Maximizing L2 Speaking Practice through iPads

Schenker, Theresa; Kraemer, Angelika

doi:10.3390/languages2020006

Cited by 12 publications

(3 citation statements)

References 44 publications

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“…Teachers seldom used the devices with an explicitly statement purpose or aim of encouraging learners to communicate (Kukulska-Hulme and Shield, 2008). Recent studies on MALL have extended to learnerlearner and learner-teacher interactions in L2 learning (e.g., Al-Jarf, 2012;Moreno and Vermeulen, 2015;Schenker and Kraemer, 2017;10.3389/fpsyg.2023.1142651 Frontiers in Psychology 04 frontiersin.org Andujar and Salaberri-Ramiro, 2021). Sherine et al (2020) studied the impact of WhatsApp interaction on improving L2 speaking skills by providing learners with various types of tasks through WhatsApp, such as filling in blanks, engaging in topic discussion through textchat, interview, grammar test, among others.…”

Section: Studies On Mallmentioning

confidence: 99%

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance

Cai

Zhang

2023

Front. Psychol.

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This study investigated the effects of mobile-supervised question-driven collaborative dialogues (QDCDs) on reducing lower-intermediate-level English as a foreign language (EFL) participants’ tendency of their first language (L1) use in academic collaborative dialogues and on improving their academic foreign language (L2) oral performance. Throughout a whole semester, one group (n = 20) was involved in a mobile-supervised QDCDs intervention and a control group (n = 26) was involved in QDCDs with no supervision. Three semi-open-ended and three closed-ended academic questions were used to elicit pre-and post-study oral performance data from the participants. Independent-samples t-tests showed that after the intervention, the mobile-supervised group outperformed its control counterpart in a statistically significant manner in terms of Non-repeated L2 word production (NRW), T-unit count (TC), and Mean Length of Run after pruning (MLRP). The intervention group also significantly reduced their dependence on their L1-based speaker compensatory communication strategies (SC-CSs) in QDCDs. These results suggest that the intervention group outperformed the control group in their L2 academic oral performance and their language use tendency moves toward the L2 during QDCD. Based on the findings, we conclude that, even though L1 oral output may temporally enhance the quality of lower-intermediate-level EFL learners’ tasks, it may inhibit their academic oral proficiency development in the long run. Methods for fragmental bilingual oral output analysis are introduced. Pedagogical implications of the findings for MALL are also discussed.

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Section: Studies On Mallmentioning

confidence: 99%

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance

Cai

Zhang

2023

Front. Psychol.

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“…(Teacher 202004) Furthermore, students are provided with many opportunities to use English during class. In order to learn a foreign language, it is important to have the opportunity to practice [96,97]. Within an EMI course, this can create a dilemma for the instructor.…”

Section: Emi Experiences and Challenges-individual Interviewsmentioning

confidence: 99%

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Lin

Wen

Ching

et al. 2021

IJERPH

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Recently, Taiwan’s higher education has been impacted by COVID-19 and the necessity of English as a Medium of Instruction (EMI). In 2018, the Taiwanese government approved a roadmap for the development of a bilingual nation by 2030. This resulted in a renewed focus on EMI. However, the fluctuating surges of COVID-19 have caused university classes to shift from face-to-face to online. To assess its effectiveness, the current paper describes the quantitative and qualitative experiences and challenges associated with a blended EMI course within a private Taiwanese university. The data was collected from the students in the spring semester of 2020 (40 students) and 2021 (23 students). Overall satisfaction rate is calculated at 4.13; indicating that the transition from face-to-face to online has not affected the students’ overall satisfaction with the course. In addition, interviews and focus groups respondents pointed out the importance of a student-centered course approach and the opportunity to practice English in order to improve their competitiveness. While the flexibility offered by the blended learning approach during COVID-19 has given students more freedom to learn at their own pace. Lastly, in times of uncertainty, a careful pedagogical design will help to make the learning process fruitful and sustainable.

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“…Nonetheless, teachers often employ technology-based strategies to enhance language learners' engagement with their surroundings. The concept of "mobile-assisted language learning" ("MALL") has typically focused on the technological devices students use (e.g., Schenker and Kraemer 2017), but Rocca (2018) has recently called for further research on the inherent mobility of language learners: "A mobile language learner is a learner on the move because they keep their learning moving along in various environments, inside and outside the classroom, and through various resources, mobile and/or stabile" (p. 2). Shifting emphasis toward "mobile language learning" ("MoLL") therefore seeks to integrate not only learning technologies but also any kind of human-made or natural resource in students' environments-much in the same way that numerous educators have been applying ecological approaches in language and composition classrooms.…”

Section: Introduction: Ecological Approaches To Composition and Langumentioning

confidence: 99%

Ecocomposition in the ESL Classroom: The Campus Space Compare and Contrast Assignment

Lehtonen

2019

Languages

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This essay showcases a place-based compare–contrast assignment originally designed for first-year ESL composition courses at a U.S. university. This ecocomposition assignment prompts students to research and compare the technological design and visual rhetoric embodied in two spaces or buildings in their learning community. Based on my experience using this assignment for three consecutive semesters in 2017–2018, this essay discusses the grounding of the campus space compare–contrast assignment in theories of content-based instruction and place-based ecocomposition, and argues for its suitability in intermediate and advanced language learning contexts.

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Maximizing L2 Speaking Practice through iPads

Cited by 12 publications

References 44 publications

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Ecocomposition in the ESL Classroom: The Campus Space Compare and Contrast Assignment

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