Distinctive mobile learning: where it is different and how it can make a difference

Quan, Zhi; Grant, Lynn; Hocking, Darryl; Connor, Andy M.

doi:10.1080/10494820.2022.2086267

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…Because they could manage the learning process at their own pace, convenience, purposes, preferences, and styles, mobile learners outperformed traditional ones, according to a recent study. This could have improved their efficacy and efficiency in learning the language, resulting in better learning results (Quan et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Empirical Study on the Influence of Mobile Apps on Improving English Speaking Skills in School Students

JR,

Baisel

2024

WJEL

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Since technology provides adaptable, learner-centered opportunities for language acquisition, smartphones, and mobile applications have become indispensable in the era of Industrial Revolution 4.0, especially in higher education. Research indicates that both teachers and students view mobile learning as an effective tool for learning foreign languages and that mobile-assisted language learning (MALL) has made significant strides in offering resources and language exercises that can be completed at any time and place. The objective of this empirical study is to evaluate how mobile apps affect EFL students' English-speaking abilities and look into the relationship between skill development and app usage frequency. Additionally, it looks for potential moderating and mediating factors that affect how well mobile applications improve English speaking, illuminating the complex dynamics present in the EFL learning environment. The study used a concurrent embedded design and collected data on students' attitudes and views of smartphone English language learning apps (ELLA) through the use of a 26-item questionnaire. The questionnaire had a good degree of internal consistency with a score of 0.95 following data analysis, and t-tests were used to evaluate significant differences between groups. The data were gathered using a Likert scale. The results show that using mobile apps improves English-speaking abilities moderately but consistently, regardless of socioeconomic status. An important factor in this relationship is self-motivation. With beneficial ramifications for educators and legislators, the study highlights the potential of mobile apps as a useful tool for improving English proficiency among different student populations.

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Section: Discussionmentioning

confidence: 99%

Empirical Study on the Influence of Mobile Apps on Improving English Speaking Skills in School Students

JR,

Baisel

2024

WJEL

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“…Mobile learning is a consequence of increasing information and communication technology development, which affect the learning environment [4] . It refers to the learning process enabled, empowered, and enhanced by mobile devices with convenient access to suitable supporting materials; learners may enjoy a highly portable and truly personalized experience of learning [5] . Mobile devices are positioned as a significant instrument for learning new ways of educational practice, with technical tools increasingly displacing traditional teaching techniques and strategies [6] .…”

Section: Introductionmentioning

confidence: 99%

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Chen,

Aris,

Rahmat

2023

Environ. Soc. Psychol.

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In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.

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Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning

Sukjairungwattana

2022

Asia-Pacific Edu Res

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Distinctive mobile learning: where it is different and how it can make a difference

Cited by 6 publications

References 37 publications

Empirical Study on the Influence of Mobile Apps on Improving English Speaking Skills in School Students

Empirical Study on the Influence of Mobile Apps on Improving English Speaking Skills in School Students

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning

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