M-learning en el CELEX-ESIA Z. Estrategia educativa que incorpora el WhatsApp al E-learning para el desarrollo de la competencia oral y escrita del idioma inglés

Ambriz, Mercedes Leticia Sánchez

doi:10.21503/hamu.v5i1.1521

Cited by 2 publications

(1 citation statement)

References 17 publications

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“…Several empirical studies (Castrillo et al, 2014;Esquicha, 2018;Montaner-Villalba, 2019;Ramos, 2018;Ruiperez, Castrillo & Garcia Cabrero, 2011;Sanchez Ambriz & Martinez Balboa, 2018) have focused on the possibilities offered by these mobile devices -specifically, WhatsApp (Castrillo et al, 2014;Ramos, 2018;Sanchez Ambriz &Martinez Balboa, 2018), Instagram (Montaner-Villalba, 2019, and lastly, Twitter (Ruiperez et al, 2011) -for improving students' written competence. However, Ruiperez et al (2011) explore the desktop version, not the mobile version, of Twitter as a tool to boost written expression in German.…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

EFL written competence through twitter in mobile version in compulsory secondary education

Montaner

2020

GJFLT

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The use of Information and Communication Technologies (henceforth, ICT) in foreign language learning and, to be more specific, in English language learning has increased quite considerably since the commencement of the 21st century and, particularly, in the second decade of the 21st century with the introduction of mobile learning (m-learning, henceforth) at our daily lives. Our aim, at this current paper, is to confirm whether use of the Twitter social network via a mobile device helps Spanish learners of English as a foreign language (henceforth, EFL) improve their quality of EFL written expression and, especially, their summarizing skill in the English language. We conducted a classroom experiment with students in Year 4 of compulsory secondary education at the time of the experiment. The participating students were level B1 according to the Common European Framework of Reference for Languages (henceforth, CEFR). Two research questions were established. Based on these, the following preliminary hypothesis was formulated: Use of the mobile version of Twitter has a positive impact on improving written expression and, to be more concrete, the summarizing skill in EFL. The research model, which we selected, was action research, in accordance with which quantitative data were analysed to justify the outcomes of this empirical research. The data were satisfactory since learners improved significantly at the end of this current classroom experiment. This research on the use of Twitter in its mobile version could imply a starting point to conduct further empirical studies in this respect on English language teaching and learning in non-university education, such as primary education, compulsory secondary education and Baccaulerette.

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Section: Mobile-assisted Language Learningmentioning

confidence: 99%

EFL written competence through twitter in mobile version in compulsory secondary education

Montaner

2020

GJFLT

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EFL written production through blogging: computer versus mobile insights

Villalba

2022

Intelligent CALL, Granular Systems and Learner Data: Short Papers From Eurocall 2022

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Following up on Montaner-Villalba et al. (2020), this research focuses on written competence in the English language. The huge advance in technology permits teachers to use mobile applications. This quantitative design research investigated WordPress, in its mobile version, on written competence in English as a Foreign Language (EFL). One treatment group (12 students) and one control group (12 students) of A2 (Common European Framework of Reference for Languages) EFL learners at a secondary school in Valencia (Spain, N=24) participated during the 2018-2019 academic year. While, on the one hand, learners from the treatment group utilized WordPress in its mobile version, on the other, learners from the control group used WordPress in its computer-based version. The outcomes proved that the learners from the treatment group significantly improved their level of written competence in comparison with the learners from the control group. Accordingly, this research recommends utilizing WordPress in its mobile version in secondary education.

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M-learning en el CELEX-ESIA Z. Estrategia educativa que incorpora el WhatsApp al E-learning para el desarrollo de la competencia oral y escrita del idioma inglés

Cited by 2 publications

References 17 publications

EFL written competence through twitter in mobile version in compulsory secondary education

EFL written competence through twitter in mobile version in compulsory secondary education

EFL written production through blogging: computer versus mobile insights

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