Mobile Assisted Language Learning in a Developing Country Context

2009 ◽  
Author(s):  
F. Fotouhi-Ghazvini ◽  
R.A. Earnshaw ◽  
L. Haji-Esmaeili
Keyword(s):  
Language Learning ◽  
Developing Country ◽  
Mobile Assisted Language Learning

scholarly journals A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

2016 ◽  
Vol 9 (5) ◽  
pp. 206 ◽  
Author(s):  
Elham Mohammadi Foomani ◽  
Mohsen Hedayati
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Information Communication ◽  
Design Based Research ◽  
Mobile Assisted Language Learning ◽  
Seamless Learning ◽  
Teachers And Students ◽  
Recent Developments ◽  
E Learning ◽  
Iranian Context

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

scholarly journals A Development of MALL Materials to Quality Education and Support English Oral Communicative Learning of Thai Airport Immigration Police Officers

2021 ◽  
Vol 295 ◽  
pp. 05029
Author(s):  
Yujiao Zhang
Keyword(s):  
Language Learning ◽  
Police Officers ◽  
Quality Education ◽  
Needs Analysis ◽  
Structured Interviews ◽  
High Quality ◽  
Mobile Assisted Language Learning ◽  
Rational Organization ◽  
Addie Model

Mobile-assisted language learning (MALL) creates more opportunities for learners to access learning resources more easily and selfdirectly without time and place limitation. Thus, this study aimed at developing MALL materials to support the English oral communicative learning of Thai airport immigration police officers based on needs analysis and exploring the quality of MALL materials to support English oral communicative learning of Thai Airport Immigration police officers.The instruments of this study were the semi-structured interviews with the officers in order to conduct needs analysis, and the IOC (Item-Objective Congruence) form for experts to validate the materials developed, and the questionnaire to assess the officers’ opinions after using the materials to explore the quality. ADDIE model was applied to guide the overall process of developing the materials. The findings indicated that the self-instructional MALL materials laded in WeChat public platform that consisted of two units, Arrival and Departure, and ten lessons that were under each unit, both of which were accordance with the airport immigration officers’ needs. Moreover, the evaluation based on the officers’ opinions revealed that the MALL materials had high quality of content, rational organization, pleasant presentation and convenient functions of the platform.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

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