A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

Park, Moonyoung; Slater, Tammy

doi:10.18806/tesl.v31i0.1188

Cited by 22 publications

(35 citation statements)

References 36 publications

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“…The evidence of this phenomenon is the growing body of research in English as a second or an additional foreign language. The foci of these researchers have been on policy issues, best practices, teacher education, and learner needs (Oliver, Grote, Rochecoute, & Exell, 2013;Park & Slater, 2014;Safford & Costley, 2008).…”

Section: English Learning In Native English-speaking Countriesmentioning

confidence: 99%

Language Needs of Francophone Students in an English as a Second Language Context

Borti

2021

Ghana J. Ling.

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In this study, I examined the English language needs of 73 Francophone students who enrolled to pursue their undergraduate degree in an English as a Second Language context. The setting for this case study was a private university in Ghana. The focus of this study addresses an important gap in the literature on meeting the needs of francophone undergraduate students. The participants in this study were French-speaking students who mostly lived and learned in French-speaking countries prior to their arrival in Ghana; thus, their language needs differed from those of Ghanaian students who typically learn in English over the course of their educational careers. Due to the disjuncture of these Francophone participants’ previous educational and lived experiences with the English language, I investigated the relevance of the available English language courses to their academic and career needs. Data collection took the form of a questionnaire and interviews, for the purpose of eliciting information about participants’ demography, language skills, and tasks relevant to their academics and future careers. In addition, the participants provided interview responses describing their reasons for learning in an English medium university. Findings indicate that Francophone ESL undergraduate students ascribe varying degrees of relevance and importance to English courses, and these reported differences in perceived relevance cohere with participants’ varying academic and career goals and needs.

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Section: English Learning In Native English-speaking Countriesmentioning

confidence: 99%

Language Needs of Francophone Students in an English as a Second Language Context

Borti

2021

Ghana J. Ling.

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“…Most studies in the United States have addressed adult learners and college students rather than elementary or secondary students (e.g., D. Kim, Rueckert, Kim, & Seo, 2013; Li & Hegelheimer, 2013; Nisbet & Austin, 2013; Park & Slater, 2014). In terms of college students, researchers found that teachers of English language used technology less often than students in their daily lives (Park & Slater, 2014) and concluded that this may affect how well teachers integrate mobile technologies into the classroom and curriculum. In this study, 60% of ELL students at a midwestern university had used mobile technologies in their classes and learning experiences, whereas only 15% of graduate students who taught them had done so.…”

Section: Findings From Previous Mobile Device Studiesmentioning

confidence: 99%

Use of Mobile Devices for English Language Learner Students in the United States

Ratliffe

2017

Journal of Educational Computing Research

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Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students' time with the academic content. Results of the review also indicated that additional studies are needed with improved methodological quality. We discussed directions for future research and implications for practice.

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“…Researchers have used them as pedagogical tools in order to expose learners to authentic communication situations and tasks that they will need to accomplish using the target language. In fact, several studies have pointed out that as educational tools, applications on mobile devices "can provide language learners with real-world opportunities to negotiate meaning and to engage with comprehensible input and output" [20].…”

Section: Educational Benefits and Drawbacks Of Mallmentioning

confidence: 99%

“…Concerning the nature of studies, in regard to the benefits and drawbacks of MALL, they can be classified in two types: implementation studies and review studies. Burston's (2013) [20] annotated bibliography is the most completed review study which provides a comprehensive historical background of MALL applications (1994)(1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012).…”

Section: Educational Benefits and Drawbacks Of Mallmentioning

confidence: 99%

“…[23], [18], [2] suggesting that they must be more extended to learner-centered and self-directed language learning. Likewise, Park and Slater (2014) [20] have underlined that applications used in MALL lack of instructional design and especially design based on Task-Based Language Teaching (TBLT) model. The same finding led Lindaman and Nolan (2015) [24] to point out that "significant preparation is required in order to design applications that are pedagogically sound, make the most of a mobile platform's potential for interactive learning, and are well suited for use in and outside of communicative classrooms".…”

Section: Educational Benefits and Drawbacks Of Mallmentioning

confidence: 99%

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Applications for Mobile Assisted Language Learning: A Current Field Research

Arvanitis¹,

Krystalli²,

Panagiotidis³

2016

INTED2016 Proceedings

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Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attention. m-Learning is defined as the use of mobile devices in learning such as mobile phones, tablet pcs, pocket pcs and personal digital assistants (pdas). Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students' motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning).This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, a field research was carried out on a sample of 20 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the principles and standards proposed by the Common European Framework (CEFR), there was an effort on determining whether these applications contain languages activities in order to successfully support reading, writing, listening and speaking skills and language acquisition in general. Based on the findings further areas of research are suggested.

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A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

Cited by 22 publications

References 36 publications

Language Needs of Francophone Students in an English as a Second Language Context

Language Needs of Francophone Students in an English as a Second Language Context

Use of Mobile Devices for English Language Learner Students in the United States

Applications for Mobile Assisted Language Learning: A Current Field Research

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