Promoting Autonomous Learning Through Mobile Applications in a Blended English Language Classroom

Rakhmawati, Isna

doi:10.2991/assehr.k.200427.021

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…The impacts of perception of students on blackboard usage of students are illustrated. The inferences recommended that prior e-learning experiences of students through blackboard possess influence to vary the perception of students and the study stands as the evidence for this aspect [13].…”

Section: Offline Learningmentioning

confidence: 77%

An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools

Kashinath¹,

Raju²

2023

IJMECS

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Learning practices commenced to shift from face-to-face offline class learning to online classes with technological networks specifically on sudden COVID-19 crises. . This sort of variation in their learning method sparks question about students' perception of the new learning system. The objective of the study was to compare English language learning, between online classes and Offline-classes and it explicates different students' perceptions of such learning practices regarding the benefits, improvements, and drawbacks of online and offline modes. The research approach of study, proceeds with a quantitative study, using statistical analysis through questionnaire distribution. The participants of the study were the school students, obtained from Government and private schools in Telangana. The quality of the study stands outstanding in addressing the effectiveness of blended learning both online and offline learning and aids to study nature of the approach if integration of learning modes including face-to face and online learning incorporated and the consideration to improvise qualities learning experiences of students. With those aspects, the research is significant to prove the preference of students to elucidate that offline classroom learning is more preferable than online English learning. The value of the research is recognised that it aids the educators, leadership authorities and researchers to understand parameters leading to efficient learning practices, enhanced collaborative student performance outcomes assisting to select the appropriate technologies in case of any pandemic crisis and to inhibit collaborative learning in and out of classroom. The most general obstacles faced by students in online English learning are materials insufficiency, lack of communicative skills training, lacking reading activities participation, absence of interaction, the inability of queries or doubts clarification, and exercise exposure are addressed by the analysis outcomes. The comparative perception outcomes explicated that Offline English language learning stands out as more efficient than the online learning method.

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Section: Offline Learningmentioning

confidence: 77%

An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools

Kashinath¹,

Raju²

2023

IJMECS

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“…Theexaminedstudiesshedlightonlearners'freedomasanaspectofLAinmanagingtheir languagelearningprocess.Hence,someactsofchoiceevolvedsuchaschoosinglearningmaterials, methods,time,place,andtasks.PeetersandLudwig(2017)suggestedthatmobiledevicesenabled learnerstochooseandappliedrelevantmethods,tasks,andmaterialsintheirEFLacademicwriting. Also, Muhammad(2020)andAgung( 2019)showedtheroleofmobiledevicesinhelpinglearners decideupontheirlearningmodes,settings,andmaterials.Inaddition,PriyatnoArdi(2017)highlighted themobiletechnologyaffordancetohavecontrolovermaterials,cognitiveprocessandachievements, (Aminatun&Oktaviani,2019;Hita&Arancón,2014;Rakhmawati, 2020;Wulanjani&Indriani,2019).Finally,thediscussionoftopicsviaamobileapplicationhelped learnerschooseandsearchforsyntax-relatedknowledge (Purwati,2018).…”

Section: Association and Learning Impactmentioning

confidence: 99%

The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context

Alzubi

2021

International Journal of Computer-Assisted Language Learning and Teaching

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This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.

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“…These demands make students teacher have to be smart in choosing appropriate MALL application or website to support their autonomous learning. Many studies (Qing, 2016;Hazaea and Alzubi, 2018;Butarbutar, 2019;Rakhmawati, 2019;Hernadijaya, 2020 and many more) have discussed the impacts of using MALL to support autonomous learning and teaching-learning activities, however, still less in explaining the details of applications or websites that mostly recommended by students. This current study is really needed to accommodate students teacher's recommendation on MALL applications and websites that could support autonomous learning, especially in reading skill.…”

mentioning

confidence: 99%

Mobile Assisted Language Learning: Platfoms To Support Students Teacher Improving Reading Skill

Auliya

Ardiyansah

Muhammad

2021

JETLAL

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This study was investigating the platforms on Mobile Assisted Language Learning (MALL) that mostly used by students teachers on first and second year to improve their reading skill. Qualitative research design which used questionnaire and interview was employed to gain and analyze the data. The result showed that 79.3% students benefited various platforms, while the rest never used any platforms to support improving their reading skill. The top-five platforms were; (1) Wattpad, (2) Social Media, (3) Duolingo, (4) U-Dictionary, and (5) Quora. Students favored those platforms due to its popularity, attractiveness, efficiency, and benefit. The up-to-date and popular platform such as various social media and Quora were used to improve reading skill by connecting them to communicate to English native. Attractive platform such as Wattpad, where they could read countless stories was demanded to please their soul of readers. The efficient ones, Duolingo and U-Dictionary were chosen by them who prefer to learn in organized way. Fortunately, all of those platforms offered advantages for students such as improving their vocabulary acquisition, grammar competence, reading speed, and reading comprehension as well.

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Promoting Autonomous Learning Through Mobile Applications in a Blended English Language Classroom

Cited by 3 publications

References 11 publications

An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools

An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools

The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context

Mobile Assisted Language Learning: Platfoms To Support Students Teacher Improving Reading Skill

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