Exploring chat-based communication in the EFL class: computer and mobile environments

Andújar, Alberto; Ramiro, S. Salaberri

doi:10.1080/09588221.2019.1614632

Cited by 37 publications

(28 citation statements)

References 34 publications

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“…To these ends, blended learning models have also involved the use of mobile devices in foreign language classes to extend classroom instruction. This has been achieved through the use of technological tools such as instant messaging services [25][26][27], mobile applications [28][29][30], videoconferencing tools [31,32] or the built-in allowances of mobile devices such as video [33] or photo camera [34]. As observed, the possibilities offered by mobile devices for language learning are varied and different language skills have been a matter of investigation in Mobile-Assisted Language Learning (MALL).…”

Section: Blended Learning and The Use Of Mobile Devicesmentioning

confidence: 99%

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

2020

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Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.

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Section: Blended Learning and The Use Of Mobile Devicesmentioning

confidence: 99%

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

2020

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“…The way students learn through technology is diverse, for example, mobile learning (m-learning) and Mobile-Assisted Language Learning (MALL) (Çakmak, 2019a;Kukulska-Hulme & Viberg, 2018), wikis and blogs (Seaman & Tinti-Kane, 2013). Social networking platforms such as Facebook, Twitter, WhatsApp or Instagram have been applied to foreign language education for more than a decade (Alnujaidi, 2017;Andujar & Salaberri-Ramiro, 2019;Çakmak, 2019b;Gallardo-López & López-Noguero, 2020;Gettman & Cortijo, 2015;Lomicka & Lord, 2016;Vahdat et al, 2020). Their use is justified because they can facilitate language learning at the same time that digital competence is incorporated in the teaching-learning process (Alsaied, 2017;Martín-Monje et al, 2018;Solmaz, 2018).…”

Section: Technology For Educational Purposesmentioning

confidence: 99%

Approaching the Use of Facebook to Improve Academic Writing and to Acquire Social Competences in English in Higher Education

Martínez-Lirola

2022

CONT ED TECHNOLOGY

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This article offers a proposal for integrating the social network Facebook into an English as a Foreign Language (EFL) classroom in tertiary education. The main objectives of this article are the following: 1. To offer a pedagogical proposal so that students can develop written skills and grammar at the same time that they acquire social competences using Facebook and 2. To know students' opinions about the use of Facebook and the main social competences that they have acquired while using this social network in the teaching-learning process. The methodology is mainly qualitative-descriptive although some quantitative data is offered with the results of a questionnaire students completed. The data were collected through students' posts in the Facebook discussions and a questionnaire.The findings reveal the main grammar mistakes observed in students in the Facebook discussions and how Facebook is an appropriate social network for the participation of students in cooperative discussions on social topics and for the acquisition of social competences such as cooperation or communication. The results of the questionnaire show that students have a positive opinion about practicing the written skill in Facebook and they are aware that, apart from learning English, they also acquire social competences.

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“…Equally, few studies have explored affective aspects of MMC, except Anduja and Salaberri‐Ramiro (2019), who compared text chats in MMC versus CMC in an EFL class through an analysis of chat transcriptions and a post survey. Learners' emotional engagement (e.g., interest, excitement) was significantly higher in the MMC, while their cognitive engagement (e.g., accuracy, cohesion) was higher in the CMC.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Learners' emotional engagement (e.g., interest, excitement) was significantly higher in the MMC, while their cognitive engagement (e.g., accuracy, cohesion) was higher in the CMC. The ability of learners to use smartphones regardless of the time or location and the more synchronous nature of the interactions seemed to be associated with learners' higher emotional engagement in the MMC, while learners tended to be more accurate and type longer messages when using computer keyboards (Anduja & Salaberri‐Ramiro, 2019). Sampson and Yoshida (2020) examined learners' emotions in 7‐week chats in a language exchange situation (English and Japanese) through computers or mobile phones (19 Japanese language learners and 21 English language learners).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Computer‐mediated communication (CMC) or mobile‐mediated communication (MMC), such as text chat, is commonly used by language learners, either as part of a formal course or to converse with friends who speak the target language, because in this way students can chat anytime and anywhere; and such text chats between native speakers and learners embody a communicative situation that is (or is close to) a use of the language for social purposes. The use of CMC or MMC in SL/FL learning has consequently been investigated (e.g., Anduja & Salaberri‐Ramiro, 2019; Gurzynski‐Weiss & Baralt, 2013; Tudini, 2007, 2010; Yuksel & Inan, 2014), but the focus has generally been on the linguistic and cultural aspects of learning, rather than on learner emotions. The present study, on the other hand, researches the emotions that Japanese language learners at an Australian university experienced during text chats in Japanese with native speakers via mobile phone or computer.…”

Section: Introductionmentioning

confidence: 99%

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Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers

Yoshida

2020

Foreign Language Annals

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Exploring chat-based communication in the EFL class: computer and mobile environments

Cited by 37 publications

References 34 publications

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

Approaching the Use of Facebook to Improve Academic Writing and to Acquire Social Competences in English in Higher Education

Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers

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