The Acceptance of the English Language Learning Mobile Application Hello English Across Gender and Experience Differences

Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

Section: Technology Acceptancementioning

confidence: 99%

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Pletz

2021

“…In support of this, Sila Ahmad et al, [21] and Rezaei et al [25] reported a positive impact of mobile applications towards enhancing language learning among students. Moreover, student perception on its usefulness and their intention to use such applications can improve over time [26].…”

Section: Literature Reviewmentioning

confidence: 99%

Development of INSVAGRAM: An English Subject-Verb Agreement Mobile Learning Application

Miranda

Dianelo

Yabut

et al. 2021

English language proficiency of students in the Philippines is a point of concern by many institutions particularly as it was highlighted when the results of the first participation of the country in the Program for International Student Assessment (PISA) was released. The use of technology-aided educational applications dedicated to language learning, particularly those that can be accessed through mobile devices, is heavily studied internationally. However, in the Philippines, there is a limited number of developed mobile-supported applications that assist acquisition and learning of language, specifically English. Thus, the study aims were to develop a mobile learning application intended to assist students in learning a least mastered topic in English. The study utilized mixed-method descriptive research design. For the quantitative part, it employed a content-validated questionnaire to survey 132 fifth grade students, while for the qualitative part; it interviewed five English language teachers in the Philippines. A mobile learning application intended for smartphones in an Android OS was developed with focus on subject-verb agreement (SVA) as identified topic which was divided into 10 sub-topics. The application comprises two main parts: The Learn and Play Mode. Additionally, the application was also able to integrate an animated character named Alvin to simulate interaction. Alvin interacts with the user by narrating lessons, giving remarks, providing basic corrective feedback in the form of text, and expressing feelings based on the user’s inputs when doing exercises. The survey from students aged 10 to 12 years old showed that they have very often access to technological devices (i.e., desktop, laptops, tablet, smartphone) (M = 4.33) and that their technology aptitude in using them is high (M = 3.45). Furthermore, results also showed that students mostly prefer smartphones for their learning as it is their most available device at home. It is recommended to subject the developed mobile application to a user acceptance and usability testing in different educational contexts. Additionally, it is suggested to explore newer technologies like artificial intelligence to make the application intelligent and more responsive to students’ needs and inputs. Future studies may also include addition of new topics as well as developing similar applications that are localized and culturally-aware.

“…According to our results and experiences, there are many strands we should be aware of: The development of OER to have something to use at all and the quality of OER to have satisfying OER [28]. Nevertheless, intense awareness rising, further education, OER introduction within lecturer training or even OER certifications [29] are needed as well to establish vivid OER usage, coproduction and OER communityfor language learning in Indonesia [30,31,32], and all above.…”

Section: Conclusion For Learning Foreign Languages With Oermentioning

confidence: 99%

Teaching German as a Foreign Language with Open Educational Resources (OER)

Wijayati

Kharis

Hidayat

et al. 2022

The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.