Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

Togaibayeva, Aigulden; Ramazanova, Dinara; Yessengulova, Meiramgul; Yergazina, Aliya; Nurlin, Akylbek; Shokanov, Ruslan

doi:10.3389/feduc.2022.946102

Cited by 10 publications

(6 citation statements)

References 41 publications

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“…Young learners’ language learning on mobile-assisted devices relies heavily on the support of their parents and instructors ( Tao and Xu, 2022 ) because they do not know how to learn in a self-regulated way. Parents can provide monitoring, affective, and technology support, and also play a bridging role in facilitating instructor-learner communication to boost children’s learning motivation ( Togaibayeva et al, 2022 ). They have to keep in contact with instructors to seek their help and get better and quicker solutions to solve children’s problems.…”

Section: Discussionmentioning

confidence: 99%

“…To investigate some more specific effectiveness, Li and Hafner (2022) examined the differences of vocabulary learning via mobile-assisted word cards and paper word cards, and found the vocabulary learning of learners either in the mobile-assisted or in the conventional classes was improved, but the degree of improvement in the mobile-assisted class was greater than that in the conventional class. In addition, except for the quasi-experiment exploration, some researchers (e.g., Azara and Nasiri, 2014 ; Lin and Yu, 2017 ; Krishnan et al, 2020 ; Togaibayeva et al, 2022 ) tried to probe learners’ attitude toward these mobile-assisted technologies to explore their effectiveness, and found that most EFL learners have positive attitudes toward mobile-assisted devices. Moreover, empirical studies taking other L2s such as Turkish ( Loewen et al, 2019 ), Spanish ( Loewen et al, 2020 ), and German ( Salomonsson, 2020 ) also got similar findings.…”

Section: Literature Reviewmentioning

confidence: 99%

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Effects of mobile-assisted reading materials on children’s L1 lexical development

Liu

Yan

2023

Front. Psychol.

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Despite the wide and extensive use of mobile-assisted devices, the effectiveness of children’s L1 learning with these mobile-assisted technologies has been less discussed. This study aims to explore the effects of mobile-assisted reading materials on Chinese children’s L1 vocabulary learning. We adopted a longitudinal and quasi-experimental design consisting of an experiment group using the mobile-assisted materials and a control group using the traditional paper materials, and took children’s lexical development as indexed by assessing the parameter, lexical diversity, in different testing times. The results showed that (1) children’s L1 vocabulary learning effectiveness of using mobile-assisted materials is as similar as that of using conventional paper materials in general, and (2) the changing patterns of children’s L1 lexical development using mobile-assisted materials in different testing times are various. Specifically speaking, (a) in the posttest 1 (the first month), compared with the traditional paper reading materials, the mobile-assisted reading materials have a facilitating effect on the primary school students’ L1 vocabulary learning; (b) in the posttest 2 (the second month), children’s vocabulary learning effectiveness is inhibited by the mobile-assisted reading materials; (c) in the delayed posttest (the fourth month), there is no difference in the learning effectiveness by these two different kinds of learning materials and the lexical diversity increases slowly but steadily. We analyzed the results from research-design factors and learner-related factors, hoping to shed light on children’s mobile-assisted language learning research.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Effects of mobile-assisted reading materials on children’s L1 lexical development

Liu

Yan

2023

Front. Psychol.

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“…Review studies about MALL (Mihaylova et al, 2020;Peng et al, 2021) suggested that one-third or more studies that involved linguistic skill development were devoted to vocabulary, whereas reading was reported as one of the least focused skills. In addition, many studies (Hung and Young, 2015;Kacetl and Klímová, 2019;Metruk, 2021;Togaibayeva et al, 2022) have reported positive perception from students and effectiveness in promoting students' learning outcomes.…”

Section: Mobile-assisted Readingmentioning

confidence: 99%

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

et al. 2023

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The application of mobile technology in language education is gaining increasing momentum for its potential benefits, and scholars cast attention to issues such as learner motivation, learning effects and learner behaviors in the mobile learning process. Reflection is an essential part in learning as it can record learner behaviors, cultivate self-awareness of knowledge construction, facilitate cognitive growth, and promote academic achievement. Despite of the wide approval of reflection, not much study has been done concerning the application of reflection in mobile language learning process. Therefore, this study aims to investigate students’ perception of a mobile-assisted reading program facilitated with reflective activities as well as their preferences for reflection modes adopted. The participants were 60 students from two classes in a Chinese college. Students read passages on mobile applications and completed a reflection in one mode every two weeks. Four modes (paper journal reflection, e-journal reflection, audio reflection, and collaborative reflection) were adopted in the study. The study lasted approximately nine weeks. At the end of the program, all students were required to complete an anonymous questionnaire concerning their learning perception. In addition, ten students were selected randomly to attend a semi-structured interview. A pretest and a posttest were conducted to observe students’ language gains. A combination of quantitative and qualitative analysis was conducted with the data obtained. Results showed students generally approved of the effect of this mobile-assisted reading and their reading proficiency improved significantly after the program. In addition, most students favored reflective practices as a good way to stimulate interest, deepen understanding and promote reflective and summarizing abilities, but they didn’t consider it a good method to monitor the learning process in the mobile-assisted reading program. As for the preference for reflection mode, most students favored traditional paper reflection and audio reflection, while collaborative reflection and e-journal reflection received the least support. The findings provided implications for educators and app designers. For educators, based on the understanding of students’ age, learning experience, and possible preferences, they may create a good reflective environment with technical and instructional support, and then provide two or three popular modes for students to reflect on whatever they read. For app developers, some preferable reflection modes facilitated with stimulative measures may be offered to cater to more learners to conduct reflective activities.

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“…Such texts are not only the main source of forming the base of economic terms for future economists but also a means of developing students' professional skills. Authentic professional texts contribute to the improvement of the culture of terminological communication, satisfy the informational and cognitive needs of students, act as a support for stimulating students' verbal interaction in a professional environment, and complement existing professional knowledge [39].…”

Section: Procedures For Selecting the Materials When Teaching Epv Rel...mentioning

confidence: 99%

Formation of the speech competence in students – future economists to the level of independent English proficiency (B2)

Тretyakova¹,

Arutyunian²,

Гинзбург³

et al. 2023

P Sci Edu

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Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed in the performance of written and oral tasks in the EG3 group, in which the EPV was trained according to a blended model. Conclusion. Thus, the blended learning model turned out to be the most practical approach to the educational process at the university when learning a foreign language. Calculations have shown that the use of a blended model of EPV training for students of economic specialties ultimately led to the largest increase in the performance of written and oral assignments. To improve the model of blended learning, the authors have developed some improvements, upon implementation of which, the model of blended learning will become more effective in teaching English to the level of independent proficiency (B2) of students – future economists. The prospect of further research may be to determine the most effective ratio of classroom (traditional) and distance (remote) classes in teaching English to reduce the cost of education while increasing the level of foreign language professional communicative competence among students.

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Effect of mobile learning on students' satisfaction, perceived usefulness, and academic performance when learning a foreign language

Cited by 10 publications

References 41 publications

Effects of mobile-assisted reading materials on children’s L1 lexical development

Effects of mobile-assisted reading materials on children’s L1 lexical development

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

Formation of the speech competence in students – future economists to the level of independent English proficiency (B2)

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