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1 – 10 of over 6000Esra Istek and Chinaza Solomon Ironsi
Given the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted…
Abstract
Purpose
Given the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted language learning in language teaching, this study decides to incorporate a context-analysis-practice-exploration lesson-planning framework with mobile learning to improve the receptive skills of learners. This step is necessary on the recommendation by scholarly research that while implementing technology, teacher training, digital literacy and expertise, incorporating good teaching practices and lesson planning frameworks may assist in yielding positive results.
Design/methodology/approach
This study decides to utilize a mixed-method research design through an experimental approach to elicit information from 90 EFL students concerning the effectiveness of incorporating the context-analysis-practice-exploration framework in a mobile-leaning mode instructional delivery to improve their reading and listening skills.
Findings
After collecting and analyzing data, the study found that while the participants perceived enhanced-mobile learning to make lessons enjoyable, integrating this framework and m-learning improved their reading skills. This study used notable findings to make pedagogical conclusions on the objective of this study.
Originality/value
This study contributes through empirical evidence on the effectiveness of incorporating mobile learning and a responsive lesson planning framework towards improving English as a foreign language learners' learning outcome. Besides, this study is the first to probe and unpack the effectiveness of a responsive lesson-planning framework in language education.
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Zixi Li, Curtis J. Bonk and Chen Zhou
This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills…
Abstract
Purpose
This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.
Design/methodology/approach
A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.
Findings
Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.
Research limitations/implications
Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.
Originality/value
MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.
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Hamed Barjesteh, Elham Movafaghardestani and Ahmad Modaberi
COVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language…
Abstract
Purpose
COVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.
Design/methodology/approach
To complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.
Findings
The finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.
Originality/value
This study was conducted during COVID 19 between two groups in Iran.
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Nattaporn Thongsri, Liang Shen and Bao Yukun
The purpose of this paper is to investigate the use of mobile assisted language learning (MALL) in vocabulary learning among English foreign language learners in China with a lens…
Abstract
Purpose
The purpose of this paper is to investigate the use of mobile assisted language learning (MALL) in vocabulary learning among English foreign language learners in China with a lens on academic major difference. This study hypothesizes that academic majors including Science, Technology, Engineering and Mathematics (STEM) and non-STEM differentiate the learners’ perception of computer self-efficacy (CSE) and MALL learning performance as well as moderate the effect of CSE on language learning performance.
Design/methodology/approach
Sample data for this study were collected from 200 university students enrolled in both STEM and non-STEM majors. Under the quasi-experiment, this study had been conducted vocabulary training, pre-test, post-test and a questionnaire. The Statistical Package for the Social Sciences, a statistical analysis technique based on ANOVA and regression were used to analyze the data.
Findings
The results support hypotheses that CSE, learning score and satisfaction are rated higher for STEM students than non-STEM ones and indicate the effect of CSE on language learning performance is stronger for STEM students than non-STEM ones in using MALL.
Originality/value
This paper addressed important issues in language learning on the academic major difference. The findings would be the guidelines for educational organizations to motivate and stimulate students with sustainable self-confidence important not only for improvement in students’ language learning achievements and outcomes but also for the advancement of mobile technology in language learning.
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Chinaza Solomon Ironsi and Hanife Bensen Bostancı
Research advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies…
Abstract
Purpose
Research advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies on mobile learning have neglected this aspect of technology integration resulting in numerous challenges. Moreover, there is evidence in the literature showing a scarcity of studies on the use of mobile learning in teaching productive skills. On the other hand, linguists recommend the use of responsive lesson design frameworks in language teaching, claiming effectiveness in teaching all language skills. However, responsive lesson design frameworks are yet to be implemented in a classroom setting. To bridge these gaps in scientific literature, our study decides to utilize the CAPE framework as a good teaching method for improving the productive skills of students in mobile-based instruction.
Design/methodology/approach
This study utilizes a mixed-methods research design with an experimental approach. Post-tests and interviews were employed to elicit information from the student-participants on the objective of the study.
