The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

Abstract

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Efl Speaking Student Readiness to Use Mobile-Assisted Language Learning

“…Mobile learning has been found to have a significant impact on learning performance. Mobile-assisted language learning (MALL) tools have emerged as an effective method for improving students' listening abilities (Linh & Vu, 2021). According to studies, mobile learning is an effective method for promoting autonomous and personalized learning.…”

M-Learning Application in Teaching Badminton for Physical Education Students in Vietnam

“…This structured education program involves learners engaging with content through digital and online mediums. Although blended learning relates to aspects of both traditional in-person and online learning, the two are not mutually exclusive [5]. Instead, this learning format combines approaches from both realms into a continuous learning method that intertwines activities [6]- [10].…”

Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

“…The rapid development of visual communication in education and visual information to promote social and cultural practices also results in the learners becoming more advanced in understanding and interpreting the visual message and utilizing visual information to enrich their learning experiences. Researchers increasingly recognized that using visual, verbal, and symbolic representational types of knowledge, such as in multimedia, enhances the learning experience by presenting many mutually referring sources of information [70][71][72].…”

“…However, in twenty-first-century learning, information is not generally acquired through the instructor but rather through constructive conversations among students who strive to understand and apply concepts. Students used to watch prepared lectures in the past, but now with digital devices, students now can directly engage and construct their interpretation of concepts [72]. If a message is sent to one student, that student can then give advice to another student, creating a two-way dialogue among them.…”