L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative

Nazari, Mostafa; Xodabande, Ismail

doi:10.1080/09588221.2020.1799825

Cited by 29 publications

(13 citation statements)

References 58 publications

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“…As reported previously, 76 participants had not previously attended MALL training, i.e., not all Saudi EFL teachers in elementary schools receive MALL training, which can affect their MALL practice. This finding is consistent with those of previous studies reporting that receiving training impacts teacher perception, particularly regarding MALL utilization (Nazari & Xodabande, 2020). Thus, continued MALL-related training courses, conferences, and workshops can be effective in supporting teachers in MALL's use, which could lead to more successful MALL implementation.…”

Section: Discussionsupporting

confidence: 91%

EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

Alghamdi

2022

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This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

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Section: Discussionsupporting

confidence: 91%

EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

Alghamdi

2022

jltr

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“…Mobile-assisted language learning (MALL) has attracted considerable attention in recent years (e.g., Dashtestani, 2016 ; Hwang and Fu, 2019 ; Chen et al, 2020 ; Nazari and Xodabande, 2020 , 2021 ; Rassaei, 2020 , 2021 ; Burston and Giannakou, 2021 ; Dashtestani and Hojatpanah, 2021 ), and a large number of studies investigated the use of different delivery mediums and environments (such as SMS, MMS, and mobile applications) for learning ESL/EFL vocabulary ( Mahdi, 2017 ; Lin and Lin, 2019 ). Overall, the findings from this growing body of knowledge indicated that the use of SMS/MMS and mobile applications including context-aware, gaming, and researcher-designed platforms contributed significantly to improvements in EFL learners’ vocabulary knowledge ( Mahdi, 2017 ; Xodabande, 2017 ; Lin and Lin, 2019 ; Soyoof et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

et al. 2022

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The current study explored the effects of using digital flashcards (DFs) and mobile devices on learning academic vocabulary. The participants were 86 university students majoring in Psychology in two experimental conditions and one control group. A list of 361 core academic words frequently used in Psychology was taught to the participants using different materials, and the learning outcomes were compared across the three groups. Accordingly, the participants in the experimental group 1 (N = 31) used a DF application (i.e., NAWL builder), participants in the experimental group 2 (N = 30) used traditional materials (i.e., paper flashcards), and those in the control group were given a list of target words with their definitions. Receptive knowledge of the target words was tested before and after the treatment, and the learning outcomes were compared across the groups using one-way between-groups ANOVA. The findings of the study indicated that using DFs enhanced students’ engagement with learning their discipline-specific academic vocabulary and that experimental group 1 outperformed those participants in other learning conditions. The findings add to the existing literature on mobile-assisted vocabulary learning and provide empirical support for the effectiveness of such platforms for learning academic vocabulary. The implications of the study were discussed in terms of the affordances provided by DFs on mobile devices and corpus-based word lists for informing vocabulary learning components in teaching English for Academic Purposes (EAP).

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“…Mobiles have become widely-used devices in current societies and their application has been extended to educational contexts (Nazari & Xodabande, 2020). For second language classrooms, mobile learning has different advantages; for instance, they enable language teachers to provide authentic content, communicative language practice, and task completion activities (Chinnery, 2006).…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

“…Mobile technologies are not limited to smartphones, and such technologies cover the wide range of "handheld technologies such as smartphones, tablets or gaming devices in a language learning context" (Hsu, 2016, p. 2). In this regard, Nazari and Xodabande (2020) argued that the personalized, portability, and dynamic characteristics of mobile technologies have opened up new streamlines for the growth of theory and research. They also concluded that "if teachers choose to employ mobile phones, both they and their learners can benefit from the outcomes" (p. 25).…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

The Impact of Mobile Technology on Vocabulary Learning of L2 Learners : The Case of WhatsApp Application

Tahounehchi¹

2021

The Journal of AsiaTEFL

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Mobile technologies are receiving an increasing attention within diverse educational contexts. However, the scope of research on the affordances various mobile technologies provide to learning outcomes is still limited. The aim of this study was to investigate the effect of using WhatsApp application on vocabulary learning of Iranian EFL learners. Twenty-six female EFL learners at preintermediate level of proficiency were selected through convenience sampling to participate in the study. A vocabulary test was utilized for ensuring the homogeneity of the learners and then the participants were divided into two experimental (N = 13) and control (N = 13) groups, followed by assessing their vocabulary knowledge. Then, the 14-session treatment began, which included teaching new words using WhatsApp in the experimental group and traditional face-to-face method in the control group. At the end of the course, a vocabulary post-test was administered to both groups. Additionally, an attitude questionnaire was administrated to both groups for examining their attitude towards using WhatsApp and the traditional vocabulary learning method. The results indicated that the experimental group outperformed the control group. In addition, it was revealed that the learners who used WhatsApp for enhancing their vocabulary skill had a more positive attitude toward foreign language vocabulary learning as compared to the other group. The implications of the study for mobile-assisted vocabulary learning are discussed.

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L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative

Cited by 29 publications

References 58 publications

EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students

The Impact of Mobile Technology on Vocabulary Learning of L2 Learners : The Case of WhatsApp Application

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