scholarly journals The Use of Instagram as a Mobile-Assisted Language Learning Tool

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Talip Gonulal
Keyword(s):  
Language Learning ◽  
Learning Tool ◽  
Mobile Assisted Language Learning

scholarly journals EFL learners’ experience of a MALL-based vocabulary learning tool

2020 ◽  
Vol 10 (2) ◽  
pp. 283-291
Author(s):  
Abdullah Alhadiah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Vocabulary Learning ◽  
Intention To Use ◽  
Learning Tools ◽  
Learning Tool ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

Since vocabulary learning plays a crucial role in the journey of language learning, various programs and mobile applications have been developed to assist vocabulary learning. However, the effectiveness of MALL-based (mobile-assisted language learning) tools can be determined by examining the perception of users, who are learners in this case, because, as Beres (2011) emphasized, learners do not always perceive learning tool effectiveness in the same way as educators. Thus, the primary purpose of this study is to investigate the perspectives of learners regarding the use of one of the programs that can be used for vocabulary learning — Quizlet. The perceptions of thirty-eight Saudi EFL (English as a Foreign Language) freshmen college students regarding the use of Quizlet for fourteen weeks were examined using questionnaires and interviews. The main findings of the study show that the students demonstrated positive attitudes towards the use of Quizlet in English vocabulary learning. They perceived it as a useful program that was easy to use, and they reported the intention to use it in the future. The present study highly recommends the use of MALL-based tools for vocabulary learning for their usefulness inside and outside the classroom.

Student Preferences for M-Learning in Higher Education Institutions

2018 ◽  
Vol 4 (1) ◽  
pp. 35-43
Author(s):  
Mustafa Azmi Bingol
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
High Tech ◽  
Learning Tool ◽  
Northern Iraq ◽  
Mobile Assisted Language Learning ◽  
Special Studies

It is inevitable to use different high-tech devices, particularly smart phones, in today’s rapid life. As a result, educators who work in this sector try to take advantage of developing technology in order to implement the teaching and learning process. Nevertheless, applying mobile learning to educational institutions requires special studies in order to adapt and implement the materials. Due to this reason, it is necessity to make a much more decent research on the acceptance of m-learning by students in terms of setting up m-learning systems in universities. The main goal of this research is to find out the students’ acceptance of mobile learning in Northern Iraq. The questionnaires were used to guide the educators to comprehend the research aim unambiguously and clearly. This study involves three primary research questions that propose to solve with the analysis of the findings, which are gathered by conducting questionnaires: How do university students accept mobile learning through devices inside and outside of the class? What is their level of mobile usage as a learning tool? And whether the students are ready to adapt mobile-assisted language learning. As a result of the research more than half of the students has revealed a positive attitude to use mobile devices in the process of learning. And most of them agree that mobile devices could be used as a learning tool. According to the last section of the questionnaire, students are ready to adopt mobile 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>

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

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>

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