Emerging Mobile Apps to Improve English Listening Skills

김혜숙,

doi:10.15702/mall.2013.16.2.11

Cited by 20 publications

(7 citation statements)

References 8 publications

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“…It implies that students might be found Telegram easy to use anywhere and anytime as well as it provides them with real context to practice the listening skill. The finding of the present study is in agreements with the results of the study by Kim (2013) which asserted that the authentic context and immediacy play a crucial role in developing listening skills; it also illustrated that if students are provided with good mobile apps as a learning resource, they would be more motivated and proficient listeners.…”

Section: Discussionsupporting

confidence: 92%

Telegram App in Learning English: EFL Students’ Perceptions

Abu-Ayfah¹

2019

ELT

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The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students’ perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

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Section: Discussionsupporting

confidence: 92%

Telegram App in Learning English: EFL Students’ Perceptions

Abu-Ayfah¹

2019

ELT

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“…The above literature suggests that mobile-based listening comprehension teaching/learning is effective to a certain extent in different educational settings. The quantitative data indicate that some strategies/tools (p<.05 in Azar and Nasiri, 2014;Kim, 2013;Zang, 2016) were more successful than the other (p<.01in Yamda et al, 2011for nonsales). Read and Barcena (2015) do not quantify the success between the Individual Group and the Social Group.…”

Section: Research Question:mentioning

confidence: 90%

“…They insist that prior learning also helps students extend listening and stimulate interpretation and reflection. Kim (2013) demonstrates that in MALL, group listening activity helps improve listening more than individual activity. Read and Barcena (2016) cite several current research on MALL-based listening and show that podcast is the most common type of listening activity given to ESL/EFL listening.…”

Section: Mall In Teaching/learning Listeningmentioning

confidence: 98%

“…Most of the above studies also suggest that using authentic materials (Kim, 2013;Yamada et al, 2011), understanding learners' needs (Yamada et al, 2011), breaking tasks into segments (Zhang, 2016), and providing supplementary tasks (Read and Barcena, 2015) are some of the fundamental design principles of successful mobile-based listening tasks.…”

Section: Research Question:mentioning

confidence: 99%

“…Secondly, teachers should use not only an authentic task but also authentic materials. The studies of Kim (2013) and Yamada et al (2011) demonstrate that authentic materials and tasks motivate learners to connect activities to their real-life situations. Thirdly, teachers should use short and scaffolded tasks to create a stress-free learning environment for learners.…”

Section: Recommendationsmentioning

confidence: 99%

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The Effectiveness of Mobile Assisted Language Learning (MALL) on ESL Listening Skill

Islam

Hasan

2020

NOBEL

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Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.

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Mobile-Assisted Language Learning in a Secondary School in Iran: Discrepancy Between the Stakeholders’ Needs and the Status Quo

Dashtestani

Hojatpanah

2021

Handbook for Online Learning Contexts: Digital, Mobile and Open

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Emerging Mobile Apps to Improve English Listening Skills

Cited by 20 publications

References 8 publications

Telegram App in Learning English: EFL Students’ Perceptions

Telegram App in Learning English: EFL Students’ Perceptions

The Effectiveness of Mobile Assisted Language Learning (MALL) on ESL Listening Skill

Mobile-Assisted Language Learning in a Secondary School in Iran: Discrepancy Between the Stakeholders’ Needs and the Status Quo

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