Application of Mobile Technologies in Foreign Language Learners’ Project Activity

Ivanova, Rimma A.; Иванов, А. В.; Nikonova, Zhanna

doi:10.3991/ijim.v14i21.18471

Cited by 7 publications

(6 citation statements)

References 26 publications

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“…En cuanto a la producción oral, se han analizado 12 artículos en el apartado de resultados y otros 4 han mencionado de manera menos detallada esta competencia, por ello, se han obtenido un total de 16 estudios. De los 16 estudios centrados en la producción oral, 14 han demostrado que el mobile learning ofrece resultados positivos (Ataeifar et al, 2019;Chaya y Inpin, 2020;Fang et al, 2021;Fawzi Shamsi et al, 2019;Ibañez-Apolo y Caamaño-López, 2022;Ivanova et al, 2020;Khan et al, 2021;Korlu y Mede, 2018;Lee y Nguyen, 2021;Li y Hafner, 2021;Panfilova et al, 2022;Rezaee et al, 2019;Soncco Salinas, 2022;Zemlyanova et al, 2021). En cambio, un estudio ha evidenciado un resultado negativo (Xu, 2020) debido al escaso número de actividades realizadas y a los problemas técnicos encontrados al principio del estudio.…”

Section: Discusión Y Conclusionesunclassified

El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

Gobantes

2023

RiiTE

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Learning English as a foreign language is crucial to cope in a globalized society. Moreover, technological advances along with the integration of ICT into education in the last decades have enhanced the teaching-learning process thanks to the emergence of new tools and modes of teaching, such as mobile learning. To ascertain whether mobile learning benefits the process of learning English as a foreign language, a systematic review of qualitative design was conducted. During the research process, 38 articles that met the eligibility criteria were retrieved and thus, they were classified depending on their object of study. This paper concludes that mobile learning fosters the development of the communicative competences (oral comprehension, oral production, written comprehension and written production) to learn English as a foreign language at Higher Education. Similarly, positive results have also been noted regarding the linguistic competences of vocabulary and pronunciation to learn English at Higher Education. Nevertheless, greater disparity of results is found in relation to grammar learning. Finally, a change of research tendency is noted in the last two decades regarding English learning through m-learning given that oral production has gone from being the third most studied communicative competence to be the most analysed, followed by vocabulary learning. Aprender inglés como lengua extranjera es esencial para desenvolverse en una sociedad globalizada. Además, los avances tecnológicos y la introducción de las TIC en el campo de la educación durante las últimas décadas han permitido mejorar el proceso de enseñanza-aprendizaje gracias a creación de nuevas herramientas y modalidades de enseñanza, como por ejemplo el aprendizaje móvil (mobile learning). Para comprobar si el mobile learning favorece el aprendizaje del inglés se llevó a cabo una revisión sistemática de corte cualitativo. Durante la búsqueda de estudios, se recuperaron 38 que cumplieron los criterios de elegibilidad y se clasificaron de acuerdo al objeto de estudio. En este trabajo se concluye que el mobile learning favorece el desarrollo de las competencias comunicativas (comprensión oral, producción oral, comprensión escrita y producción escrita) para aprender inglés como lengua extranjera en enseñanzas superiores. Del mismo modo, también se evidencian resultados positivos para el desarrollo de las competencias lingüísticas de vocabulario y pronunciación para aprender inglés en Educación Superior. Sin embargo, se encuentra una mayor disparidad de resultados en relación al aprendizaje de la gramática. Por último, se señala un cambio de tendencia de las competencias analizadas en las últimas dos décadas en relación al aprendizaje del inglés a través del mobile learning puesto que la producción oral ha pasado de ser la tercera competencia comunicativa a ser la competencia más estudiada, seguida del aprendizaje de vocabulario.

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Section: Discusión Y Conclusionesunclassified

El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

Gobantes

2023

RiiTE

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“…Multimedia can create active learning for students to affect students' thinking power and provide input for the media [10][11][12][13][14]. Conceptually, multimedia presents two elements: text (oral or printed) and images (illustrations, photos, animations, or videos).…”

Section: Multimedia-based Learning Media Learningmentioning

confidence: 99%

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Hadi¹,

Yuksafa²,

Yarmi³

et al. 2022

Int. J. Interact. Mob. Technol.

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Purpose of this study was to determine the effect of using animated video media on student learning outcomes in Solar System science subjects and to determine the improvement in student learning outcomes in class VI SDN Padurenan Jaya.The research design used is a quantitative technique using a quasi-experimental method in the form of Non-Equivalent Control Group Design. The variables in this study are, the independent variable is the use of animation media, while the dependent variable is student learning outcomes. The subjects of this study were students of class VI A and VI B at SDN Padurenan Jaya, totaling 52 students. The sample was determined by purposive sampling, namely, 28 students as the experimental group (VI A) and 26 students as the control group (VI B). Data collection techniques in this study used multiple choice tests in the form of pretest and posttest. Testing the requirements of the hypothesis using normality test (using chi squared analysis technique) and homogeneity test. The validity of the test items was carried out by expert judgment and testing instruments. The reliability of the instrument was test calculated by the Kuder-Richardson formula (KR-20) obtained r = 0.893 which means the reliability of the instrument is very high. The data analysis technique used was a separate group t-test (independent sample test). The t-test was used to determine differences in the level of student learning outcomes.Based on the results of the study, the average score for the pretest control class was 46.54 and the average posttest was 64.04; while in the experimental class the average value of the pretest was 48.39 and the average value of the posttest was 74.82. The increase in learning outcomes for the control class was 17.50 and the experimental class was 26.43. Analysis using all results posttest and tested by t-test with the acquisition of t count > t table (4.775 > 2.021), indicating that Ho is rejected and Ha is accepted, from these results it can be concluded that student learning outcomes using animated video media are greater than the results. Student learning using conventional methods (lectures or blackboards).

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“…Mobile-assisted language learning supports many language learning areas, such as vocabulary, comprehension, speaking, listening, and writing skills. When compared to traditional classroom lessons, mobile learning brought about ease of use, comfort, and excitement, along with innovation for learners [37]. Therefore, learners expressed high interest in the use, involvement, and productivity [38].…”

Section: A Move To Mobile-assisted Language Learningmentioning

confidence: 99%

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

Nguyen

Yukawa

2021

Int. J. Interact. Mob. Technol.

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<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>

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Application of Mobile Technologies in Foreign Language Learners’ Project Activity

Cited by 7 publications

References 26 publications

El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

El mobile learning en el aprendizaje del inglés en la Educación Superior: una revisión sistemática

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

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

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