Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts

Hwang, Wu‐Yuin; Chen, Holly S.L.; Shadiev, Rustam; Huang, Ray Yueh Min; Chen, Chia Yu

doi:10.1080/09588221.2012.733711

Cited by 114 publications

(79 citation statements)

References 30 publications

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“…Recently, more and more language teachers have become interested in Mobile Assisted Language Learning (MALL), and have considered how to employ mobile devices in their classes (Chen et al, 2008;Liang & Huang, 2014;Huang et al, 2012;Hwang & Chen, 2013;Hwang et al, 2012;Thorton & Houser, 2005;Wu et al, 2011). In their overview paper, Kukulska-Hulme and Shield (2008) noted that MALL uses personal, portable devices that enable new ways of learning, emphasizing continuous and spontaneous access and interaction across different usage contexts.…”

Section: Literature Review Mobile Technology-assisted Language Learningmentioning

confidence: 99%

“…Furthermore, it was noted that mobile learning is student-rather than teacher-led because mobile devices are more closely related to individuals' specific contextual needs. Therefore, when designing activities or applications for mobile learning, how mobile devices can be used to meet individual and contextual needs is an issue to be considered Hwang, & Chen, 2013;Hwang et al, 2012;Wu et al, 2011). Murray and Barnes (1998) suggested that technology applied to assist language learning needs to be evaluated on a pedagogical basis.…”

Section: Literature Review Mobile Technology-assisted Language Learningmentioning

confidence: 99%

“…Perceived playfulness of the activities (PPA) -the degree to which a student believes that the learning activities would fulfill his/her intrinsic motivation (Moon & Kim, 2001); 4. Perceived usefulness of activity (PUA) -PUA is the degree to which a student believes that participating in the learning activities would enhance his or her learning performance (Huang, Huang, & Wu, 2014;Huang, Huang, Liu, & Tsai, 2013;Hwang & Chen, 2013;Hwang et al, 2012); 5. Intention to use the system (IU) -IU is hypothesized to be a major determinant of whether or not a person actually uses the mobile English listening and speaking system.…”

Section: Research Toolsmentioning

confidence: 99%

“…Hwang and Chen (2013) and Hwang et al (2012) showed that use of mobile devices in collaborative EFL activities reduces students' stress and facilitates collaboration in English learning. Jeng, Wu, Huang, Tan and Yang (2010) suggested that mobile technology can offer students multimedia interaction with their peers, like listening to each other and recording their spoken production.…”

Section: Introductionmentioning

confidence: 99%

“…Both professional and personal language proficiency involves well-developed listening, speaking, reading, and writing abilities (Hwang, Chen, Shadiev, Huang, & Chen, 2012). However, there are limited opportunities to speak English or listen to a speech in English in countries where it is not an official language (Hwang et al, in press;Hwang & Shadiev, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Hwang¹,

Huang

Shadiev

et al. 2014

AJET

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This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language proficiency was also explored. It was found that students had positive perceptions and intentions toward learning activities; thus, students were motivated to practice English skills more when using a mobile learning system. The results demonstrated how students' speaking and listening skills practices using mobile devices had different correlations depending on their proficiency levels. For example, listening diversity, defined as the number of other classmates a student listened to, was found to have an inverse correlation with speaking and listening proficiency. This finding does not support previous research and indicates that students who carefully selected their listening partners performed better than those who did not. It was further found that the better students performed in English learning, the fewer partners they would choose. EFL instructors can use the insights of this study to design more effective language learning activities for students using mobile devices.

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Section: Literature Review Mobile Technology-assisted Language Learningmentioning

confidence: 99%

Section: Literature Review Mobile Technology-assisted Language Learningmentioning

confidence: 99%

Section: Research Toolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Hwang¹,

Huang

Shadiev

et al. 2014

AJET

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Technology for Teaching English as a Foreign Language (EFL) Writing

Cañado

2018

The TESOL Encyclopedia of English Language Teaching

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This study is devoted to revealing the research characteristic on EFL writing teaching in the past 5 years by Chinese authors. Result of contrastive analysis and survey of the essays published on 14 kinds of authoritative linguistic journals from year 2009 to 2013 shows: a) the research of Chinese EFL writing teaching develops steadily in spite of low internationalization level and scale. b) From the point of the research content, although the current scope is extensive with all major aspects involved, it is disproportionate in certain topics, perceptual thinking and the micro level accounts for large proportion. c) In terms of the research methods, statistical results show that Chinese researchers apply the three research methods evenly, but the proportion of qualitative method is overweight. d) And the research object is too centralized.

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Mobile‐Assisted Language Learning

Kukulska‐Hulme¹

2020

The Encyclopedia of Applied Linguistics

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Mobile‐assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking, and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person's physical context when mobile, primarily to provide access to location‐specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in‐class and out‐of‐class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning.

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Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts

Cited by 114 publications

References 30 publications

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Effects of using mobile devices on English listening diversity and speaking for EFL elementary students

Technology for Teaching English as a Foreign Language (EFL) Writing

Mobile‐Assisted Language Learning

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