Mobile English language learning: a systematic review of group size, duration, and assessment methods

Elaish, Monther M.; Shuib, Liyana; Hwang, Gwo‐Jen; Ghani, Norjihan Abdul; Yadegaridehkordi, Elaheh; Zainuddin, Siti Zaidah

doi:10.1080/09588221.2021.1931341

Cited by 8 publications

(4 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Elaish et al's (2021) systematic review on MALL suggests that a duration of one to 4 months might be needed to investigate the impact of foreign language learning, the participants in this study used VIP for self-directed interpreting study for 2 months (July-August 2021). The trial was conducted over the summer when students were not attending any courses, which meant that no control group was required as any improvement in interpreting performance can be attributed to the use of the app.…”

Section: Participants and Proceduresmentioning

confidence: 99%

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Chan

2023

Computer Assisted Learning

View full text Add to dashboard Cite

Background This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education. Objectives This research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform. Methods Thirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test. Results and Conclusions The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.

show abstract

Section: Participants and Proceduresmentioning

confidence: 99%

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Chan

2023

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Modern technology in the form of the internet and mobile gadgets has shifted the ways of language instruction into Mobile-Assisted Language Learning (MALL) (Alkhezzi & Al-Dousari, 2016;Elaish et al, 2021;Zhang et al, 2021). Supported by the implementation of handled devices and portable technologies that promote features for interactivity and portability, MALL is used to engage the students in the learning process (Alamer & Al Khateeb, 2021).…”

Section: Mall In Language Learningmentioning

confidence: 99%

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Suci

Basthomi²,

Cahyono³

et al. 2022

HJLCB

View full text Add to dashboard Cite

This study investigates how the students perceive the use of Telegram on their reading comprehension. For this purpose, 104 students in an Indonesian vocational school who are from various majors are selected to fulfil an online questionnaire about Telegram acceptance for learning English. Then, its result is compared to the score of students’ reading comprehension. For its validity of reading comprehension achievement, this study employs construct validity of the reading text that the English teacher gives. Accordingly, this study reveals a weak correlation between how the students perceive the use of Telegram and the students’ reading comprehension. It is signified by the correlation between the two variables of interest .364 which is significant at the .000 level. It indicates that the student’s perception and the reading comprehension for this set of data are significant but in a weak relationship. This may be caused by the reading strategy, reading text that is not exactly valid and Telegram function which comprises merit and demerit.

show abstract

“…In this mode of learning, individuals use specifically designed mobile applications (i.e., apps) to learn a language or advance their existing language skills (Duman et al, 2015). M-learning seems to have become an integral component of modern language education (Elaish et al, 2023;Yuan et al, 2023). This is often attributed to its ability to empower learners to take control of their learning and seek out opportunities for language practice (Botero et al, 2019;Kohnke, 2023).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Self-Learners of English Toward Mobile Language Learning

Aljasir

2023

International Journal of Computer-Assisted Language Learning and Teaching

View full text Add to dashboard Cite

This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The study also examined variations in learner perceptions based on their gender and age. A total of 292 participants took part in this research, and data were triangulated from quantitative and qualitative instruments. The findings revealed positive perceptions among the learners toward English m-learning apps as well as a strong and positive relationship between the learners' TAM-based and CLT-based perceptions. Although gender did not significantly affect the learners' perceptions, age did exert some influence on both behavioral intention and actual use of the apps. The study concludes with several pedagogical implications and recommendations for future research.

show abstract

Mobile English language learning: a systematic review of group size, duration, and assessment methods

Cited by 8 publications

References 40 publications

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Investigating the impact of a virtual reality mobile application on learners' interpreting competence

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Perceptions of Self-Learners of English Toward Mobile Language Learning

Contact Info

Product

Resources

About