Mobile-Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language

Nuraeni, Cicih; Carolina, Irmawati; Supriyatna, Adi; Widiati, Wina; Bahri, Syamsul

doi:10.1088/1742-6596/1641/1/012027

Cited by 26 publications

(31 citation statements)

References 9 publications

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“…These findings also support those of Kacetl and Klímová (2019) who indicated that the key benefits of MALL are the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, and helping low-achieving students to reach their study goals. These findings also re-echo Nuareni’s (2020) claim that the majority of the students has positive perception on the usage of MALL in learning English language. These findings are also in line with the most recent study by Jeong (2022) , who claim that MALL helped his students with access to learning contents, created flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance.…”

Section: Discussionsupporting

confidence: 65%

Vocabulary Mobile Learning Application in Blended English Language Learning

Poláková

Klímová

2022

Front. Psychol.

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Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches created the possibility to solve complex research problem. The case study was based on the use of the developed mobile application called Angličtina Today the content of which corresponded to the language needs of the target group of students. The quantitative approach used a method of quasi-experiment aiming to achieve the pre-tests and post-test results of the students from the experimental and control groups. The results showed that the students facing blended learning, including mobile application in the process of language learning, achieved better results than the students exposed to the traditional, face-to-face education. In addition, the results revealed students’ overall satisfaction with the application. The main reasons for their satisfaction were improved vocabulary knowledge, ease of use, and enhanced motivation. Based on these findings from the current study, it can be argued that the vocabulary mobile learning application proved to be useful in the process of blended English language learning.

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Section: Discussionsupporting

confidence: 65%

Vocabulary Mobile Learning Application in Blended English Language Learning

Poláková

Klímová

2022

Front. Psychol.

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“…At a tertiary level, educational mobile phones work as a tool for developing EFL learners' speaking skills [7] and vocabulary [32]. Moreover, the use of mobile phones is very effective for facilitating learning environments through sharing and communication among learners [26,27]. Thus, the previous studies in different EFL contexts reveal that that mobile phone is an effective tool for developing learners' language skills, regardless of the level of learners' education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The research trends of some studies reveal that mobile-based learning is more useful and effective than conventional or traditional teaching methods [5,23]. Some other studies point out the challenges and benefits of using mobile devices in ELT, i.e., [24][25][26]. The research trends of other studies explore teachers' and learners' attitudes and beliefs regarding using mobile phones [27], as well as teaching techniques implemented thanks to mobile phones [28].…”

Section: Literature Reviewmentioning

confidence: 99%

“…The primary research trends that have emerged from the analysis are the use of the mobile phones for teachers' professional development (TPD) in English language teaching (ELT) [20,33,34], delivery of quality education [29,32], facilitating learning [21,29], increasing interactivity [28], learners' readiness [9], mobile-assisted e-learning framework [26], investigation of learners' concepts [13] and ways of using a mobile device for ELT [13], presented in Figure 2 below. The maximum number of studies dealt with English language teachers' professional development using mobile phones.…”

Section: Major Research Trends Of the Studiesmentioning

confidence: 99%

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Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

2021

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The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries.

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“…• The problem in internet connectivity is the biggest problem students face in using MALL in English language classrooms (Nuraeni et al, 2020).…”

Section: Mallmentioning

confidence: 99%

Mobile-Assisted Language Learning (MALL) in Language Learning

Paris

Manap

Abas

et al. 2021

jABs

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This is a case study using an interactive digital game to teach grammar via Mobile Assisted Language Learning (MALL). The interactive game via MALL is aimed to ease TESL students' fear and trigger their interest in learning grammar. The game uses the Theory of Variation (Marton & Booth) to design the grammar exercises in the game. A survey questionnaire and a semi-structured interview were administered to gauge the students’ perceptions of using the game. The findings show that the game has somewhat improved students’ grammar knowledge. Keywords: Digital board game; Grammar; Mobile Assisted Language Learning; Variation theory eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i19.391

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Mobile-Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language

Cited by 26 publications

References 9 publications

Vocabulary Mobile Learning Application in Blended English Language Learning

Vocabulary Mobile Learning Application in Blended English Language Learning

Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

Mobile-Assisted Language Learning (MALL) in Language Learning

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