THE IMPACT OF MOBILE LEARNING ON TEACHING ENGLISH

The purpose of this paper is to examine how effective mobile devices are in the process of teaching and learning English through the perspective of university students. The research is aimed at finding out whether using mobile apps for learning purposes, in particular, for learning English is of interest for students and look at potential ways of learning the language. It also aims at exploring potential of educational applications downloaded to students' mobile phones in terms of their integration into the classroom activities at university for the purposes of learning English. To fully conceptualize the research in mobile teaching and learning, the authors addressed the mentioned problem by using Google Forms. An online questionnaire was created and sent to students with responses collected in an online spreadsheet and was further analyzed by the authors. 102 representatives from 16 countries who study at 4 universities located in Poland and Ukraine took part in the survey. To link the reported mobile device use obtained from the questionnaire and its actual use for language learning the follow-up interviews for the subset of students were conducted with the relevant conclusions drawn. The issue of using mobile devices in the process of university study as an educational tool was investigated and proposed to potentially expand perceptions of tutorial experience of how we view teaching and learning English.

Education Sciences , 2019

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers' encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner's cognitive capacity, the learner's motivation to study in both formal and informal settings, the learner's autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students' needs, and to deliver multiple language skills in authentic learning environments.

Journal of Education Technology

Learning on twenty first century has influenced the use of technology especially as contextual learning media in the classroom. Moreover, digital generation students have already known the role of technology and have adapted it successfully. Therefore, it was very important to introduce attractive and active learning by using authentic activities and one of these activities was called Mobile Assisted Language Learning (MALL). This learning brought the world’s information only to the students’ smart phone. In contrast to traditional learning in the classroom, the students did not fully gain knowledge in the classroom. In fact, the implementation of MALL could give students’ freedom to learn in terms of time and place. The result of this research showed that students had obstacles in learning especially in terms of activities and the used of teaching media. Students needed authentic learning media that could improve their four skills.

International Journal of Computer-Assisted Language Learning and Teaching, 2012

Do students use varied types of technological devices for enhancing learning? If not, how can educators motivate students to use them within or outside the classroom? How can teachers facilitate mobile learning in a traditional classroom? With the changing trends in the field of language teaching and the introduction of various technologies, these questions must be addressed for enhancing learning, particularly among tertiary level students. To promote language learning using mobile devices, teachers must first learn the special features of various mobile devices that could be used for teaching language skills to students. This article highlights the possibility of using some of the devices for teaching communication skills through a description of the devices and a pilot study conducted with tertiary level students. It further indicates effective ways of enhancing the concept of mobile learning.

Revista de Pedagogie - Journal of Pedagogy, 2017

The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students' own devices through the implementation of a Bring Your Own Device Policy (BYOD) within foreign language lessons.

Mobile technologies can enhance learning experience in many ways - they provide instantfeedback and access to materials, help design new assessment models (Traxler, 2009),enhance learner autonomy (Kukulska-Hulme, 2010), etc. But for efficient implementation of a new device or technology it is necessary to investigate its didactic potential. The aim of thefirst stage of a long-term project Mobile devices in Language Classroom: theory and practice which was launched in 2011 at one of the largest Russian universities was to analyzestudents' and teachers' preparedness to implement new technologies, to investigate theprerequisites and ways of effective mobile learning integration into classroom basedlanguage learning as mobile Internet and mobile devices are becoming available andwidespread in Russia.The research tool was a questionnaire containing40multiple choice answers in four domainsincluding learners' attitude, knowledge, skills and experience. 235 students were questioned.The results demonstrated that today students more frequently use mobile devices outside theclass on their own than in classroom work as an access to reference materials, as multimediamaterial playback and as a means of interaction. They very rarely use in class educationalmobile apps; they don't use mobile devices for production or for collaborative activities. Ourinstructors unwillingly employ mobile devices but do not guide students through alreadyavailable educational mobile apps due to a number of reasons. This survey proves one moretime that the pressure towards the use of mobile devices is coming from students, that it is amust to work out certain strategies of mobile technologies implementation into traditionalclassroom to avoid undesirable consequences of mobile devices misuse in learningexperience.This survey encouraged us, firstly, to design some m-learning activities focused on theauthentic real-life situations for developing learners' speaking, listening and grammar skillsin class, secondly, to create collaborative learning activities based on Google Maps, mindmapping and other apps so that learners can get on with tasks outside the class, thirdly, toemploy smart phones for getting students' immediate feedback during lecture and seminarcourses via Student Response System (HiST, www.histproject.no)

2016

The purpose of this paper to describe the rapid developments of smart phone technology and pedagogical application accompanying the process of English learning. Some of the latest research and review has shown that smart phones are contributing significantly to the application of pedagogical process of learning English, which is not limited only to examine the development of smart phone technology itself. Overall, smart phone technology has also been taking part significantly in everyday human life. A discussion of smart phone technology has also been widely known to contribute significantly in the research of Computer Assisted Language Learning (CALL). Many researchers have released their latest report that smart phones contribute positively and effectively at the same time as a support which can improve the quality of English learning process. Challenges and opportunities of smart phone technology has become a matter of everyday discussion.

SMART MOVES JOURNAL IJELLH

The present century is the age of digitalization and technogical innovation. In this age of transition, Each and Every phase is marked with some innovation and transition which make the learner more and more comfortable in learning foreign Language. New literacy and new media are shaping the instructional and pedagogical practices of the global education system. The growing and the most popular technology in this development is Mobile Assisted Language Learning (MALL). Technologies like MALL hold immense possibility to increase the overall effectiveness of language learning within and beyond the classroom. The emergence of mobile device and the gradual development of its features and applications provide an instance of learning foreign language with technology. Mobile Assisted Language Learning is the latest field of research is still in the initial stage for learners in India. It is yet to be seriously explored and instructional and pedagogical framework is still lacking. This pape...

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers.

2019

АНОТАЦІЯ | ABSTRACT : The article examines the features and potential of mobile applications to use them in teaching foreign languages, namely English. The objectives of the study are to analyze current forms, methods and means of teaching foreign languages using information and communication technologies, their selection and experimental verification of the effectiveness of their use and to improve the process of learning a foreign language in higher education through the use of multimedia tools in general, and mobile learning in particular. The basic learning methods that underlie mobile learning applications are described in order to group English language learning applications by priority learning method and to show similarities and differences with traditional learning methods. Some of the most famous English language learning applications have been reviewed and characterized. It is planned to summarize the results of the study to make recommendations for the implementation of ...