Research on the Influence of “FIF Oral Training System” on Non-English Majors’ Oral English Learning in the Perspective of Mobile-Assisted Language Learning

2019 ◽  
Vol 07 (05) ◽  
pp. 781-791
Author(s):  
瑶菡 张
Keyword(s):  
Language Learning ◽  
Training System ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
English Majors

scholarly journals L2 VOCABULARY INSTRUCTION

Diacrítica ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 225-247
Author(s):  
Daniel Reschke Pires ◽  
Celso Henrique Soufen Tumolo
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Language Production ◽  
Vocabulary Instruction ◽  
Word Knowledge ◽  
English Learning ◽  
Smartphone Applications ◽  
Mobile Assisted Language Learning ◽  
Written Form ◽  
L2 Vocabulary

The advancements in mobile technology have made smartphones more accessible and more powerful, and this has led to the growth of the field of Mobile Assisted Language Learning (MALL). Because of this and considering that most smartphone applications for English learning have activities designed to instruct vocabulary (Kim & Kwon, 2012), this study aimed at analyzing the instruction of vocabulary in the three most used applications for language learning until the end of 2018. More specifically, it investigated: a) what aspects of word-knowledge the applications develop; b) whether they provide a number of encounters with the target vocabulary and whether they are massed or spaced; and c) the nonverbal representations employed by the applications. The results showed that the applications: a) instruct the spoken and written form of words, but often neglect other aspects of word knowledge; b) provide multiple, massed encounters with the target vocabulary; and c) employ images and videos as nonverbal representations that are not always relevant to the instruction of target vocabulary. From the analysis, we concluded that the applications can be used as a tool to assist the instruction of vocabulary in spite of limitations such as the lack of chances for language production and decontextualized instruction.

scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories

2021 ◽  
Vol 44 (4) ◽  
pp. 488-505
Author(s):  
Qiuming Lin
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
English Learning ◽  
Learning Trajectories ◽  
Learning And Teaching ◽  
Chinese University ◽  
English Majors ◽  
University Life ◽  
Identity Positioning ◽  
Identity Transformations

Abstract This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.

scholarly journals Exploring the Use of Mobile Assisted Language Learning in University Students Context

2021 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Alvons Habibie
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Education ◽  
Daily Activities ◽  
English Learning ◽  
Demographic Information ◽  
Mobile Assisted Language Learning ◽  
Technological Tools ◽  
Language Competency ◽  
Strongly Agree

<div class="WordSection1"><p><span lang="EN-US">One of the technological tools that has experienced significant developments in this era is the smartphone. The use of smartphones among millennials, especially students, is inevitable. Therefore, this study aims to see students' perceptions on using MALL (Mobile Assisted Language Learning) in the English learning process at IAIN Sultan Amai Gorontalo. The method used was a qualitative design by surveying 55 students majoring in English Education. Of the 55 students, only 50 responded to the questionnaire given. This questionnaire contained questions about students’ demographic information as well as students’ perceptions about the use of MALL by using five scales, namely Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The results showed that the respondents consisted of 40 women and ten men. The age of the respondents is between 20-24. All respondents have smartphones, 4 of them have tablets and 46 have laptops. From the results of the survey above, it can be said that students stated that smartphones are very helpful tools for their daily activities. The use of gadgets in the learning process, especially language learning, deserves to be elaborated with other learning methods or media. In the era of technological sophistication, the presence of smartphones requires teachers to be more creative in using various applications and content attached to this gadget. Current students cannot be separated from smartphones. The result of this study shows how smartphones are tools that enable better language competency in students, but of course, with proper and wise supervision and use.</span></p></div>

scholarly journals Developing English Learning Environment for Non-English Majors in a Non-native Community

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Nguyen Thi Hong Minh ◽  
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Native Community ◽  
English Majors ◽  
Before And After ◽  
Teachers And Students ◽  
Significant Case ◽  
Set Up

Teaching and learning English as a foreign language in a non-native community poses a lot of challenges to both teachers and students. While it is commonly shared that in-class learning does not guarantee the success of the learning, the need for the extension of learning opportunities beyond the class has been remarkably increasing, encouraging English educators to create an environment for English learning beyond the class door. This study aims to set up such environment for non-English majors at Thai Nguyen University of Education, Vietnam. A series of out-of-class English activities were conducted during October 2020 to May 2021 for non-English majors at the University. 200 students joined the study as questionnaire respondents in two phases (before and after the implement of the activities) and 10 students were selected for focus group interview. Results revealed that the majority of the students believed in-class English learning were insufficient for their demands and needs and thus expected similar activities should be carried out beyond the class. The research would be a significant case study to illustrate that efforts to include out-of-class activities in the learning process should be encouraged for the development of an extended language learning environment for the benefits of the students in places where English is largely limited within the classroom walls.

Chinese Students' Perceptions of Using Mobile Devices for English Learning

2015 ◽  
pp. 1687-1700
Author(s):  
Bin Zou ◽  
Xinxin Yan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Mainland China ◽  
Chinese Students ◽  
Handheld Devices ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Strong Motivation ◽  
Students Attitudes

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.

Chinese Students' Perceptions of Using Mobile Devices for English Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 20-33 ◽  
Author(s):  
Bin Zou ◽  
Xinxin Yan
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mainland China ◽  
Chinese Students ◽  
Handheld Devices ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Anonymous Questionnaire ◽  
Strong Motivation ◽  
Students Attitudes

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.

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