Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top-down educational policies are prevalent, the ...roles of teachers are usually
overemphasized while learners-the end-users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile-assisted language learning. This
study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch-based path model. Results indicated
that students showed stronger desire for teachers' orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers' demonstration of mobile-assisted language learning
activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. Author abstract
Few studies have investigated the extension of the technology acceptance model (TAM) of mobile‐assisted language learning (MALL) by incorporating psychological influence factors. We aimed to ...determine the factors affecting the continued adoption of MALL by college‐age students of English as a foreign language (EFL). We extended the TAM by adding psychological constructs from action control theory and the concept of intrinsic motivation. Data from a large‐scale survey of 557 Taiwanese college EFL students recruited through online convenience sampling were analysed through structural equation modelling. The results revealed that the significant predictors of behavioural intention were its antecedents. Three crucial psychological factors, namely nonpreoccupation, nonhesitation, and nonvolatility, significantly predicted behavioural intention. Perceived ubiquity value, tasks, and mobile self‐efficacy were strong predictors of intrinsic motivation. Intrinsic motivation significantly predicted behavioural intention through perceived usefulness and perceived ease of use. Finally, perceived ease of use had a moderate effect on behavioural intention through perceived usefulness. The satisfactory explanatory power of the extended model was indicated by the explained variance (R2) of 80% for behavioural intention. This extended TAM may contribute to the long‐term development of MALL.
Practitioner notes
What is already known about this topic
Mobile technology has been widely adopted to enhance language learning. However, few studies have investigated individuals' adoption of mobile‐assisted language learning (MALL).
Factors affecting users' behavioural intention to accept an information system have been researched extensively.
The technology acceptance model (TAM) has been extensively used to investigate users' acceptance of different technology in various contexts.
What this paper adds
This study extended the TAM by incorporating psychological factors to predict the behavioural intention of learners to continue using mobile technology in language learning.
The three action‐oriented psychological antecedents (nonpreoccupation, nonhesitation, and nonvolatility) used in the model significantly predicted EFL college learners' behavioural intention to continue using mobile devices for language learning.
One major factor (intrinsic motivation) significantly affected continued behavioural intention to engage in MALL through perceived ease of use and perceived usefulness.
Implications for practice and/or policy
Teachers should incorporate various warm‐ups, collaborative activities, and positive feedback from others to MALL tasks to reduce feelings of negativity for state‐oriented learners and increase willingness to accept MALL for action‐oriented learners.
Teachers and developers of MALL systems can promote its acceptance by prioritising usable interfaces and enjoyable, challenging tasks in the design of MALL systems to increase learners' intrinsic motivation and perceptions of usefulness and ease of use.
Technical guidance, clear and brief operation orientation sessions, and immediate support should be offered to assist learners in engaging in MALL tasks.
Background
Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an ...example of MALL) affect student motivation, language anxiety, and actual achievement.
Objectives
To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes.
Methods
Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model.
Results and Conclusions
The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity.
Implications
Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes.
Lay Description
What is already known about this topic
Using WhatsApp and more broadly instant messaging applications are conceived to be motivating in language teaching context
Studies indicate students are inclined toward using these applications in language learning
Research shows that using WhatsApp is easy to apply for language teaching purposes
What this paper adds
The study examined the effect of using WhatsApp on language learners' motivation, achievement, and language anxiety
A pre‐ and post‐test approach with experimental and control condition has been used to evaluate the effect more accurately
The study employs Self‐determination Theory as a theoretical framework for testing a motivational process model
Results show that using WhatsApp predicted the outcomes directly and indirectly
Implications for practice and/or policy
WhatsApp can significantly encourage university students to better learning of the language skills especially in times where face‐to‐face communication is limited
WhatsApp is conditioned by the guidance of instructors, their ongoing formative and summative assessment
WhatsApp appears to allow students enjoy their learning process due to the opportunities for collaborative work and constant exchange of content
Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more ...light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners’ vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners’ vocabulary learning attitudes and self-regulatory capacity over time. Over the course of 1 year, various mobile applications were integrated into the regular English language instruction of the learners. The required data were collected
via
administering vocabulary learning attitude and self-regulating capacity in vocabulary learning scales. The data were analysed applying latent growth curve modelling to examine the participants’ longitudinal trajectories and patterns of change in the two waves of collected data. The fit indices of the latent change models revealed an increase in both the EFL learners’ vocabulary learning attitudes and their self-regulatory capacity during the 1-year MALL programme. The analysis of between-person differences also indicated that changes in both variables were positively correlated.
