Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

Seraj, Prodhan Mahbub Ibna; Klímová, Blanka; Habil, Hadina

doi:10.3390/su13105674

Cited by 22 publications

(30 citation statements)

References 46 publications

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“…Similarly, a quantitative study among tertiary level learners in Malaysia exploring the readiness of using mobile devices at a public university reported that learners had a significant level of readiness categorizing as basic readiness, skills readiness, psychological readiness, and budget readiness (Mizad et al, 2018). A study of Bangladeshi students shows that EFL learners' level of readiness of using a smartphone was high (Seraj et al, 2021).…”

Section: Students' Online Readinessmentioning

confidence: 99%

Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

Prijambodo

Lie

2021

JITE:Research

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Aim/Purpose: This study aimed at exploring students’ online-learning exposures involving their readiness and motivation to learn English using synchronous video conferences, as well as investigating the possible relationship between the readiness and motivation. To fulfill these objectives, three research questions were formed: (1) What is students’ readiness to learn English using synchronous video conferences? (2) What is students’ motivation to learn English using synchronous video conferences? (3) Is there any correlation between students’ readiness and their motivation to learn English using synchronous video conferences? Background: Due to the urgency of Covid-19 pandemic in the educational field, the Indonesian Minister of Education requested that all schooling activities must be conducted online as announced in the Learning from Home Policy starting on March 24, 2020. In this case, students are forced to struggle with the unfamiliar and challenging learning situations that their readiness and motivation to learn are worth questioning. Methodology: The participants in this descriptive research, combining both a survey and correlation study, were 116 Indonesian high schoolers. They came from two different private schools as the particular adaptive curriculum has been reshaped and implemented in each school during this pandemic. In order to collect the data of students’ readiness and motivation while they were learning English using synchronous video conferences, an online Likert-Scale questionnaire was distributed to all participants. Furthermore, a semi-structured interview was conducted to dig deeper into students’ online-learning exposures. Contribution: The results of this study can become reference to create the effective and successful online learning environment. This study offers fresh and genuine insights coming from students on how ready and motivated they were within the unfamiliar learning situations. Besides, the obstacles faced by students are also presented. Three pillars were used to construct the questionnaire and to analyze the findings: 1) Four Online Readiness Factors, 2) ARCS Model of Motivation, and 3) the Community of Inquiry (CoI) Framework. Hence, the findings of this research can also expand educators’ and researchers’ knowledge whether the readiness and motivation can be improved through the three frameworks. Findings: This study shows how students’ readiness and motivation are influenced by unfamiliar situations of synchronous online learning. Firstly, students are already confident with their technical skills and their familiarity with the use of technology. However, their readiness in terms of self-discipline is the lowest. Secondly, students’ motivation cannot be consistently high because of two drawbacks that demotivated them within their online learning. Furthermore, this study also found that there is significant positive correlation between readiness and motivation. Hence, the readiness and motivation factors cannot be simply ignored within the online learning progress. Recommendations for Practitioners: As our findings reveal, Teacher Presence is important as it enhances Cognitive Presence and supports students to experience Social Presence. Therefore, the roles of teachers that cover designing and providing meaningful learning activities, acting as a model to engage students in online discussion, employing effective strategies to deliver direct instruction and managing class, should be completely fulfilled. Instead of consistently sustaining the teacher-centered style, teachers may sharpen their technical skills along with their pedagogical knowledge. Online learning can be effective as teachers could design and implement the student-centered learning style in synchronous virtual meetings. Recommendation for Researchers: Learning from Home is a new policy that was published because of the Covid-19 pandemic urgency. The learning process happening in a synchronous virtual environment is new for both Indonesian teachers and students. Accordingly, more researchers in this topic involving a wider level of students coming from rural and urban areas are still needed. Impact on Society: By showing how students’ readiness and motivation are influenced in the online learning process, this study offers a reference that students can have better opportunities of an effective and successful online-learning environment. This study also discusses the obstacles mostly faced by students. Following the frameworks used, this study also gives an opportunity for educators to expand their knowledge to take part in solving any problems related to the investigated issues. Future Research: As technology must still be developing and online learning is possibly sustained closely after the pandemic, its development must be continuing. As the idea of online learning through synchronous meetings is new, issues related to this learning situation can still be investigated so that Indonesian teachers can gradually create more effective and successful online learning.

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Section: Students' Online Readinessmentioning

confidence: 99%

Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

Prijambodo

Lie

2021

JITE:Research

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“…Contrasting the two reviews, another review by [17] reported the improvement of cognitive abilities of EFL learners through mobile learning. Other studies on mobile learning in the ESL or EFL classroom portrayed the benefits of the implementation of mobile learning, in terms of usability [12] and feasibility [18]. These reviews show that mobile learning is tangible and feasible in language classrooms.…”

Section: Reviews On Mobile Learningmentioning

confidence: 99%

“…Despite the growing trends of research in ESP, systematic reviews are more towards the ESL [12][13][14], EFL [15][16][17], and ELT fields [18], thereby leaving a gap. Nevertheless, it is undeniably vital to look into the research trends in ESP, specifically in mobile learning, because ESP is specific.…”

Section: Introductionmentioning

confidence: 99%

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

2021

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Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

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“…Nevertheless, there are some noteworthy exceptions, such as Doman and Webb [13] and Lee and Wallace [16]. In spite of these, there are few evidences on the use of technology in language classroom [18] but the implication of flipped classroom may open a window in the horizon of English language teaching (ELT) in Bangladesh. However, in order to assess the efficacy of the flipped instructed studying strategy in EFL classes, it is necessary to carry out research on the influence or effectiveness of flipped instruction related to four skills of English language (speaking, listening, reading, and writing).…”

Section: Introductionmentioning

confidence: 99%

Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom

Hasan

Seraj

Fakih

et al. 2022

Education Research International

Self Cite

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There have been extensive studies that have investigated the favourable impacts of flipped classroom instruction regarding the introductory language/first language (i.e., L1) setting. However, there is limited research about the effect of flipped classroom instruction in foreign language backdrop in Asia, particularly in Bangladesh. The purpose of this study is to investigate the perceptions and attitudes of the undergraduate Bangladeshis learners towards the flipped learning classroom method. The current study employed an explanatory sequential design under mixed-methods among a sample of two hundred students. A questionnaire and semistructured interview as research instruments were used to collect data in this study. The results of the questionnaire revealed that the flipped learning strategy assisted students in learning grammar. Furthermore, learners had favourable conceptions and viewpoints regarding the flipped classroom instruction method. Correspondingly, the results of the interview which was semistructured in nature highlighted foursome key characteristics of the flipped classroom instruction method: collaboration, improvement of relationship, use of more technology, and favourable learning environment. This research might be of interest to English teachers, students, researchers, and other stakeholders as well.

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Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

Cited by 22 publications

References 46 publications

Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

Conceptions and Viewpoints of English as a Foreign Language Undergraduate Students towards Flipped Instructed Classroom

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