Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning

Kondo, Mutsumi; Ishikawa, Yasushige; Smith, Craig; Sakamoto, Kishio; Shimomura, Hidenori; Wada, Norihisa

doi:10.1017/s0958344012000055

Cited by 123 publications

(87 citation statements)

References 15 publications

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“…One recent study confirmed that the Mobile-Assisted Language Learning (MALL) approach can improve students' English skills, while refining their self-study behavior and enhancing self-efficacy (Kondo, Ishikawa, Smith, Sakamoto, Shimomura, & Wada, 2012). A survey of 75 Japanese students found that over two-thirds of the students would like to use mobile phones for language learning in either the short-or long-term (Stockwell, 2008).…”

Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Hsu¹

2014

ReCALL

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The aim of this study was to provide adaptive assistance to improve the listening comprehension of eleventh grade students. This study developed a video-based language learning system for handheld devices, using three levels of caption filtering adapted to student needs. Elementary level captioning excluded 220 English sight words (see Section 1 for definition), but provided captions and Chinese translations for the remaining words. Intermediate level excluded 1000 high frequency English words, but provided captions for the remaining words, and 2200 high frequency English words were excluded at the high intermediate caption filtering level. The result was that the viewers were provided with captions for words that were likely to be unfamiliar to them. Participants in the experimental group were assigned bilingual caption modes according to their pre-test results, while those in the control group were assigned standard caption modes. Our results indicate that students in the experimental group preferred adaptive captions, enjoyed the exercises more, and gained greater intrinsic motivation compared to those in the control group. The results confirm that different students require different quantities of information to balance listening comprehension and indicate that the proposed adaptive caption filtering approach may be an effective way to improve the skills required for listening proficiency.

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Section: Mobile-assisted Language Learningmentioning

confidence: 99%

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Hsu¹

2014

ReCALL

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“…Technology-enhanced language learning practices can not only engage EFL students in self-regulated learning (Lai & Gu, 2011;Kondo et al, 2012), but also produce a positive impact on their self-efficacy (Henderson, Huang, Grant, & Henderson, 2012;Kissau, 2012;Wu & Yang, 2016). In web-based learning settings, students who can employ self-regulatory strategies became more challengeable and more confident in understanding course materials or participating in learning activities (Chang, 2005).…”

Section: Self-regulation Online Self-regulation and English Self-effmentioning

confidence: 99%

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

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This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

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“…In addition, smart devices were linked to faster reading and self-regulated style of learning among students (Kondo, 2012).…”

Section: Smart Devices \ Social Media and Students' Attitudes Towardsmentioning

confidence: 99%

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

AlAdwani¹,

Al-Fadley²

2017

ELT

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The current study is a quantitative research that examined the mean differences of the students' attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students' Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5 th grade showed more positive attitude toward reading than those of the 6 th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

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Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning

Cited by 123 publications

References 15 publications

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

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