Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning

Abstract

This study explored the impact of utilizing mobile-assisted language learning to help EFL university students promote their learning performance and support a sustainable self-directed learning experience while developing digital literacy and technology competence. The global pandemic and spread of COVID-19 have accelerated the convergence of technology in the classroom in response to an emergency where the sustainability of education is at stake. With the progress of digital technology, a variety of smart mobile applications have been applied in English language learning and teaching. The use of those technologies can encourage language learners to practice self-directed learning beyond the classroom settings, which is essential for motivated and autonomous learning. Mobile phone applications have great potential as effective pedagogical tools with features such as accessibility, manageable interface, and multifunctional components. However, the use of mobile-assisted language learning for sustainable, self-directed learning outside the classroom has been relatively under-researched. In this study, EFL university students engaged in mobile-assisted language learning that could make their learning more sustainable and independent outside of the classroom. The data of this study show that students’ attitudes toward participating in mobile-assisted English language learning were affirmative. The results show that incorporation of mobile applications into language learning could foster learner motivation and make their learning more sustainable and entertaining than simply using the conventional instructional methods. Participants of this study stated that major benefits of experiencing mobile-assisted learning for their English study were ease of access to learning contents, portability of the learning tools, flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance. The pedagogical implications of the study are discussed, and instructional strategies are suggested to share ideas about a more pertinent learning environment in the era of digital transformation.

Vocabulary Mobile Learning Application in Blended English Language Learning

“…These findings also re-echo Nuareni’s (2020) claim that the majority of the students has positive perception on the usage of MALL in learning English language. These findings are also in line with the most recent study by Jeong (2022) , who claim that MALL helped his students with access to learning contents, created flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance.…”

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

“…Moreover, while the previous studies have focused on a variety of EFL contexts, those in China are not proportional, especially in the COVID-19 era. Indeed, there have appeared several related works on the impact of online language learning techniques on language learners' motiva-tion [68][69][70] and the motivation of learning Mandarin [71] during the COVID-19 era, yet none of them focused on the relationships between L2MSS, international posture and L2 proficiency. In addition, most studies have focused on EFL learners in general, whereas little interest has been shown in the English majors.…”

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

“…Our findings are supported by those obtained from related studies. Scholars suggested that mobile technology is beneficial for language learning because it offers seamless learning experiences [4,7,[39][40][41], multimedia tools for practice, timely feedback, socialization, and active participation [37,41,42]. In this study, the students created their own multimedia content using mobile technology, and therefore, they were able to practice language skills by describing people, objects, and situations in the real world.…”

“…Sustainable language learning refers to more sustainable, effective, adaptive, motivated, and enjoyable learning to improve students' language acquisition and use [1][2][3][4]. Mobile assisted language learning (MALL) has the potential to support the sustainable development of language learning.…”

“…Mobile assisted language learning (MALL) has the potential to support the sustainable development of language learning. MALL can provide convenient, flexible, real-time, and contextual learning opportunities for students to be more adaptable to the learning environment and support a sustainable self-directed learning experience [3,4].…”