Mobile Assisted Language Learning (MALL) has been widely implemented by language teachers to succeed lessons in this vast access on technology. However, it is not a simple idea to put into practices due to the lesson preparation, size of the classes and time constrains. Therefore, teachers can also make use of MALL in a blended English language classroom as an alternative to promote effective and autonomous learning environment. A case study was employed to investigate the implementation of MALL in a writing class at the university level majoring on English language education. The stages involved in this study are, namely: 1) identifying the phenomenon, 2) identifying the research participants, 3) generating hypotheses, 4) collecting data, 5) analyzing data, and 6) interpreting data. Twenty-one students were assigned to participate in this research. The result of this study showed that MALL could bring positive vibes in language learning. In addition, learners were more communicative, independent and confident in composing their writing. The features in some mobile applications allowed students to submit paperless assignment. Surprisingly, there were also some glitches when using MALL in a blended English language classroom such as troubles on the Internet connection that caused delayed on the assignment submission.
This article portrays the prominence of creating language environment in developing Arabic and Englishspeaking skills in Islamic Universities. Arabic and English are compulsory courses in Islamic universities. Students are expected to be able to study about Islamic science and go along with the development of globalization era. Arabic and English have become scientific, academic, and popular language for the international community. Therefore, it is important to learn Arabic and English as a tool to study science. This article focuses on creating language environment for teacher candidates of Education and Teacher Training Faculty in Islamic universities in Indonesia. As the teacher candidates, students of Education and Teacher Training Faculty are obligated to communicate actively using Arabic and English. In consequence, creating language environment well will affect students' mastery of Arabic and English. Language environment in language learning turns out to be an essential factor for leaners to master language. Creating language environment is also critical for their natural language skills development.
Achieving the Millennium Development Goals means preparing the Z Generation to learn English in more challenging instructional process that requires instruction using technology-based materials. Ample research has been conducted in developing such materials; however, little has been carried out for non-college students. Therefore, this study was conducted to develop a prototype of supplementary multimedia-based listening materials to teach descriptive texts for the seven graders using scientific procedure as recommended by the 2013 Curriculum involving stages of learning, namely: observing the oral texts, formulating questions about the texts, collecting the data, analyzing the data, communicating knowledge about the oral texts and then finally creating the texts. The research design of this study was adapted from the framework of developmental model by Gall, et al. (2003) that covers the following steps: needs assessment, product planning and design, product development, product validation, product revision and product try-out. The procedures of materials development were adapted from the Delphi Model by Kinney and Bruck (2009) which includes pre-development, product development, and final product. The final product of this study was in the form of macromedia flash file attached inside CDs/DVDs. The result of product evaluation and try-out showed that the listening materials were interestingly presented in terms of topics, listening activities and animations, and motivating for the students to learn descriptive texts.
Prospective English teachers found that selecting or designing instructional materials and media was burdensome due to their lack experiences. They need to enroll in a systematic learning model to develop relevant instructional materials and media. Project-based learning has been an effective learning model to develop students' skills in a specific content area. The nature of project-based learning to enable students acquire knowledge and give ample experiences in a reflective way supported English prospective teachers in instructional materials and media development (IMALD) classrooms to learn how to design materials and multimedia-based media for their future pupils. A case study was employed to investigate the implementation of project-based learning in instructional materials and media development classrooms. The stages involved in this study are, namely: 1) identifying the phenomenon, 2) identifying the research participants, 3) generating hypotheses, 4) collecting data, 5) analyzing data, and 6) interpreting data. Thirty five students were assigned to participate in this research and develop textbook as well as supplementary multimedia-based media following the steps in project-based learning comprising planning to develop textbook and multimedia-based media, monitoring, scaffolding, adjusting or troubleshooting strategies, assessing students and evaluating projects. The result of this study was the final product in the form of textbook and multimedia-based media to teach English for students in elementary school, junior high school and senior high school. Moreover, project-based learning made students in IMALD classrooms became more contented and motivated in designing instructional materials and media for teaching and learning purposes by integrating their knowledge of materials development and computer software application.
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