EFL Learners' Perceptions of Mobile-Assisted Feedback on Oral Production

Xu, Qian; Dong, Xin; Lin, Jiang

doi:10.1002/tesq.335

Cited by 38 publications

(23 citation statements)

References 20 publications

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“…It is also clear from the findings that MALL in EFL field has positive and beneficial effects on language skills, learners' attitudes (Wong & Looi, 2010) and language learning. Based on the findings, it is also clear that there are some striking points and issues about MALL which come to the fore such as; the effectiveness of MALL and its developments and contributions to the second/foreign language teaching, its impact on the improving learners' proficiency levels especially in language skills; listening-speaking, writing performance, vocabulary acquisition (Li & Hegelheimer, 2013;Noriega, 2016;Xu et al, 2017), thereby enabling them to have more confidence in foreign language learning and learners' and teachers' mostly positive attitudes towards mobile learning and MALL (Öz, 2015;Saran et al, 2009) which is quite clear from the studies and MALL practices fostered self-study and self-regulated learning (Kondo, Ishikawa, Smith, Sakamoto, Shimomura & Wada, 2012).…”

Section: Resultsmentioning

confidence: 99%

A Meta-synthesis of Qualitative Research about Mobile Assisted Language Learning (MALL) in Foreign Language Teaching

Journal¹,

Yükselir²

2017

Preprint

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The previous research indicates that technology plays an important role and has a great potential in foreign language teaching. It is also obvious that mobile assisted language learning (MALL) considerably affects learning process among foreign language learners. Thus, this current study aims to present a meta-synthesis of qualitative research results on the MALL published in high stakes academic journals especially in the last decade. Through electronic databases, the results of studies about MALL were identified and included in the study. After collecting the studies about MALL, thematic analysis was used and some of the themes were identified and analyzed in accordance with the data, respectively. It is expected that this study will not only help the target groups such as learners, lecturers and language policy makers to broaden their knowledge about technology in Turkey, but also result in an increased awareness of MALL.

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Section: Resultsmentioning

confidence: 99%

A Meta-synthesis of Qualitative Research about Mobile Assisted Language Learning (MALL) in Foreign Language Teaching

Journal¹,

Yükselir²

2017

Preprint

View full text Add to dashboard Cite

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“…Studies on students" perception have indicated that L2 students believed that screencast feedback could improve their English speaking proficiency (e.g., Huang & Hung, 2013;Toland et al, 2016;Xu et al, 2017). For example, Xu et al (2017) examined Chinese EFL students (N=35) who watched five videos, recorded a retelling video, and received screencast feedback through WeChat social media app and found that students with positive attitudes toward screencast feedback gained more speaking confidence.…”

Section: Literature Reviewmentioning

confidence: 99%

EFL Lecturers’ Perception and Practice of Screencast Feedback

Zubaidi

2022

JEELS

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The current study aims to deepen knowledge on Indonesian English as a foreign language (EFL) lecturers' perception of screencast feedback, their feedback practice, and the consistency between their feedback practice and perception. To investigate the phenomena, five Indonesian university-level EFL lecturers and their EFL students (N=30) were recruited to participate in the study. The researcher employed several data collection techniques including open ended pre-survey, students' essay collection, think-aloud protocol, and semi-structured interviews. The results showed that the EFL teacher participants have positive perception and towards screencast feedback in L2 writing, which influenced their feedback practice. However, the study also discovered two inconsistencies between the teachers' perception of the focus and the type of feedback they provided and their actual practice.

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“…Some studies suggest that the ability of using technology in educational settings has become a significant part of language teaching and language learning, because applying technology in these settings will surely affect teaching and learning in different ways (Stockwell, 2014;Levy & Hubbard, 2016). Additionally, in developing education, implementing technology is a significant strategy in teachers' viewpoints (Xu, Dong, & Jiang, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The Differences between English and Russian Language Teachers' Attitudes towards CALL

Ahmadishokouh

Samadi

2021

IJMMU

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Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill the E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.

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EFL Learners' Perceptions of Mobile-Assisted Feedback on Oral Production

Cited by 38 publications

References 20 publications

A Meta-synthesis of Qualitative Research about Mobile Assisted Language Learning (MALL) in Foreign Language Teaching

A Meta-synthesis of Qualitative Research about Mobile Assisted Language Learning (MALL) in Foreign Language Teaching

EFL Lecturers’ Perception and Practice of Screencast Feedback

The Differences between English and Russian Language Teachers' Attitudes towards CALL

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