Use Of Mobile Assisted Language Learning Research Articles

THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TECHNOLOGY IN ENGLISH CLASS

The purpose of this research is to find out the Use of Mobile Assisted Language Learning (MALL) Technology in English classes. The problem of this research is how was the use of mobile-assisted language learning (MALL) technology in English classes. The method in this study is a qualitative method. Research techniques are carried out by means of observation, interviews, and documentation. Interviews were conducted with English teachers who teach in class VII.I. This research was conducted at SMP Negeri 2 Penukal. The results of the study stated that based on the results of the documentation obtained from the data of students who had carried out WhatsApp group activities in semester 1, and data on students who are doing WhatsApp groups in semester 2 when viewed from the results, self-management and students' motivation are very strong in conducting WhatsApp group learning, students are very active in WhatsApp groups activities, because this was done during a pandemic, until now finally the use of cellular technology is still being implemented at SMP Negeri 2 Penukal. Thus the use of mobile technology is very important to be applied in schools as a medium of distance learning. Makes it easier for teachers to give assignments to students, and control students to be more active in learning.

Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.

Investigating the facilitating conditions, perceived ease of use and usefulness of mobile-assisted language learning

Mobile technologies and factors influencing English as a foreign language (EFL) learners’ willingness to integrate them into their learning processes are significant. This study aims at investigating the role of facilitating conditions, perceived ease of use, and perceived usefulness as factors in predicting Iranian EFL learners’ perceptions toward mobile-assisted language learning (MALL). Accordingly, data were collected from 223 Iranian EFL learners who had their English language courses in the two major educational contexts (i.e., public schools and private institutes). Considering the first phase of the study, a statistically significant relationship was found between the three hypothesized factors (i.e., facilitating conditions, perceived ease of use, and perceived usefulness) and learners’ perceptions toward MALL. Furthermore, the facilitating conditions were associated with learners’ perceived ease of use. Regarding the second phase of the study, the analysis of the path coefficients indicated a significant predictive power of perceived usefulness on perceptions toward MALL. Also indicated in this study is the significant effect of facilitating conditions on learners’ perceived ease of use. The results are discussed in the light of the literature, and suggestions for further research are provided.

Students' Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

Students' Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

The objectives of this research are to analyze the students’ perceptions of the use of Mobile Assisted Language Learning (MALL) in pronunciation learning and to analyze the problems faced by the students regarding the use of the MALL in pronunciation. Additionally, this research was conducted using a mixed method design. The data for this research were taken from 15 students in the English Education Study Program, at Tadulako University. In collecting the data for this research, the researcher used questionnaires and interviews with the students. The questionnaire was in the form of a statement and it included five degrees of answer options. The interview, on the other hand, was in the form of semi-structured and included 10 items. Then, after analyzing the data obtained, it was concluded that the general perception of the students is that the perception of the students on the use of MALL in pronunciation is positive as they perceive that MALL is effective and beneficial for their pronunciation learning. Further, the students explained that there is one major problem they face regarding the use of MALL in pronunciation that deals with internet connectivity. However, as can be inferred from the students’ explanation, there are three more problems that cause difficulties to students. They are the students’ phones performance; the possibility of the students being redirected; and the students’ familiarity with using mobile phones for learning.

Exploring Polytechnic Learners’ Perception on Multimodality in MALL in Business Administration Instruction

This paper aimed to analyze Polytechnic learners’ perception of multimodality in Mobile-Assisted Language Learning (MALL) in an English instructional context. This research was a survey with a quantitative approach. Purposive sampling was employed and considered only for students who learned English language lessons at eight classes in the Business Administration Department, Politeknik Negeri Bali. Questionnaires focused on the Performance Expectancy (PE), Effort Expectancy (EE), and Behavior Intention (BI) of UTAUT theory. The result of the study indicated that internet technology was prevalent to be used by the students and there was a keen exploration of the English materials in a multimodal perspective that is a combination of technology-based learning materials with various modes, involving audiovisual, pictures, realia, in different formats. The usefulness of the device and the ease of technology used contribute to the use of mobile-assisted language learning (MALL) in learning the English language. The result also revealed the entrepreneur candidates tended to choose MALL with multimodal immersion as a fruitful combination to escalate their English language skills. Policies, subject matter expertise, appropriate pedagogies, and relevant use of technology support are suggested to explore the usefulness of MALL for students in Polytechnic education.

Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning

This study explored the impact of utilizing mobile-assisted language learning to help EFL university students promote their learning performance and support a sustainable self-directed learning experience while developing digital literacy and technology competence. The global pandemic and spread of COVID-19 have accelerated the convergence of technology in the classroom in response to an emergency where the sustainability of education is at stake. With the progress of digital technology, a variety of smart mobile applications have been applied in English language learning and teaching. The use of those technologies can encourage language learners to practice self-directed learning beyond the classroom settings, which is essential for motivated and autonomous learning. Mobile phone applications have great potential as effective pedagogical tools with features such as accessibility, manageable interface, and multifunctional components. However, the use of mobile-assisted language learning for sustainable, self-directed learning outside the classroom has been relatively under-researched. In this study, EFL university students engaged in mobile-assisted language learning that could make their learning more sustainable and independent outside of the classroom. The data of this study show that students’ attitudes toward participating in mobile-assisted English language learning were affirmative. The results show that incorporation of mobile applications into language learning could foster learner motivation and make their learning more sustainable and entertaining than simply using the conventional instructional methods. Participants of this study stated that major benefits of experiencing mobile-assisted learning for their English study were ease of access to learning contents, portability of the learning tools, flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance. The pedagogical implications of the study are discussed, and instructional strategies are suggested to share ideas about a more pertinent learning environment in the era of digital transformation.

Acceptance and Use of Mobile-Assisted Language Learning by Higher Education Language Teachers

Mobile-assisted language learning (MALL) is increasingly gaining attention from educational stakeholders. This quantitative study implements the Unified Theory of Acceptance and Use of Technology (UTAUT) model with the added variable of attitude. The participants were 89 Colombian higher education language teachers who shared their views on MALL via an online questionnaire. The results indicate that teachers’ behavioral intention is influenced by their attitude, social influence and facilitating conditions. The study also highlights the importance of including use behavior in the measurement model: teachers who scarcely use MALL express stronger intentions to use it when compared to teachers with high MALL use, resulting in a negative correlation between behavioral intention and use behavior.

A Systematic Literature Review on the use of Mobile-assisted Language Learning (MALL) for Enhancing Speaking Skills among ESL and EFL Learners

Mastering all the four language skills has been the topmost priority among both ESL and EFL learners all over the world. Apparently, speaking skills remains to be the most challenging among other skills in which many learners are still struggling to speak proficiently. Past studies suggest that Mobile-assisted language learning (MALL) could be applied as a potential instructional approach in the pursuit of helping learners to gain speaking proficiency. However, there are limited reviews done on current studies which indicate the effectiveness of MALL for speaking particularly in ESL and EFL contexts. Hence, this paper sought to fulfill the gap by presenting a systematic review of relevant published studies done in MALL environments to enhance ESL and EFL learners’ speaking skills from the year 2016 to 2020. The findings of the review suggest that the application of MALL propagates the concepts of the constructivism theory, promotes stress-free environment, supports situated learning, and provides ease of use. Further analysis indicate that mobile devices’ general built-in features and mobile applications could be used as possible tools in helping learners to enhance their speaking skills in MALL environments. However, most of the reviewed studies’ focus on tertiary education has created a literature gap. Thus, there is a need to study the implementation of MALL in both primary and secondary schools so that it could be benefited by ESL and EFL learners of all ages particularly in developing speaking skills.

Enhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia

Living in this era of globalization and in the 4.0 industrial revolution, we cannot get away from technology because it has integrated into our lives and has penetrated the educational system. There were studies done on the use of mobile-assisted language learning (MALL) to improve students’ vocabulary achievement in other parts of the world and also in some urban schools in Indonesia, but this study seeks to find whether the students’ vocabulary improved through the use of MALL at rural school in Bandung- Indonesia. This study was carried out to find the enhancement of using MALL in vocabulary teaching to 79 grade 8 students in Bandung. This study was designed for quantitative and experimental research. The students were separated into two groups, experimental and control groups. A day before coming to class, 15-20 words to learn the following day was sent to the experimental group through a short messages system (SMS) for them to read, find the synonyms and meanings of those words before coming to the class. The result of the study showed that students in the experimental group performed better than the control group. It also proves that technology makes a significant difference in the learning of vocabulary in school.

A Systematic Literature Review on the use of Mobile-assisted Language Learning (MALL) for Enhancing Speaking Skills in Chinese EFL context

As the largest market of mobile users, China has great potential for research on mobile-assisted language learning (MALL). However, the number of MALL research in Chinese EFL contexts is limited, especially focusing on a particular skill such as English speaking. The current study provides a systematic review of MALL research within the specific area of spoken English language learning during the period 2017 - 2021 in terms of research designs, theories and frameworks, as well as the characteristics of the included research and their new trends. The findings show that studies of mobile technology use in the aspects of language learning support the hypothesis that mobile technology can enhance learners’ speaking skill and other skills. However, most of the reviewed studies are quasi-experimental, at small-scale level, and conducted in higher education contexts. Most theories and concepts are addressed briefly in the papers. And in terms of commonly addressed topics and skills, attention is primarily on learners’ perception of MALL, English-speaking progress, and correlation between speaking skill and motor skill. Affective factors such as motivation, speaking anxiety and willingness to communicate are seldom focused.