Acceptance and implications of smartphones for informal language learning in foreign study tours

Li, Tingting; Zou, Di; Weng, Xiaojing; Wang, Minhong; Xie, Haoran; Wang, Fu Lee

doi:10.1504/ijmlo.2020.110783

Cited by 5 publications

(4 citation statements)

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“…During these tours, rural tourists could be provided with a choice of theme routes, recommended according to their particular needs and previous travel experience. Additionally, virtual tours displayed on the smartphone are available for every rural tourist who is interested, anytime and anywhere (Li et al, 2020). Jiang et al (2021) predicted explosive growth of mobile traffic until 2030, while pointing out its exponential contribution as the "extension from the real world to the virtual world" (pp.…”

Section: Resultsmentioning

confidence: 99%

Developing a “Smart Village” through the Implementation of Mobile Applications

2022

Proceedings of the the International Scientific Conference in the Field Of Tourism and Hospitality SITCON 2

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The future of rural tourism development has been shaped by the new wave of technological possibilities. The concept of smart village emerged as an innovative model that includes technology-based tourism experience in a rural area. This model has been established considering the advantages of mobile tourism applications, among the other technologies, designed to help tourists in decision making process when choosing a rural destination, and to augment their enjoyment during the stay. Hence, the subject of this paper is to determine the role of mobile applications in the development of rural tourism and to define the future direction of academic research related to smart villages and mobile-based tourism. The research is based on the secondary data analysis of various academic publications related to the rural tourism and information communication technology (ICT). Research results indicate that implementation of mobile applications in rural tourism has positive influence on the rural tourism development, thus creating valuable opportunities for service providers in this tourism niche. The significance of this study has been presented as a theoretical contribution to literature regarding the rural tourism, as well as the practical contribution to the process of creating the updated version of rural tourism destinations.

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Section: Resultsmentioning

confidence: 99%

Developing a “Smart Village” through the Implementation of Mobile Applications

2022

Proceedings of the the International Scientific Conference in the Field Of Tourism and Hospitality SITCON 2

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“…More recent studies, indeed, have found that smartphones have become one of the most popular media for informal language learning (Sad et al, 2020;Putrawan & Riad, 2020;Huzairin, Putrawan, & Riadi, 2020;Li et al, 2020;Peng, Jager, & Lowie, 2021;Jurkovič, 2018). As for out-of-class language learning digital tools, researchers have looked into social networking sites (Ismail & Shafie, 2019;Che & Ibrahim 2018), scrutinizing Instagram (Gonulal, 2019) or Facebook (Purnamasari, 2019), mobile instant messaging (Pooley, Midgley, & Farley, 2019), WhatsApp interaction (Akkara et al, 2020), subscription video streaming services (Dizon, 2021), multi-player gaming (Scholz & Schulze, 2017;Vazquez-Calvo, 2020), e-courses (Solotovets, Chigisheva, & Dubover, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Informal English Learning With Online Digital Tools: Non-Linguist Students

2021

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The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.

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“…The importance of annotations (or glosses) for effective vocabulary uptake from reading has been widely acknowledged in the research community of second language vocabulary acquisition [35,36]. With the advent of technology-enhanced language learning, annotations have also developed from the traditional format, which involves only short textual definitions that aim to facilitate reading comprehension, to multimedia formats that present various aspects of word knowledge through "different modalities (textual, visual, and auditory) and modes (video, picture, and text)" [37] (p. 136).…”

Section: Multimedia Annotations For Vocabulary Learningmentioning

confidence: 99%

Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources

Zou

Xie²

2021

Sustainability

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This research discusses the potential of using big data for vocabulary learning from the perspective of learner-generated pictorial annotations. Pictorial annotations lead to effective vocabulary learning, the creation of which is however challenging and time-consuming. As user-generated annotations promote active learning, and in the big data era, data sources in social media platforms are not only huge but also user-generated, the proposal of using social media data to establish a natural and semantic connection between pictorial annotations and words seems feasible. This research investigated learners’ perceptions of creating pictorial annotations using Google images and social media images, learners’ evaluation of the learner-generated pictorial annotations, and the effectiveness of Google pictorial annotations and social media pictorial annotations in promoting vocabulary learning. A total of 153 undergraduates participated in the research, some of whom created pictorial annotations using Google and social media data, some evaluated the annotations, and some learned the target words with the annotations. The results indicated positive attitudes towards using Google and social media data sets as resources for language enhancement, as well as significant effectiveness of learner-generated Google pictorial annotations and social media pictorial annotations in promoting both initial learning and retention of target words. Specifically, we found that (i) Google images were more appropriate and reliable for pictorial annotations creation, and therefore they achieved better outcomes when learning with the annotations created with Google images than images from social media, and (ii) the participants who created word lists that integrate pictorial annotations were likely to engage in active learning when they selected and organized the verbal and visual information of target words by themselves and actively integrated such information with their prior knowledge.

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Acceptance and implications of smartphones for informal language learning in foreign study tours

Cited by 5 publications

References 0 publications

Developing a “Smart Village” through the Implementation of Mobile Applications

Developing a “Smart Village” through the Implementation of Mobile Applications

Informal English Learning With Online Digital Tools: Non-Linguist Students

Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources

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