Experimental MALL Research in SLA

Burston, Jack; Arispe, Kelly

doi:10.4324/9781351117586-28

Cited by 3 publications

(3 citation statements)

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“…In recent years, MALL has gained increasing prominence in the field of language learning, providing rich learning opportunities for learners ( Laurillard and Pachler, 2007 ; Virvou et al, 2012 ; Lan et al, 2013 ; Burston, 2015 ; Abe et al, 2017 ; Shao et al, 2020 ; Sun et al, 2020 ; Burston and Arispe, 2022 ) and characterized by its convenience, connectivity, personalization, and interaction ( Sharples, 2000 ; Terras and Ramsay, 2012 ). The use of varied technologies recently to support collaborative learning has gained increasing attention due to technological advances ( Liu et al, 2016 ; UNESCO, 2021 ; Burston and Arispe, 2022 ) and the nature of learning (as discussed by Vygotsky, 1962 ; Dillenbourg, 1999 ; Kock, 2007 ) since around 2008 ( Hwang and Fu, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoption

Hu,

Hei,

Wang

et al. 2023

Front. Psychol.

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IntroductionIn recent years, the widespread shift toward online learning in higher education has led to a notable increase in the utilization of collaborative mobile-assisted language learning (MALL). However, the efficacy and implementation of MALL in college settings remain subjects of ongoing scholarly debate. To gain deeper insights into the experiences of Chinese college students with collaborative MALL and investigate factors that may influence their intentions for further adoption, this study proposed a comprehensive model that integrates the updated Unified Theory of Acceptance and Use of Technology (UTAUT) and flow theory.MethodsThe model aimed to assess the relationship between flow and various antecedents, including perceived cost, social influences, perceived mobility, collaboration, and knowledge sharing, which shape students’ intentions to adopt collaborative MALL. A survey was conducted among a sample of 831 students from 32 provinces and autonomous regions.ResultsThe data analysis revealed that while 73% of participants reported having experienced collaborative MALL, overall adoption levels among Chinese college students are still in its initiative stage of adoption. Furthermore, variations were observed in the experiences of students from different majors and level of education. Importantly, the assessment of the proposed Mobile Collaborative Language Learning (MCLL) Model demonstrated the significant role of flow in predicting the adoption of collaborative MALL among Chinese college students.DiscussionThe study concludes with suggestions for future research opportunities based on the research findings, aiming to enhance our understanding and application of collaborative MALL in higher education contexts.

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Section: Literature Reviewmentioning

confidence: 99%

Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoption

Hu,

Hei,

Wang

et al. 2023

Front. Psychol.

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“…Mobile-assisted language learning requires an interpersonal search for information (Burston & Arispe, 2022). This has a positive effect on the learning outcomes, and many researchers have examined its viability in a sustainable context, such as an IDC course (Elmahdi et al, 2018).…”

Section: Implementation Of Idc Course For Adaptive Learning Skillsmentioning

confidence: 99%

Interest-Driven Creator Course in a Blended Setting to Develop Chinese College Students’ Adaptive Learning Skills

Wang,

Chen

2023

JHETP

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The aim of this study is to improve the adaptive learning skills outcomes of undergraduate students in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by adaptive learning skills survey as a pre-test and a post-test to investigate proficiency. The results in EG showed a better outcome on the test than the CG. The result is especially worth implementing since its main components are the formation of individuals’ adaptive learning skills and ability to master specific learning outcomes. Therefore, the value of the IDC courses in higher education based on a blended setting augmented the effectiveness of learning outcomes with flexible and dynamic adaptive learning skills.

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“…The application of online learning into the language teaching curriculum has been the subject of extensive research (Burston & Arispe, 2022; Hsu et al, 2021; Saeedakhtar et al, 2021). Ninety-five percent of the quantitative MALL studies, published in the last three decades, report that English is the most frequently researched language (Burston & Giannakou, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Terzioğlu

Kurt

2022

SAGE Open

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It is significant to immerse tech-savvy English language learners in interactive learning environments in order to maximize their comprehension and verbal communication. This quasi-experimental study set out to elucidate the effect of a learning management system (LMS) on speaking fluency and listening skill development among intermediate students. A total of 50 Turkish-speaking students from two intact classes were assigned into a control and an experimental group that utilized an interactive platform for learning English in 8 weeks. The study adopted a pre and posttest design. The mean listening and speaking posttest scores of both groups were compared according to effect size, analysis of covariance, paired sample t-test, and independent samples t-test. In addition, students’ perceptions regarding the impact of LMS on these two skills were investigated with a questionnaire and an interview. The results showed that there was a significant difference between the two groups as the experimental group surpassed the control group in both speaking fluency and listening posttest. Participants also reported from the questionnaire and the interviews that they held positive evaluations of LMS as a result of elevating both language skills. The contribution of the study lies in providing an innovative solution to promote learners’ speaking fluency and listening skill.

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Experimental MALL Research in SLA

Cited by 3 publications

References 0 publications

Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoption

Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoption

Interest-Driven Creator Course in a Blended Setting to Develop Chinese College Students’ Adaptive Learning Skills

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

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