Attitude and social context in MALL classes: A view from midwifery learners

Abstract

Previous studies on learning technology have focused on attitudinal dimensions and social aspects restricted to the general purpose of language classes. This obviously provides prospects for further investigation, particularly for adult learners with specific goals. Based on this rationale, this study seeks to examine the impact of Mobile Assisted Language Learning (MALL) on the attitudes and social level of the learner perspective in a Midwifery classroom. This study also explores the level of significance impact and hypothetical correlation that occurs between attitudes and social contexts. This study employs attitude questionnaires (personal, learning environment, and behavioral) and social context questionnaires (student-student relationships, formal student-instructor relationships, informal student-instructor relationships, and students as instructors). By obtaining 310 respondents who have participated in the MALL program in the Midwifery class, the data have been analyzed using the Paired Sample T-test, and Pearson Correlation Coefficient (SPSS version 25 is utilized). The results show that the learners’ attitude and their level of social context achieved significant changes after the MALL class. However, the correlation between attitude and social level revealed a low correlation. However, several sub-factors in both aspects are incredibly and strongly correlated, especially in the aspects of anxiety, self-efficacy, self-regulation, and usefulness affecting aspects of both formal and informal student-instructor relationships. Suggestions are welcomed for further correlation tests at the sub-factor level on diverse subjects (different gender and field studies). Keywords: Attitude, social context, MALL, Midwifery Class;

Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis

“…Humanism-based learning with an emphasis on non-intelligence aspects has recently become a serious concern in EFL learning process. Specifically in the context of EAP, so far, teachers are still using a teacher-centered approach (Yahya et al, 2019;Crookes & Ziegler, 2021;Anwar et al, 2022), where they have full control over the materials and assign tasks to students. The humanistic approach has not yet become the mainstream approach among English teachers (Zhu & Zhou, 2012).…”

“…Even anxiety and learning attitudes are strongly correlated with the level of social context in both formal and informal situations (Anwar et al, 2022).…”