Use of Mobile Phones in Language Learning: Developing Effective Instructional Materials

2008 ◽  
Author(s):  
Murat Saran ◽  
Kursat Cagiltay ◽  
Golge Seferoglu
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
Instructional Materials

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Searching for coherence in language teaching: the issue of teaching competencies

2011 ◽  
pp. 95 ◽  
Author(s):  
Carlos Rico Troncoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Ministry Of Education ◽  
Language Competence ◽  
Learning And Teaching ◽  
Language History ◽  
Teaching Objectives ◽  
The Impact

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN) has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning) second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization), the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

scholarly journals THE EFFECTIVENESS OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) ON ESL LISTENING SKILL

2020 ◽  
Vol 8 (4) ◽  
pp. 370
Author(s):  
A B M Shafiqul Islam ◽  
Mehedi Hasan
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Experimental Studies ◽  
Secondary Data ◽  
Language Programs ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Listening Skill ◽  
Teaching Learning

The use of mobile technology in learning and teaching English has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from the academics in recent years. As a result, a number of experimental studies have so far been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a small number of studies on the topic of mobile-assisted listening comprehension. This study basically aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than the others. For review purpose, the study exclusively used the secondary data available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skill. The results of this research indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skill and using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also attempts to recommend some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

scholarly journals ICT-SUPPORTED STUDENTS’ INDEPENDENT WORK IN THE ESP CONTEXT: THE NEW REALITY IN TERTIARY EDUCATION

2021 ◽  
Vol 8 (18) ◽  
pp. 79-91
Author(s):  
Natalia Shumeiko ◽  
Alla Nypadymka
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Swot Analysis ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Business Community ◽  
Instructional Materials ◽  
First Semester ◽  
Independent Work ◽  
Academic Year

The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

scholarly journals The Relationship between Linguistic Intelligence and Visual, Auditory, and Kinesthetic Preferences of Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1075
Author(s):  
Rashideh Zoghi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
School Level ◽  
Personality Factors ◽  
Cluster Sampling ◽  
High School Level ◽  
Efl Learners ◽  
The Relationship

Many factors including the learners’ individual personality factors and their sociocultural backgrounds, attitudes to learning the new language, intelligence quotient, and personal learning styles and preferences are involved in the process of second/foreign language learning. The present study attempted to examine the relationship between learners’ linguistic intelligence and their visual, audio, and kinaesthetic (VAK) preferences by formulating three null hypotheses. In order to test the hypotheses, a total number of 100 Iranian female high school-level EFL learners in Tabriz were selected through cluster sampling. The participants took a linguistic intelligence test and responded to a VAK preference questionnaire to obtain data about their linguistic intelligence and VAK preferences. The statistical analysis of the obtained data led to the rejection of all three null hypotheses indicating a significant relationship between the learners’ linguistic intelligence and their VAK preferences. The relationship between linguistic intelligence and auditory preferences turned out to be negative and reverse. These results indicated that in order to increase teaching efficiency, the language educators should try to prepare and use instructional materials suiting the learners’ visual, auditory, and kinaesthetic preferences, indicating the need for individualized language instruction. The findings have implications for curriculum developers and syllabus designers as well as educational policy makers.

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