Mobile Assisted Language Learning Applications for Health Care Sciences Students: A User Experience Study

Wilken, Ilana; Wet, Febe de; Taljard, Elsabé

doi:10.1007/978-3-319-40542-1_47

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…In particular, these applications can be used on students' existing mobile devices and feature flexible, interactive, and systematically organised learning with materials available online (Ally, 2009;Avenoğlu, 2005;Ozdamli and Carvus, 2011;Kaewkiriya, 2010). In addition, the important components that enable learning are the instructor, the learner, the content, a flexible (including asynchronous) learning environment, and a method of evaluating learners' abilities (Chen, 2018;Gafni et al, 2017;Viberg and Gronlund, 2013;Wilken et al, 2016). The authors of one exploratory study found that students were satisfied with the mobile language learning application and reported positive experiences (Xu and Hu, 2020).…”

Section: The Use Of Mall To Support Elcsmentioning

confidence: 99%

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

Khlaisang,

Sukavatee

2023

EJEL

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The ability to use English has become essential for functioning in the 21st century; not only the basic skills (reading, writing, listening, and speaking) but broader skills in communication and collaboration will be necessary for future success in global environments. Digital transformation in learning via mobile devices helps create authenticity in English language education. They can interest and engage learners, both in and out of the classrooms, while promoting uninterrupted learning, especially during the COVID-19 pandemic. Moreover, advances in mobile applications and virtual learning environments have become important components of developing English language skills, allowing for asynchronous learning in convenient, flexible, and interactive environments on any of a learner’s devices. This paper reports the results of using a mobile-assisted language learning interactive environment (MALLIE), a chatbot-based application, to support the development of English language communication skills. Quantitative data were acquired from 546 higher education learners in Thailand. The information was used for the exploratory factor analysis which shall serve as a baseline for innovation development. The study briefly examined the students’ experiences with any type of mobile learning before focusing on the students’ and a group of experts’ ratings of the intervention in this study. Preliminary studies were conducted with 10 students and experts to identify factors they believed were most relevant for measuring the effectiveness of the MALLIE for English language learning in a virtual learning environment. Exploratory factor analysis of 70 variables extracted four factors with loadings that exceeded .30: MALL, VLE (virtual learning environment), 4Cs for the four basic components of language learning, and ELCS for English language communication skills; the factor loadings ranged between 0.55 and 0.81. Additionally, in-depth interviews were conducted to collect qualitative data, and the results of preliminary studies were used to design and develop the MALLIE application and test its learning effectiveness. Next, an opinion survey was administered related to a group of 105 students and experts regarding their acceptance of the MALLIE and their intentions to use it or something similar in the future; the main topics of the survey related to the perceived usefulness of the MALLIE, its ease of use, respondents’ attitudes towards its use, peer influences on respondents’ use, and respondents’ use behaviour and intention to use. The aim of the study’s surveys and analyses was to assess the effectiveness and efficiency of learning the English language via mobile language learning applications available for use on any device.

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Section: The Use Of Mall To Support Elcsmentioning

confidence: 99%

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

Khlaisang,

Sukavatee

2023

EJEL

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“…The functionalities of all three applications are summarised in Figure 1, followed by detailed descriptions of each application's functionalities. The functionalities are also described in Wilken et al (2016). As is illustrated in the figure, the Listen and Speak applications are extensions of the Silent application.…”

Section: Functional Description Of the Applicationsmentioning

confidence: 99%

Language learning applications for Sepedi: a user experience study

Wilken

Taljard

Wet³

2018

Southern African Linguistics and Applied Language Studies

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Being a multilingual country rich in culture and diversity, South Africa's residents use a variety of the 11 official languages for daily communication. Multilingual communication occurs especially in hospitals and clinics. People visiting healthcare facilities often struggle to locate a health professional that shares the same language or even a language which is similar to their own and thus intelligible to them. The research which is reported on here aimed to assist the University of Pretoria in its endeavour to address this situation by teaching students an additional language. This was done by providing three custom-designed, mobile-assisted Sepedi language learning applications to students from the Faculty of Health Sciences enrolled for the Sepedi language module, Sepedi for Beginners. The application was specifically designed to assist students with the acquisition of vocabulary related to health care. The students used the applications as supplementary tools and gave feedback through a questionnaire, to establish whether the students perceived the mobile applications to be useful as a supplement to the course material and whether they had a clear preference for a specific application. The results of this study show a positive response to the applications, including strong preferences expressed by the participants.

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Mobile Assisted Language Learning Applications for Health Care Sciences Students: A User Experience Study

Cited by 2 publications

References 3 publications

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

Language learning applications for Sepedi: a user experience study

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