. This paper reports the findings, specifically on the parents’ attitude and motivation towards reading multilingual </span><span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US">eBooks</span><span class="TextRun SCXW153678227" lang="EN-US" xml:lang="EN-US"> with their children. A group of 25 multi-ethnic families, together with their 5-year-old children participated in this study. A mixed-method explanatory research design obtained parent's attitude and motivation from a questionnaire, interview, and feedback form. The results show a high level of parents’ acceptance toward reading eBook with their children. Parents attributed their positive attitude and motivation towards MALL to the use of the multimedia, multilingual, and mobile platform. The MALL framework was also found to encourage parents and other adults to scaffold the children’s multilingual skills development. However, there were also setbacks toward the use of eBook as some parents expressed a stronger preference for printed books and were concerned with health issues associated with the children’s eBook use. Areas for improvements and future research are also made in this paper.</span>

Using Mobile Technology in Language Learning: Merits and Demerits

The number of mobile users is expected to surpass the 5 billion mark by the end of 2019, worldwide (“Global Mobile Landscape,” 2016). The ubiquity and portability of mobile technology have opened up new horizons for language learning and teaching (e.g., McCarty, Sato & Obari, 2017; Bradley, 2015; El Hariry, 2015). The focus of this study is to shed light on the possible merits and demerits of mobile devices for language learning. Understanding these merits and demerits will increase the success rate of mobile technologies integration into educational settings. Teachers and students have always been interested in finding new paths that may lead to enjoyable language learning (e.g., using various online/offline resources and educational mobile apps). However, as it will be discussed in detail, a number of issues exist regarding the demerits of MALL such as technical problems, distractions and so forth. Altogether, we can safely say that the merits of MALL outweigh its demerits because technology is constantly evolving and some of the current demerits will probably disappear in the future. Keywords: MALL (Mobile Assisted Language Learning), mobile learning, m-learning, mobile technology DOI : 10.7176/JEP/10-1-01

The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis

The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed.

Self-directed use of mobile devices for language learning beyond the classroom

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

Teachers and Studentss Attitudes Towards Using Mobile-Assisted Language Learning In Higher Education

Mobile -assisted language learning (MALL) is considered as a new multidisciplinary field of educational technology. Recently, this new wave of technology has gained its popularity among students due to the widespread of various mobile technologies to enhance learning. The current study endeavors to investigate the attitudes of EFL teachers and learners at the University of Batna 2 towards the effectiveness of mobile- assisted language learning. The research methodology used in this study is the descriptive. Thus, the data were collected by using of questionnaires. The questionnaires were distributed randomly to eighty (80) master students, and fourteen (14) teachers of English at Batna 2 University. From the questionnaire, both quantitative and qualitative data were collected and analyzed. The findings of this study revealed that both teachers and students of English have positive attitude towards the effectiveness of MALL. Likewise, both showed their agreement on the potential of MALL as a promising approach for teaching and learning foreign languages. Listening, speaking, reading, and culture are identified as the main aspects of language that can be taught and enhanced by integrating mobile technologies. Students have shown both their willingness and motivation to adapt their mobile devices for language learning; however, some teachers showed that mainstreaming mobile education is still early. The finding suggests that more time, pedagogical infrastructure, and training is required. Accordingly, the results of this study will serve as a foundation for coming researchers to investigate mobile learning in depth.

Why and how do distance learners use mobile devices for language learning?

Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this paper, we focus on the emerging practices of students learning languages at a distance. Adult students of five languages at different levels were surveyed about using their mobile devices to support their learning as well as their motivations in doing so. We also draw on eight follow-up interviews. We discuss the learners’ preferred activities, the resources and apps that they use, and also their motivations for their mobile language practices. These distance learners are very aware of how their devices provide them with high exposure to their target language and the importance of such exposure. They also use their mobile devices to introduce variety into their learning and to make it enjoyable. This knowledge of self-directed learners’ practices is extremely valuable in informing educators about how mobile devices feature in language learning and can be harnessed in contributing to it.

Mobile Technologies as Boundary Objects in the Hands of Student Teachers of Languages Inside and Outside the University

This paper presents the use of mobile devices by students of linguistics, future foreign language teachers, outside the university and in-campus, and their vision of the potential usefulness of such devices for language learning at tertiary level. As various characteristics of mobile devices influence their usability, users select a device to fit specific needs. This article discusses student teachers' preferences of the use of mobile devices in the light of boundary objects theory (Star, Griesemer, 1989; Star 2010). Although they use mobile phones mainly for communication and orientation in both contexts, the funcionalities are different. For example, they use phone calls outside the university versus sms in-campus, city public-transport website versus weekly schedule. The device turns out to be so flexible that allows for a selective use of its functionality depending on the context.

Facilitating Language Tests Delivery Through Tablet PC's

Modern trends in educational technology have evidenced the increasing importance of mobile devices in language learning. The need of sophisticated devices that can facilitate lifelong learning wherever the students might be. Facilitating learning, however, implies that students have to be assessed through the same delivery models that are used in their learning mode. Mobile devices are commonly used to learn languages through mobile phones, iPads and Tablet PC's. However, testing methods remain the same as in the last 40 years. In most cases, computer based test tasks resemble too much to those used in pen and paper. This paper shows a pilot study done at the Universidad de Alcala (Madrid-Spain) with tablet PC's indicating its strong aspects as well as its weaknesses. The study concludes that more research is necessary to implement such convenient method of test delivery.