The Use of Smartphone Applications in English Language Teaching and Learning

Jati, Anuncius Gumawang

doi:10.5614/sostek.itbj.2018.17.1.14

Cited by 15 publications

(18 citation statements)

References 10 publications

(8 reference statements)

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“…They argued that there are many applications can be downloaded to support their teaching. This argument is in line with Jati (2018) proposes that there are many Apps and websites accessible through mobile phones which can be utilized for teaching and learning purposes. One of useful application is electronic dictionary.…”

Section: Discussionsupporting

confidence: 64%

The Use of Information and Communication Technology (Ict) Devices for Teaching English by Pre-Service Teachers

Donal

Antoni

Kasyulit

2019

JPP

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The use of ICT devices for teaching English is much needed right now, because it can attract students' motivation in learning. It is very helpful especially for pre-service teachers, the novice teachers. The aims of this research were to investigate the use of ICT devices for teaching English by Pre-service teachers, describe the ICT devices frequently used for teaching English by pre-service teachers, find out students' perceptions towards the use of ICT devices for teaching English by pre-service teachers. This research was employed through a mixed-methods approach that integrated qualitative and quantitative research design. The data handled quantitatively were gathered via the online questionnaire, and qualitative data were collected via the semi-structured interviews and observation to the 24 pre-service teachers. The result of research showed that there were three ways in using ICT devices in teaching English during teaching practice program. First, most of pre-service teachers always used ICT devices as the source of teaching material. Second, most of them often used ICT devices as the instructional teaching. The last most of pre-service teachers always used ICT devices as the communication tools. The ICT devices frequently used during teaching English were smartphone, computer, and in focus. Most students absolutely agree if pre-services teachers use ICT devices for teaching English because it was advantageous toward students' English competences. It can be concluded that there were three ways of pre-service teachers used ICT devices during teaching practice program; mostly as the source of teaching materials, as the instructional teaching, and as the communication tools. Three ICT devices frequently used by pre-service teachers during teaching practice program were smartphone, computer, and in focus. Students absolutely agree towards the use of ICT devices by pre-service teachers in teaching English.

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Section: Discussionsupporting

confidence: 64%

The Use of Information and Communication Technology (Ict) Devices for Teaching English by Pre-Service Teachers

Donal

Antoni

Kasyulit

2019

JPP

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“…A study conducted by Octavia, Widiati & Irawati (2019) reported a survey result of vocational students' perceptions of MALL materials. Then, Jati (2018) discussed some useful Apps and websites or selfstudy and how to make the most of them. Applicably, Rohandi, Husain, & Bay (2017) developed additional media for the English intensive course textbook in the form of a MALL application.…”

Section: Introductionmentioning

confidence: 99%

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

Mutiaraningrum

Nugroho²

2021

jees

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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.

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“…The wiser they use, the greater benefits taken. Another research from (Jati, 2018) also stated that some useful application can be used for self-study and they are really helpful to improve students English learning. The spell checker application in this research is an android application which integrated with artificial intelligence.…”

Section: Discussionmentioning

confidence: 99%

Artificial Intelligence (AI)-Based Pronunciation Checker: An Alternative for Independent Learning in Pandemic Situation

Noviyanti

2020

ELT echo

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The primary aim of this study was to explore the effectiveness of using artificial intelligence-based pronunciation checker in learning pronunciation independently from the viewpoints of higher education students of English Education Department in IAIN Jember. Mix method were used as the research design. The quantitative data were obtained through one group pretest posttest design to know the effectiveness of the application to student's pronunciation achievement. Then, a questionnaire was used to investigate student's attitude toward the pronunciation application. The results of the speaking test showed that student's pronunciation was improved. The average score of student's pre-test score was increased for about 30 points, from 56 points to 90 points on post-test. The analysis of student's questionnaire demonstrated conceptions about using technology of doing independent learning especially in English pronunciation. The study suggests that while students admit the effectiveness of artificial intelligence technology in learning pronunciation independently, they still believe that having a real communication, especially with natives as frequently as possible, will help their pronunciation learning faster and better.

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The Use of Smartphone Applications in English Language Teaching and Learning

Cited by 15 publications

References 10 publications

The Use of Information and Communication Technology (Ict) Devices for Teaching English by Pre-Service Teachers

The Use of Information and Communication Technology (Ict) Devices for Teaching English by Pre-Service Teachers

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

Artificial Intelligence (AI)-Based Pronunciation Checker: An Alternative for Independent Learning in Pandemic Situation

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