Findings
Following the analysis of the collected data, notable findings were obtained. While there was evidence to show that the students perceived m-learning as boring and ineffective when incorporated with a traditional lesson framework, our study unveiled that students showed a different perception when incorporated with the CAPE framework.
Practical implications
Our study unveils that integrating responsive lesson frameworks with m-learning improves the speaking and writing skills of students.
Originality/value
This study provides empirical evidence to show the role of good teaching practices like integrating responsive LDFs and mobile learning in improving the productive skills of students. This study is the first to investigate the integration of CAPE and mobile learning in enhancing expressive skills.
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Salah A.M. Ahmed, Mohammed A.E. Suliman, Abdo Hasan AL-Qadri and Wenlan Zhang
This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international…
Abstract
Purpose
This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).
Design/methodology/approach
This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.
Findings
The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.
Research limitations/implications
This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.
Practical implications
The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.
Social implications
Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.
Originality/value
This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.
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Stephan Böhm and Georges Philip Constantine
This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students’ perceptions of contextualized mobile language…
Abstract
Purpose
This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students’ perceptions of contextualized mobile language learning.
Design/methodology/approach
An extended Technology Acceptance Model was developed to analyze the effect of contextual app features on students’ usage intention. The suggested app concept applies context-triggered push notifications to initiate learning sessions based on a location-aware vocabulary. Partial least squares structural equation modeling (PLS-SEM) was used for an empirical validation of the proposed research model.
Findings
The results of the analysis revealed, that students perceived the proposed app as beneficial for their learning endeavors. The location-aware feature is essentially relevant to improve the perceived usefulness of the system, as it may increase the learning effectiveness of the app in their everyday life.
Research limitations/implications
The study was conducted in quite a homogenous population. The sample size of the survey was rather small (n = 45). Further research is necessary to confirm the promising results of the research.
Originality/value
The results give some first evidence that the integration of innovative contextual features in mobile language learning apps may increase the usage intention and motivation to engage in a learning activity.
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Jestin Joy, Kannan Balakrishnan and Sreeraj M.
Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern…
Abstract
Purpose
Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.
Design/methodology/approach
The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.
Findings
Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.
Originality/value
This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.
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Yan Chen, Kendall Hartley, P.G. Schrader and Chenghui Zhang
The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and…
Abstract
Purpose
The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.
Design/methodology/approach
Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.
Findings
Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.
Originality/value
This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.
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Omkar Dastane, Juan Carlos Fandos-Roig and Javier Sánchez-García
This study aims to explore customer perceived value (CPV) dimensions in the context of free mobile educational applications (EduApps) which are paramount in learning-based digital…
Abstract
Purpose
This study aims to explore customer perceived value (CPV) dimensions in the context of free mobile educational applications (EduApps) which are paramount in learning-based digital start-ups and are essential for the implementation of circular economy (CE). The purpose of the present study is to identify dimensions of CPV specifically for EduApps and propose a conceptual model that would assist the digital start-up decisions which in turn can be a catalyst in navigating to a CE.
Design/methodology/approach
The study uses the Netnography approach by analyzing online user-generated content. A total of 13,147 reviews posted on the Google play store after using top free education apps were coded using ATLAS.ti 9 software.
Findings
Major dimensions of context-specific CPV are identified as technical value, content value, pedagogical value, gamification value and learning value. Subdimensions and items are extracted for each of these dimensions.
Practical implications
The larger subscriber base drives sponsorships, advertisements and donations which underpin the business model of free EduApps. This can be obtained through an attractive value proposition. Identifying context-specific value dimensions would aid entrepreneurs in optimal value mix development decisions. The proposed framework can be utilized by both researchers (for scale creation, comparative studies and quantitative studies) and practitioners (for entrepreneurial decisions on better value propositions).
Originality/value
CPV successfully describes consumer decision-making, but less attention is paid to linking the theory to the setting of mobile learning apps, where the bulk of research is focused on techniques like TAM, UTAUT, etc. In addition, studies identifying CPV from mobile apps with a specific focus on EduApps are sparse. Extant literature in this context is either based on a foundation of in-store business value dimensions or dominated by technical aspects when focused on the context of mobile apps. The current study bridges this gap.
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