Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

Zhang, Danyang; Pérez-Paredes, Pascual

doi:10.1080/09588221.2019.1662455

Cited by 73 publications

(52 citation statements)

References 35 publications

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“…A Theoretical Model: Discussion of two frameworks: (1) Framework for the rational analysis of mobile education (FRAME). (2) TAM and TAM 2, the author proposed a new theoretical model that focused on the technology enhancement, non-formal learning setting, and learner-centered to develop a better understanding for EFL learners using mobile English learning resources (MELR) for Chinese postgraduate students ( Zhang & Pérez-Paredes, 2019 ).…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…The evaluation measured its effectiveness, user's motivation, acceptance, and attitude within the Framework of mobile learning tools ( Önal, Çevik & Şenol, 2019 ). Moreover, by discussing two frameworks: (1) Framework for a rational analysis of mobile education (FRAME) and (2) TAM and TAM 2, the author proposed a new theoretical model that focuses on the technology enhancement, non-formal learning setting, and learner-centered to develop a better understanding for EFL learners on mobile English learning resources (MELR) in English language learning for Chinese postgraduate students ( Zhang & Pérez-Paredes, 2019 ). Furthermore, it was also a social cognitive theory of motivation.…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…A quantitative study using a quasi-experiment (Pre-test and Post-test) was conducted by ( Hsu, Hwang & Chang, 2013 ) ( Wu, 2018 ) ( Chang et al, 2013 ) ( Kalogirou, Beauchamp & Whyte, 2017 ) ( Fisser, Voogt & Bom, 2012 ) to collect data through questionnaires whereas, a quantitative study using questionnaire only was conducted by ( Zhang, 2016 ) ( Kohnke, Zhang & Zou, 2019 ) ( Bourekkache & Kazar, 2020 ). A mixed-method approach was used ( Amer, 2014 ) ( Botero, Questier & Zhu, 2018 ) ( Ou-Yang & Wu, 2016 ; Quan, 2016 ) ( Önal, Çevik & Şenol, 2019 ; Zhang & Pérez-Paredes, 2019 ) ( Ishaq et al, 2020b ) to conduct interviews and questionnaire for the collection of information, whereas a qualitative approach in which interviews were conducted by ( Hazaea & Alzubi, 2018 ) ( Makoe & Shandu, 2018 ).…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…Frequencies: A frequency distribution is a graphical or tabular representation that indicates the number of observations over a given interval ( Young, 2020 ) calculated by Zhang (2016) , Kohnke, Zhang & Zou (2019) , Bourekkache & Kazar (2020) and Zhang & Pérez-Paredes (2019) .…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

See 3 more Smart Citations

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

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Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

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Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

View full text Add to dashboard Cite

show abstract

“…Technology-enhanced language learning has been widely acclaimed for its various facets of the power of technology for language learning in which, with the assistance of technology, learners are provided with diversified learning opportunities [ 1 , 2 ]. Indeed, technology not only constitutes an important learning space by providing learners with flexible learning venues across time [ 3 ] but also impacts on their language learning motivation and learning outcomes [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Gan

Wang

2020

PLoS ONE

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This article reports the development and validation of an instrument, the Technology-Based Self-Regulated English Learning Strategies Scale (TSELSS), in terms of its multifaceted structure of self-directed use of technology in English learning among Chinese university EFL students. TSELSS was developed through a three-phase process, focusing on the domain of self-regulated English learning in technology-assisted conditions. The first phase involved the generation of an item pool, the second a pilot study ( N = 164) aimed at identifying the factor structure of TSELSS using exploratory factor analysis, and the third an examination of the psychometric properties of the revised TSELSS using confirmatory factor analysis with another independent sample of students ( N = 525). Furthermore, the concurrent validity of TSELSS was investigated through correlations with students’ English language self-efficacy and English learning outcomes. The final version of the scale is made up of five types of technology-based self-regulated English learning strategies: motivational regulation strategies , goal setting and learning evaluation , social strategies , technology-based English song and movie learning , and technology-based vocabulary learning . The TSELSS can be used as an evaluation tool to appraise EFL students’ technology-based self-regulated English learning experience, and as a research tool to investigate more associations between technology-based self-regulated strategic English learning and other contextual and learner individual factors.

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Design and Implementation of Augmented Reality for English Language Education

Zhang

Wang

2020

Augmented Reality in Education

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Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

Cited by 73 publications

References 35 publications

Mobile-assisted and gamification-based language learning: a systematic literature review

Mobile-assisted and gamification-based language learning: a systematic literature review

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Design and Implementation of Augmented Reality for English Language Education

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