Mobile technologies have transformed L2 listening. These technologies provide learners with an abundance of materials that transcend the limitations of traditional classroom instruction. ...Understanding how learners engage with such materials is crucial if teachers are to facilitate students' development of self-regulated listening strategies. This study reports on the development and validation of a new instrument, the Mobile-assisted Self-Regulated Listening Strategy Questionnaire (MSRLS-Q). Informed by a social cognitive understanding of self-regulation, items were generated from existing literature and semi-structured interviews with 16 Chinese undergraduate students. The questionnaire was validated through an exploratory factor analysis with 309 Chinese undergraduate students, followed by a confirmatory factor analysis with a separate sample of 327 students. Results confirmed a 31-item, five-factor model covering students' pre-, during- and post-listening strategies: Goal setting and mobile resource planning, Cognitive and metacognitive multimedia listening, Mobile-assisted motivational control, Structuring online social space, and Listening evaluation and adaptation. Structural equation modelling revealed that four of the five factors significantly predicted students’ international orientation to use English. The results emphasize self-regulated listening as a cyclical process reflective of cognitive, motivational, and social dimensions of strategy use. Implications for research and pedagogical use of the MSRLS-Q are discussed.
The ability to speak English fluently and confidently plays a vital role in enhancing employment opportunities of graduate students of India. Though English has been a second language for over ...decades in the country, teaching speaking skills with intelligible pronunciation to the first generation of learners remains a major challenge. The limited number of classes allotted for English speaking and pronunciation and lack of resources make it more challenging. Previous research suggests that Mobile Assisted Language Learning (MALL) offers anywhere and anytime learning opportunities for second language learners. However, there is little research on how mobile learning enhances speaking skills and pronunciation of tertiary level students from rural areas who lack exposure to English outside the classroom. The present paper aims at studying the impact of MALL in improving a) speaking skills b) segmental and suprasegmental features of pronunciation and c) the viability of bring your own device (BYOD) approach. Mixed methods approach has been adopted for collecting the data from twenty five (n=25) randomly selected students who underwent training with BYOD. The results showed a positive effect on the speaking skills and the overall intelligibility of the participants. The use of smartphones also resulted in improved learners’ engagement in the language learning. Teachers at tertiary level could benefit from the study, adopt digital technologies in L2 teaching and learning and further extend the scope of the study with their experiences.
Since smartphones are getting cheaper, sophisticated, and multifunctional, there are opportunities for learners to engage in more meaningful English language learning. This study employs a ...mixed-method research design, with the purpose of identifying the use of English language apps outside the classroom and depicting students’ English language apps use behaviour i.e. motivation from the Self-Determination Theory (SDT). The findings show that students use the apps related to grammar the most and followed by English apps related to speaking, reading and, vocabulary. Findings also reveal students in this study display three types of motivation from the perspective of SDT i.e. autonomy, competence, and relatedness. Based on the findings, a model of Pedagogical Considerations of Using Smartphone for English Language Learning (PCUSELL) is suggested. As a conclusion, the authors suggests that educators in higher educational institution educators should consider the potential of smartphone English apps in their teaching and learning activities, particularly in this new normal of teaching and learning i.e. epoch of the COVID-19 pandemic.
Background
This research is inspired by the challenges encountered in interpreter training, changes in learning needs in the technological era, the educational paradigm shift caused by the COVID‐19 ...pandemic, the lack of studies on combining virtual reality (VR)_and mobile technologies, and literature gaps in the field of the incorporation of technology in interpreter education.
Objectives
This research aims to develop a mobile‐based VR application for bi‐directional English‐Chinese and Chinese‐English interpreting learning named ‘Virtual Interpreting Practice’ (VIP) based on an interpreting competence model and to investigate its impact on students' self‐rated language and interpreting proficiency levels as well as their declarative knowledge and operative skills as reflected in different interpreting modes (sight and consecutive) and language directions (English‐Chinese and Chinese‐English). The VIP app contains learning resources, including 13 learning modules covering both interpreting modes, practical topics and contexts, video lectures and demonstrations, fully immersive VR and non‐VR practice, glossary lists, source texts, translated texts and an online feedback platform.
