A study of the use of mobile learning technology in Taiwan for language learning

Huang, Rui‐Ting; Yu, Chung-Long; Tang, Tzy-Wen; Chang, Sheng-Chun

doi:10.1080/14703297.2019.1628798

Cited by 17 publications

(14 citation statements)

References 27 publications

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“…It connects the data (Sungur-gul, 2021); and it facilitates learning in various fields (Barrett et al, 2021;Díaz-Sainz et al, 2021). According to Huang et al (2021), mobile learning is defined as learning that occurs on mobile devices that can be accessed at any time, and from any location (Akour et al, 2021;Mutiaraningrum & Nugroho, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Visual Pattern of Two Decades of Literature on Mobile Learning: A Bibliometric Analysis

Osman

Napeah

2021

IJLTER

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Mobile learning, or m-Learning, has grown in popularity significantly over the last few decades, as evidence of educators and students worldwide using the device as a teaching and learning tool continues to accumulate. The pattern of mobile-learning research from 2001 to 2020 is determined by bibliometric analysis. The study retrieved 3,874 documents for further analysis, based on the keywords associated with mobile learning in the article’s title. The maps depicted the connections between the researchers, countries, all keywords, titles, and abstracts. The title and abstract of this study are used to visualise the co-occurring terms of various phases or concepts associated with mobile learning that were extracted from the Scopus database. The findings indicate strong and direct connections between the concepts in e-learning, implying a significant and direct research connection. China was the leading country in mobile-learning research, and the leading journal was Computers and Education. The top author’s keywords in terms of co-occurrence were "mobile learning", "e-learning", "students", "learning systems", and "m-learning". To conduct a two-decade analysis, this study excludes any publications from the years 1984 and 2021. These critical analyses of prior work are valuable and indispensable resources for mobile-learning scholars and practitioners. It is believed that online-learning applications have increased students’ engagement; and it has eliminated the accessibility gap. Consequently, mobile learning is expected to maintain its popularity over the next few decades.

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Section: Introductionmentioning

confidence: 99%

A Visual Pattern of Two Decades of Literature on Mobile Learning: A Bibliometric Analysis

Osman

Napeah

2021

IJLTER

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“…Self-management of learning Self-management of learning is expressed as the extent to which an individual can discipline himself and participate in autonomous learning [30] and the degree of engagement. The need for selfdirection or self-directed learning is obvious in the literature of distance education and resource-based flexible learning.…”

Section: Behavioural Spreadmentioning

confidence: 99%

“…There are plenty studies in marketing literature about behavioural intention and use in using m-learning [26]; [12]; [5]; [25]; [2]; [6]; [1]; [42]; [30]; [16]; [11]; [8]; [44]; [13]; [37]; [43]; [27]; [38]; [9]; [23]; [22]; [47]; [4]; [14]; [3]; [48]; [10]; [51]; [34]; [31]; [53]. In these studies, the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Unified Theory of Acceptance and Use of Technology (UTAUT2) are generally used as basic models.…”

Section: Introductionmentioning

confidence: 99%

The Antecedents of the Consumers' Mobile Learning Intention during the Covid-19 Pandemic

Armağan

Durukal²

2021

ijssei

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Abstract Purpose Covid-19, which affects the whole world, has caused serious changes in many aspects such as lifestyle, habits and purchasing behaviour. New digital consumers and companies that emerged during the epidemic; they realized that mobile devices, especially mobile phones, have become a solution to many real-world problems such as learning and education anytime and anywhere. This study aims to determine the factors affecting the users' mobile learning (m-learning) usage intention during the Covid-19 pandemic process. Design/methodology/approach – This study contributed to the confirmation of the extended TAM model for a mobile device. The sample of the questionnaire is 460 students from different universities in Turkey. These data obtained were analyzed with the Structural Equation Model (SEM) and LISREL program was used for data analysis. Findings – This study proffers a model that the antecedents of the users' mobile learning intention during the Covid-19 pandemic. According to the results of the study, it was concluded that the factor affecting the users' mobile learning (m-learning) intention to use the most is perceived ease of use, the least effective factor is intrinsic leisure motivation, and the future anxiety factor has a meaningless effect. Originality/value – A holistic view of the antecedents of the users' mobile learning intention during the Covid-19 pandemic would be of important use to practitioners and academics alike. This study is different from previous studies; It is thought that it will contribute to the literature by addressing the effects of internal leisure motivation, future anxiety, behavioural spread and system-service quality dimensions on m-learning. For the researchers, this study took an important step towards explaining the m-learning relationship with students' intrinsic leisure motivation, future anxiety, behavioural spread, and system-service quality learning perspectives. Keywords Mobile learning, Mobile CRM, Technology Acceptance Model

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“…He discovered that although designing a gamified mobile application takes more effort and time-consuming, the study shows a correlation between the learners' perception and design usefulness. Besides, Huang et al (2019) state that mobile language learning has a significant impact on assisting the learner in learning a language. Hustarna and Melati (2019) claim that teaching materials should be developed under instructional rules to allow learners to study efficiently and drive teachers to teach effectively to attain all competencies predicted based totally on what has been said within the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Gamification in Teaching and Learning Languages: A Systematic Literature Review

Al-Dosakee

Özdamlı

2021

RREM

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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamiﬁcation has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamiﬁcation can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.

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A study of the use of mobile learning technology in Taiwan for language learning

Cited by 17 publications

References 27 publications

A Visual Pattern of Two Decades of Literature on Mobile Learning: A Bibliometric Analysis

A Visual Pattern of Two Decades of Literature on Mobile Learning: A Bibliometric Analysis

The Antecedents of the Consumers' Mobile Learning Intention during the Covid-19 Pandemic

Gamification in Teaching and Learning Languages: A Systematic Literature Review

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