A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Do start ao game over: analisando narrativas de aprendizagem de inglês com jogos eletrônicos

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Keila Mendes Santos ◽  
Cleide Jane De Sá Araújo Costa
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Knowledge Construction ◽  
English Language ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Electronic Games

Resumo: Este estudo objetiva investigar o processo de aprendizagem de estudantes de língua inglesa (LI), que assumem terem aprendido o idioma por meio da prática de jogos eletrônicos, especificamente os chamados jogos MMORPG, e também destacar as estratégias adotadaspelos aprendizes ao longo do referido processo. Trata-se de uma pesquisa qualitativa que teve como participantes três estudantes de letras/inglês, gamers. Para coletar os dados foram utilizadas narrativas de aprendizagem nas quais os aprendizes relataram seu processo de construção do conhecimento em LI, partindo do contato com os jogos. A pesquisa teve por fundamento o seguinte questionamento: De que forma a prática de games do gênero MMORPG auxiliam no processo de aprendizagem da língua inglesa? Os resultados demonstraram que esses jogos podem ser percebidos como recursos significativos no desenvolvimento de habilidades distintas, ampliando, também, o conhecimento vocabular, além de proporcionar atitudes autônomas, considerando as estratégias de aprendizagem adotadas pelos gamers.Palavras chave: Língua inglesa. Jogos eletrônicos. Narrativas de aprendizagem.  FROM START TO GAME OVER: ANALYSING ENGLISH LEARNING NARRATIVES WITH ELECTRONIC GAMES. Abstract: This study aims to investigate the learning process of english language (EL) students, who assume that they have learned the language through the practice of electronic games, specifically the so-called MMORPG games, and also highlight the strategies adopted by learners throughout this process. This is a qualitative research that had as participants  three students of letters/english, gamers. To collect the data, learning narratives were used in which the learners reported their process of knowledge construction in EL, starting from the contact with the games. The research was based on the following question: How can MMORPG games help in the English language learning process? The results showed that these games can be perceived as significant resources in the development of different abilities, also improving vocabulary knowledge, besides providing autonomous attitudes, considering the learning strategies adopted by the gamers.Keywords: English language. Electronic games. Learning narratives. 

scholarly journals Telegram App in Learning English: EFL Students’ Perceptions

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Zahra A. Abu-Ayfah
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Device ◽  
English Language ◽  
English Language Learning ◽  
Learning Techniques ◽  
Device Applications ◽  
Efl Students ◽  
Efl College Students

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students’ perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

scholarly journals Governmental partnerships for language learning: A commercial language platform for young workers in Colombia

2017 ◽  
Vol 25 (2) ◽  
pp. 42 ◽  
Author(s):  
Gustavo Garcia Botero ◽  
Jacqueline Garcia Botero ◽  
Frederik Questier
Keyword(s):  
Language Learning ◽  
English Language ◽  
Monitoring And Evaluation ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Learning ◽  
Young Workers ◽  
Colombian Government ◽  
Learning Policies ◽  
Free Language

<p>In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.</p>

scholarly journals Enhancing Learners’ Academic Performances Using Student Centered Approaches

2020 ◽  
Vol 15 (16) ◽  
pp. 4
Author(s):  
Preeti Jaiswal ◽  
Abdulghani Al-Hattami
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Outcomes ◽  
Information Acquisition ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Student Centered ◽  
Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill

2019 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
Haryanti Haryanti
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Education ◽  
Writing Skills ◽  
Independent Learning ◽  
English Language Learning ◽  
English Learning ◽  
Learning Skill ◽  
Phrasal Verb ◽  
Time To Learn

ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613

scholarly journals Developing English Learning Materials through Character-Based Intstructional Materials with Card Media

2020 ◽  
Vol 7 (2) ◽  
pp. 52-65
Author(s):  
Rizki Fiprinita ◽  
Roswati Roswati ◽  
Idham Syahputra ◽  
Nurdiana Nurdiana
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Learning Materials ◽  
Media Design ◽  
Student Achievements ◽  
Research Findings

Abstract The integration between English language learning and character values is paramount to improve student achievements include cognitive, psychomotor, and affective. Yet, the implementation of this integration has insufficient results.  Therefore, this research aimed to develop English learning materials integrated with character values. The research design was research and development (RnD) developed by Borg and Gall and modified by Sugiyono with 4-D (define, design, develop, and disseminate) model. The research was conducted at grade VII of  State Junior High School 4 Pekanbaru. The techniques of collecting data were questionnaire, interviews, and observation. The module was validated by experts and practitioners. The data were analyzed both quantitative and qualitative by concerning 3 aspects: content (english learning materials and character values), media design, and practicality. Based on research findings, the module was practical (79%) and very valid in terms of media design (86%) and content (95%). Hence, this module can be used as an assisting tool for students not only to understand and practice the language, but also develop their attitude in communication.

scholarly journals EXPLORING PARENTS’ HOME-BASED INVOLVEMENT IN THEIR CHILDREN’S ENGLISH LEARNING: TRIGGERS AND BARRIERS

2021 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Cicilia Siwi Triutami ◽  
Retno Muljani
Keyword(s):  
Language Learning ◽  
English Language ◽  
School Level ◽  
English Language Learning ◽  
English Learning ◽  
Learning Tools ◽  
Digital Era ◽  
Home Based ◽  
Societal Changes ◽  
Parents Involvement

In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords:  Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers

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