Methods
Thirty‐one native Chinese‐speaking English as a second/foreign (ESL/EFL) undergraduate students used the app for self‐directed learning. The data were collected by the pre‐study and post‐study questionnaires as well as the pre‐test and post‐test.
Results and Conclusions
The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both modes and language directions. While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.
Lay Description
What is already known about this topic
A number of studies have demonstrated the use of virtual reality (VR) provides users with senses of multiple presence, enhances learner engagement and motivation, and facilitates collaborative, situated, immersive and experiential learning that is not often available in traditional learning environments.
The increasing availability of VR has created new opportunities in the area of mobile‐assisted language learning (MALL), paving the way for a new research area called VR‐assisted language learning (VRALL).
Using VRALL, numerous benefits in various language skills have been identified, such as listening, speaking, writing and vocabulary acquisition.
What this paper adds
While blending VR and mobile technologies may play a more significant role in education settings and create more advantages, the impact of this combination for interpreting learning has remained an unexplored area in higher education. This paper has addressed the research gaps in which there is a lack of VR language learning apps that are bilingual, mobile‐based and specifically designed for interpreting practice in highly immersive learning environments.
The results indicate that the use of VIP significantly raised the students' self‐rated language and interpreting proficiency levels as well as their interpreting performance in both sight and consecutive interpreting and language directions (English‐Chinese and Chinese‐English).
While the students performed better in sight interpreting and Chinese‐English interpreting, they achieved a significantly higher improvement rate in consecutive interpreting and English‐Chinese interpreting.
Implications for practice and/or policy
The results have implications for the roles of students and teachers. The app developed in this study shifts the teacher‐led approach to student‐centred learning. While it allows more learning autonomy, its effectiveness may largely depend on students' ability to self‐regulate and engage.
It appears that the effectiveness of VRALL depends on a number of individual and contextual factors, e.g. the design and functionality of the apps, availability of the internet connection and smartphones as well as learning needs and motivation.
The purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational ...model. The data were collected from the 428 freshmen attending the English preparation programs run at İnönü and Fırat Universities, Turkey, using "Smartphone Use in Learning Foreign Language Scale". The results showed that participants use their smartphones more frequently to engage in English listening and speaking activities than reading and writing activities. The participants also believe that smartphones scarcely have adverse effects on learning English. However, it was also found that the more time students spend online, the more they suffer from the adverse effects of smartphones in terms of language learning. Results about gender revealed that female students use their smartphones more frequently than their male peers to engage in formal language learning activities. Significant differences related to frequency of smartphone use for both formal and informal language learning purposes were detected, with the Business Administration and Molecular Biology and Genetics department students showing higher frequency. No statistically significant difference was found between students' views about using smartphones for language learning according to the types of Internet connection (Wi-Fi, mobile data, or both).
Mobile devices and technologies have proliferated extensively and become an integral part of life and learning. Mobile-assisted language learning (MALL) has progressed as an emerging area of research ...corresponding to recent advances in mobile technologies and the proliferation of smartphones and tablet computers. Accordingly, this study examined MALL research between 2008 and 2020 through a bibliometric analysis using social network analysis (SNA) and text mining techniques. The SNA and text mining analysis suggest five broad research themes: (1) self-regulated language learning by defining one's own learning objectives, (2) providing learner agency and motivation by empowering autonomy, (3) personalizing learning through artificial intelligence (AI)-supported mobile learning (m-learning), (4) MALL for learning in the wild, and (5) MALL to support higher education. The findings show that while MALL research has been considerably operationalized around linguistic factors, nonlinguistic factors relating to learners' interactions with mobile devices or applications have been largely overlooked. It was found that MALL scholarship has recently tended to incorporate the use of mobile devices in informal learning contexts and outside the classroom due to the flexibility and anytime anywhere functionality of m-learning. The study concludes with several suggestions and highlights the areas that need more attention in MALL research.
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