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

Abstract

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.

A Visual Pattern of Two Decades of Literature on Mobile Learning: A Bibliometric Analysis

“…It connects the data (Sungur-gul, 2021); and it facilitates learning in various fields (Barrett et al, 2021;Díaz-Sainz et al, 2021). According to Huang et al (2021), mobile learning is defined as learning that occurs on mobile devices that can be accessed at any time, and from any location (Akour et al, 2021;Mutiaraningrum & Nugroho, 2021).…”

Scrutinizing the potential use of Discord application as a digital platform amidst emergency remote learning

“…From higher education to elementary schools implemented government policies of working from home by learning with technology. It requires harmony among human resources, stakeholder policy, and technology to foster education during pandemic (Amiryousefi, 2019;Ansori & Sari, 2020;Mutiaraningrum & Nugroho, 2021).…”

Between traditional and mobile language learning

“…Walsh 2010;Kukulska-Hulme et al 2015;Jie et al 2020), while also identifying a lack of new pedagogical frameworks that could guide educational endeavours for integration of mobile learning (henceforth mLearning) into the curricula (e. g. Sharples 2006;Bernacki et al 2020). From recent research into mobile pedagogy, it has also become clear that education in the mobile age cannot replace formal education; rather it can offer a way to extend, support and scaffold learning outside the classroom (Mutiaraningrum and Nugroh 2021).…”

“…Such a shift of objectives and goals calls for a thorough rethinking of teaching and learning approaches, as well as the development of effective methods and teaching materials for MALL and mLearning. Technology itself plays a role in reshaping people's preferences, perceptions, and attitudes, leading to the idea of a methodology co-constructed in a sociotechnical system (Viberg and Grönlund 2012) and drawing on lessons learned from practices developed within distance learning and computer assisted language learning (henceforth CALL), while adjusting to the new demands such as flexibility, portability and spontaneity (Mutiaraningrum and Nugroh 2021).…”