Motivation of Parents Towards Reading Multilingual eBooks To Pre-School Children

See, Kwee Teck; Harji, Madhubala Bava; Koo, Ah Choo

doi:10.3991/ijim.v13i01.9060

Cited by 5 publications

(2 citation statements)

References 27 publications

(37 reference statements)

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“…Other studies have also highlighted similar benefits of parent scaffolding during ebook reading (See, Madhubala, & Koo, 2019;Korat & Or, 2010). Korat and Or (2010) investigated parent-child shared reading of e-books and printed books and found that mothers scaffolded children's learning in both print and electronic formats.…”

Section: Discussionmentioning

confidence: 89%

Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Neumann

2020

Journal of Research in Childhood Education

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Teachers are increasingly using new technologies such as tablets and apps during shared reading experiences at preschool. However, little is known about how teachers scaffold young children's shared reading with interactive e-books such as tablet-based storybook apps and how this compares to using printed books. In this observational study, a teacher read a storybook app to children aged 2 to 4 years (N = 13) individually or in a small group using an iPad. The same storybook was read to children in printed book form. The teacher's utterances were coded into three types of scaffolding behaviours (cognitive, affective, and technical).Scaffolding was observed for both the storybook app and printed storybook. The frequency of cognitive scaffolding was similar across both the storybook app and printed storybook.However, the frequency of affective and technical scaffolding was higher with the storybook app than with the printed storybook. The teacher made more utterances and spent a longer time reading the storybook app than the printed book. The findings suggest that affective and technical scaffolding may be important factors to consider during shared reading with storybook apps.

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Section: Discussionmentioning

confidence: 89%

Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Neumann

2020

Journal of Research in Childhood Education

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“…Likewise, See et al (2019) found that parents implementing MALL in the reading story to their children have high motivation in doing that activity. See et al conducted a study involving 25 multiethnic families and five-year-old children from Melaka pre-school, Malaysia.…”

Section: Mall and English Receptive Skillsmentioning

confidence: 98%

Mobile-Assisted Language Learning (MALL) in English language acquisition: a critical literature review

Gael

Elmiana

2021

Jeltim

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The objective of this study is ‘how effective mobile apps in learning English?’ by exploring the use of mobile apps in English as a Second Language (ESL)/English as a Foreign Language (EFL) acquisition. It examines how employing MALL in learning English can improve students’ receptive skills, productive skills, and other skills by conducting critical literature review to answer the research question. The results showed that employing mobile applications in learning English is effective to develop L2 learners’ English skills and also Mobile apps help L2 learners in learning English both as the second and foreign language. Interestingly, in the situation of the global pandemic which many schools are closed, mobile technology has helped students in learning English skills. It can be suggested that by employing Mobile Assisted Language Learning (MALL) in learning English skills plays a crucial role in the situation of the global pandemic of COVID 19 where teachers and students can use mobile apps both in and outside the classroom because it is convenient and user friendly.

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Smartphone applications for young English language learners

Sukor¹,

Ali²

2020

J. Phys.: Conf. Ser.

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The advancement of technology has permitted the widespread use of mobile applications in English language education. Hence, the term mobile-assisted language learning or MALL appeared in the literature since the early 21stcentury. This paper highlights a study’s report on the smartphone applications’ pattern of learning English that is targeted for Muslim young English language learners (YELL). The authors decided to use systematic literature review approach to guide the mobile applications reviewing process. The availability of applications was first searched on Google Play using predetermined keywords that resulted in 250 mobile applications. Guided by the PRISMA model resulted in 26 smartphone applications that were finalised to be reviewed using the Analytical Framework of MALL. The findings demonstrated that smartphone applications are popular with vocabulary attainment that is crucial in the early stage of English language acquisition. Several interesting aspects may be explored further by including non-native Muslim YELL in MALL empirical findings, Islamic perspectives on the use of MALL for Muslim YELL’s English language development and framework development for reviewing MALL befitting Muslim learners.

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Motivation of Parents Towards Reading Multilingual eBooks To Pre-School Children

Cited by 5 publications

References 27 publications

Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book

Mobile-Assisted Language Learning (MALL) in English language acquisition: a critical literature review

Smartphone applications for young English language learners

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