An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

<p class="Affiliation"><strong>Abstract – </strong>In the era of technology, learning can be supported with mobile devices inside and outside of the classroom. In the hope of taking advantage of technology advances, teachers worldwide have integrated technologies into teaching to effectively deliver lesson content and address students’ needs. However, few non-native learners are exposed to mobile devices to optimize self-studying English outside the classroom. Thus, the present paper conducts a case study to look into mobile devices’ applications to enhance self-studying English as a foreign language. The study participants included 26 Japanese and Vietnamese learners divided into two groups over 15 weeks. Quantitative and qualitative methods were used to analyze and compare the results with R-Studio statistics software. The present study sought to encourage collaboration and foster the autonomy of learners with mobile devices’ assistance as supporting language self-learning tools. The findings of the present research will be discussed in terms of the efficiency and potentials of mobile devices as supportive tools outside of classroom activities among Vietnamese and Japanese students as non-native learners of English.</p>

Section: Contributions To Language Proficiency Enhancement For Non-native Learners By Using Mobile Devices In Self-studying Eflmentioning

confidence: 99%

Mobile Devices Applied in Self-Studying English as a Foreign Language Among Non-Native Students in Vietnam and Japan

Nguyen

Yukawa

2021

“…Mobile learning (with the use of smartphones, tablets, iPads and other portable devices) also refers to the integration and application of portable mobile de-vices to facilitate teaching. It enhances students' interest in training, provides educational content in various formats [38], and has the potential to adjust the learning environment to different social groups [39]. The use of mobile devices for educational purposes is shaping a new culture and style of pedagogy, allowing instructors and students to interact and communicate more closely.…”

Section: Opportunities and Challenges Of Using Mobile Technologies In Educationmentioning

confidence: 99%

Mobile-Learning Platform for the Development of Entrepreneurial Competences of the Students

Tretyakova

Лыжин

Чубаркова

et al. 2021

The aim of the study was to determine the effectiveness of using a mobile learning platform for students’ entrepreneurial competence improvement. The platform was implemented by the Russian State Vocational Pedagogical University and the Financial University under the Government of the Russian Federation. It allowed users to publish assignments, exchange ideas, generate photo and video content, demonstrate creative developments, and receive feedback. The research process enrolled 70 experimental group students, 25 control group students, 2 instructors, and 2 administrators from the considered educational institutions, as well as 3 practitioners invited to review projects. As a result of this examination (Cronbach’s alpha ranged from 0.678 to 0.714), it was noted that 41.4% of all research participants rather agreed that the experiment goals were accomplished and noted personal progress in mastering entrepreneurial competences, whereas 53.4% agreed unequivocally that the experiment was fully successful. Analysis of entrepreneurial competences and deviations from repeated competence evaluations before and after the experiment revealed that the experimental group was marked with notable progress (F (1.32) = 42.26, p = 0.00, = 0.56). Average entrepreneurial competence assessment results for this group were slightly higher than those for control – they constituted 4.5 points against 4.0. Research findings are believed to be universal and interesting to educators and administrative staff of educational institutions or those involved in creating and conducting entrepreneurship training courses.

“…One of the popular media that can increase student participation is mobile-based learning. This learning media has been implemented in Europe, using tablets and mobile devices to be the most popular learning media because it is effortless to use [10] [11]. According to Kabali, mobile devices are an exciting learning medium because they are easy to use [12].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student Involvement Based on Adoption Mobile Learning Innovation as Interactive Multimedia

Sholikah

Harsono

2021

The low involvement of students in online learning resulted in a decrease in their academic performance. This research aims to figure out the effect of adopting online learning innovations such as mobile learning (m-learning) on students’ involvement with digital readiness as a mediator. A total of 89 graduate students from all over Indonesia enrolled at Universitas Negeri Yogyakarta participated in the study. To determine the sample, we used purposive sampling. Analysis techniques to test research models used partial least square structural equation model (PLS-SEM) with SmartPLS 3.3.2 software. The results are significant for digital readiness as a mediator in student perception of the influence of the adoption of m-learning innovation on student engagement. Although students positively perceive that the adoption of m-learning has a positive effect, they must also have strong digital skills to complete their academic work. Besides, they must also be committed to fully engaged in learning activities using m-learning— this finding provides practical implications for improving effective and interactive online learning in college.