English-Language Learning at their Fingertips

Alhinty, Mona

doi:10.4018/ijmbl.2015040104

Cited by 6 publications

(14 citation statements)

References 55 publications

(143 reference statements)

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“…Regarding the pedagogical approaches, we found in the literature reviewed the followings: Constructionism [44], ADDIE [24], TPACK [38], Self-Determination Theory [45], Positive Technological Development [25,39,45,46], Theory of Mobile Learning [45], and Game-based Learning [24]. Also, Kucirkova [38] proposed guidelines for designing educational apps for Ipads.…”

Section: Pedagogical Approachmentioning

confidence: 99%

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Tangible Technologies for Childhood Education: A Systematic Review

2019

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This study reviews published scientific literature on the use of tangible technologies in childhood education, in order to (a) identify the what tangible technologies have been used, (b) recognize the educational purposes and uses these technologies of, and (c) present a synthesis of the available empirical evidence on its educational effectiveness. After systematically searching in WoS, 288 relevant articles were located and analyzed using the Science Mapping Analysis Software Tool from 1968 to 2018. Then, 29 relevant papers of the last five years were included in the review study. For each article, we analyze the purpose of the study, the type of tangible technology used, the research method applied, the sample characteristics and the main results observed. The articles reviewed suggest that the main tangible technology used in childhood education is the tablet and literacy (basic and emergent) is the area most studied with promising results.

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Section: Pedagogical Approachmentioning

confidence: 99%

“…An article [45] studied the educational and motivational affordances of tablets apps in 22 children for the teaching and learning of English as foreign language using an exploratory qualitative case study design. The research focused into the study of motivation using the Self-determination theory.…”

Section: Pedagogical Approachmentioning

confidence: 99%

Tangible Technologies for Childhood Education: A Systematic Review

2019

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“…The interventions can be constructed in the form of teaching strategies that can increase or decrease MALL experiences to suit the curriculum. In most literature, the problem is that the integration of mobile devices in learning is portrayed as overlapping with other technology-based teaching strategies (Alhinty, 2015). Thus, to provide Indonesian teachers with a clear overview of proper smartphone integrations in MALL, we present five categories of MALL implementations for EFL students in Indonesia based on a collaborative TBLT approach adapted from Alhinty (2015):…”

Section: A Integrating Mall Into Efl Classroomsmentioning

confidence: 99%

“…According to Alhinty (2015), mobile devices' most prominent integration in language learning is for communicative purposes. Initially, Churchill, Fox, and King (2012) proposed mobile application integrations for learning in some categories like communication tools (e.g., WhatsApp, Twitter, and Instagram) and blogging tools (e.g., Blogger, Tumblr, Wordpress.com, and Squarespace).…”

Section: Communicative Integrationmentioning

confidence: 99%

“…For example, Blogger and WordPress used to be a place for authors to post their writings only, but now students can utilize those blogging platforms like social media to exchange ideas and opinions in the comment sections. Indeed, the comment section, which also exists in all social media applications, has helped students communicate with teachers and other students, exchange experiences, and meet 'virtually' to engage in a more natural language learning environment (Alhinty, 2015).…”

Section: Communicative Integrationmentioning

confidence: 99%

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Exploring the Integrations of Mall Into English Teaching and Learning for Indonesian Efl Students in Secondary Schools

Biantoro

2020

Celtic

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The use of mobile technology for education is on the rise across the world, especially in Indonesia. However, there are concerns in making such an educational revolution as mobile technology may introduce negative side effects to the Indonesian students. Also, only a few studies have discussed the use of mobile technology in Indonesian secondary schools. Those circumstances potentially make many stakeholders doubt the proper implementation of mobile technology-based learning and the possible challenges, especially in English as a foreign language (EFL) classroom. Thus, this paper is aimed to provide theoretical insights into the implementation of mobile-assisted language learning (MALL) for secondary school students in EFL classrooms. A secondary source analysis through systematic review was employed to generate the findings, focusing on MALL and EFL primary research and government documents related to education in secondary schools. Based on the findings, this paper offers an improved teaching and learning approach based on collaborative learning and task-based language teaching (TBLT) to facilitate better implementation and integration of MALL in EFL classrooms. In addition, the findings also show possible challenges during the implementation of MALL in Indonesia for future considerations, such as the technology readiness of EFL stakeholders and teachers’ pedagogical issues related to mobile learning. Lastly, this paper is expected to raise awareness of MALL opportunities and open more paths for more primary research regarding the implementations of MALL in Indonesian EFL classrooms.

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Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study

Lustenberger

2023

Journal of China Computer-Assisted Language Learning

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In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST.

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English-Language Learning at their Fingertips

Cited by 6 publications

References 55 publications

Tangible Technologies for Childhood Education: A Systematic Review

Tangible Technologies for Childhood Education: A Systematic Review

Exploring the Integrations of Mall Into English Teaching and Learning for Indonesian Efl Students in Secondary Schools

Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study

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