Incorporating mobile learning and the CAP(E) framework in improving the receptive skills of students

Abstract

PurposeGiven the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted language learning in language teaching, this study decides to incorporate a context-analysis-practice-exploration lesson-planning framework with mobile learning to improve the receptive skills of learners. This step is necessary on the recommendation by scholarly research that while implementing technology, teacher training, digital literacy and expertise, incorporating good teaching practices and lesson planning frameworks may assist in yielding positive results.Design/methodology/approachThis study decides to utilize a mixed-method research design through an experimental approach to elicit information from 90 EFL students concerning the effectiveness of incorporating the context-analysis-practice-exploration framework in a mobile-leaning mode instructional delivery to improve their reading and listening skills.FindingsAfter collecting and analyzing data, the study found that while the participants perceived enhanced-mobile learning to make lessons enjoyable, integrating this framework and m-learning improved their reading skills. This study used notable findings to make pedagogical conclusions on the objective of this study.Originality/valueThis study contributes through empirical evidence on the effectiveness of incorporating mobile learning and a responsive lesson planning framework towards improving English as a foreign language learners' learning outcome. Besides, this study is the first to probe and unpack the effectiveness of a responsive lesson-planning framework in language education.

Guest editorial: Contemporary learning behaviors on mobile devices and social media – part II

“…Conrad et al (2024) show that we-intentions are positively associated with recent app use and student satisfaction, group norms significantly influence the formation of we-intentions and social identity is positively associated with both we-intentions and satisfaction. Istek and Ironsi (2024) show that participants perceived enhanced mobile learning as enjoyable and that integrating the CAP(E) framework and m-learning improved their reading skills. Lai (2024) integrated understanding by design-Internet of Things (UbD-IoT) education with design thinking and computational thinking to plan and design an IoT course and showed this approach greatly decreased students' overall cognitive load.…”