Exploring learners’ grammatical development in mobile assisted language learning

Ghorbani, Negin; Ebadi, Saman

doi:10.1080/2331186x.2019.1704599

Cited by 34 publications

(33 citation statements)

References 33 publications

(34 reference statements)

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“…One of the social media types is the Telegram application that offers several opportunities for online learning. Telegram has some great features including an integrated consumers’ address book ( Ghorbani and Ebadi, 2020 ), stickers for expressing conversations ( Banafshi et al, 2020 ), and group channels for sharing information ( Alizadeh, 2018 ). Recently, investigations have discovered that Telegram positively contributes to creating a stress-free and enjoyable learning setting for increasing learners’ engagement, motivation, and curiosity, and decreasing their level of anxiety ( Habibi, 2018 ; Banafshi et al, 2020 ; Rostami and Khodabandeh, 2020 ; Vahdat and Mazareian, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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“…In recent decades, M-learning, as a subcategory of e-learning (Basak et al, 2018, p. 192), has attracted an abundance of attention from many prominent scholars across the world for its substantial contribution to pedagogical practices in various contexts (Al-Emran et al, 2016;Hsu, 2013;Kumar & Chand, 2019;Wang et al, 2012). In the same vein, in the realm of foreign language (FL) pedagogy, it has significant impacts on facilitating the learners in various competencies such as listening & speaking (Ataeifar et al, 2019;Chen & Chang, 2011;Hwang et al, 2015), reading (Chang & Hsu, 2011;, vocabulary Mahdi, 2017;Ou-Yang & Wu, 2017;Uz Bilgin & Tokel, 2019), and grammar (Ghorbani & Ebadi, 2020). It shows that M-Learning gradually become growing phenomena.…”

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confidence: 99%

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

Mahbub

2020

J. Eng. Foreign. Lang.

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Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven (n=27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area.

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“…Additionally, previous studies investigating students' and teachers' perceptions of the implementation of mobile technology in English language learning revealed that both groups have favourable perceptions and attitudes towards the use of MALL in teaching and learning English [29], [41], [42], [43], [44], [45]. Several studies concurred that the incorporation of MALL promotes constructive English language learning experiences in several areas of language skills relative to the conventional teaching and learning practices, such as vocabulary learning [46], reading skills [30], [47], writing skills [28], [43], speaking skills [48], [49], and listening skills [50], [51].…”

Section: 1mentioning

confidence: 96%

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

Mustaffa

Sailin

2022

Int. J. Interact. Mob. Technol.

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Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.

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Exploring learners’ grammatical development in mobile assisted language learning

Cited by 34 publications

References 33 publications

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

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