Mobile Learning to Improve Writing in Esl Teaching

Noriega, Heidy Selene Robles

doi:10.15639/teflinjournal.v27i1/182-202

Cited by 17 publications

(18 citation statements)

References 20 publications

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“…Mlearning is a type of learning that makes use of the help of mobile devices (Kukulska-Hulme& Shield, 2008). It refers to the acquisition of knowledge through mobile devices (Noriega, 2016). For more than a decade, m-learning has played an important role in foreign language learning and taken part in language learning in a more flexible manner withMobile-Assisted Language Learning (MALL) (Çakmak, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The implementation of MALL will be much more popular in scaffolding language learning both inside and outside classroom settings. MALL could be incorporated into a traditional English class (Noriega, 2016) to give the opportunity to teachers to lead innovative instructional methods (Seifert, 2014). This is the reason why the use of m-learning in foreign language learning will attract the interests of designers of mobile educational applications by which access instant linguistic information is needed by students (Yurdagül & Öz, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

Mutiaraningrum

Nugroho²

2021

jees

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This study sought to examine the educational affordance and constraints of smartphone-based assistive technology in language learning from the students’ point of view along with their recommendations on the possible future advancement of smartphone-based assistive technology to help students engage better. This study employed content analysis in analyzing the data obtained from open-ended questions administered to students. The findings of this study denote the use of smartphones in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. This study highlights technical problems and confusion as the obstacles emerging from the use of smartphones in language learning. Meanwhile, the recommendations for future smartphone-based application updates are discussed in detail. All in all, smartphone-based assistive language learning application is fruitful for students and is recommended to be used for vocational higher education students as the part of informal learning during the COVID-19 pandemic situation. HIGHLIGHTS: Language learning has stepped forward to more personal learning tools by integrating smartphones as an aid for mobile learning. smartphones are fruitful in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. From language learning mobile application, students demanded simpler reading exercises and vocabularies and slower listening practice in the applications.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

Mutiaraningrum

Nugroho²

2021

jees

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“…This was similar to (Fakazli, 2017) who engaged various tools in reflective practice. Further, the result had revealed that genre-based approach was possible to be implemented by means of technological mobile in order to improve students' writing skill (Noriega, 2016). Consequently, the students were aware that writing was not that simple.…”

Section: Discussionmentioning

confidence: 99%

Using Instagram in Teaching Writing for University Freshmen

Husna

Anugerahwati

Furaidah

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This study aimed at elaborating the use of Instagram in teaching writing for university freshmen. This current study contained a reflection from a lecturer who had used Instagram to improve students’ writing skill through process-genre based approach. The data were taken from a reflective daily journal. Further, the journal specifically informed what worked well and what did not from the use of Instagram for writing skill improvement. The result showed that Instagram could significantly improve students’ writing skill, especially to help them find that writing was part of social activities and create a good composition that had been perfectly finalized.Abstrak: Penelitian ini membahas tentang penggunaan Instagram dalam pengajaran writing skill (keterampilan menulis) pada mahasiswa tahun pertama. Penelitian tersebut berisi tentang sebuah refleksi dari seorang pengajar yang telah menggunakan Instagram sebagai media pendukung pembelajaran writing skill melalui pendekatan proses-genre. Data penelitian berasal dari jurnal harian yang sekaligus digunakan untuk mencatat serangkaian kegiatan yang dilalui pada proses pengajaran. Hasil dari penelitian ini menunjukkan bahwa penggunaan Instagram mampu meningkatkan keterampilan menulis mahasiswa sehingga mereka menyadari bahwa menulis merupakan bagian daripada kegiatan sosial serta, serta membantu mereka untuk bisa membuat sebuah karangan atau tulisan yang sempurna.

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Section: Significant Findings On Mall-based Writing Instructionmentioning

confidence: 99%

“…Existing mobile-based research, informed by SFL, such as [26], provides insights into advancing MALL. Among a few studies, Noriega demonstrated how SFLinformed genre pedagogy in tandem with mobile technology impacted students' meaningful writing [26]. Through an eight-week track of one college student from Colombia, the study found that podcasts on genre delivered through mobile devices facilitated the student's narrative texts production.…”

Section: Significant Findings On Mall-based Writing Instructionmentioning

confidence: 99%

Mobile-Assisted Writing Instruction: Affordances, Challenges, and Future Directions

Zhang

2021

Int. J. Interact. Mob. Technol.

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Mobile-assisted language learning (MALL) is popular worldwide. One related issue under discussion is how to effectively harness mobile devices to help English writers. This paper first unpacks writing as a meaning making process from the perspective of systemic functional linguistics. It then summarizes the major MALL-based studies on writing instruction, including the affordances and challenges of MALL-based writing instruction. This paper then discusses how to address challenges as identified in the existing studies on MALL-based writing instruction, centering on writing as a meaning making process. The paper ends with pedagogical tips for educators who are interested in using mobile technology to comprehensively improve students’ English writing construction across different contexts.

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Mobile Learning to Improve Writing in Esl Teaching

Cited by 17 publications

References 20 publications

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

Using Instagram in Teaching Writing for University Freshmen

Mobile-Assisted Writing Instruction: Affordances, Challenges, and Future Directions

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