Informal Language Learning Through Mobile Instant Messaging Among University Students in Korea

Pooley, Aaron W.; Midgley, Warren; Farley, Helen

doi:10.4018/ijmbl.2019040103

Cited by 11 publications

(5 citation statements)

References 28 publications

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“…Following F. J. Garcí a-Peñalvo, H. Farley published 14 articles. Her work was about e-learning and m-learning [38] and mobile instant messaging [39]. In terms of the author's influence, Dr. Mostafa Al-Emran from British University in Dubai, UAE, has the largest number of citations in this area (630), followed by Dr. Nadire Cavus, Professor at Near East University, Turkey (598) and Dr. Francisco Garcí a-Peñalvo, Professor at the University of Salamanca, Spain (537).…”

Section: Most Influential Authors and Sourcesmentioning

confidence: 99%

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

Irwanto¹,

Saputro²,

Widiyanti³

et al. 2023

IJIET

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This study explores the research landscape of mobile learning in the context of higher education (MLHE) by conducting a comprehensive bibliometric analysis over the years. A total of 2477 papers published in peer-reviewed journals and conferences up to May 2022 were retrieved from the Scopus database. The results revealed an increase in MLHE research over time with a peak in 2021. The first paper was published in 2002, indicating the beginning of the field. The works of J. Gikas and M. M. Grant, L. F. Motiwalla, and J. Cheon et al. stand out as the most cited articles among the analyzed documents. T. Cochrane, F. J. García-Peñalvo, and H. Farley are the most prolific authors. ACM International Conference Proceeding Series, International Journal of Interactive Mobile Technologies, and International Journal of Mobile Learning and Organisation are the most productive sources. University of Salamanca, Science University of Malaysia (Universiti Sains Malaysia), and the University of Southern Queensland are the most active institutions. China, the US, and the UK are the most relevant countries. Keywords such as “mobile learning”, “m-learning”, “higher education”, “e-learning”, and “mobile devices” remain the trending keywords in this area. This review offers a comprehensive overview of scientific production and the future direction of the field.

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Section: Most Influential Authors and Sourcesmentioning

confidence: 99%

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

Irwanto¹,

Saputro²,

Widiyanti³

et al. 2023

IJIET

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“…According to Lee and Drajati (2019), high-quality teaching of speech activity is impossible without interactivity. Especially popular for such purposes among students is the use of social networks Facebook, Instagram, TikTok (Mykytiuk, Lysytska & Melnikova, 2020;Pooley, Midgley & Farley, 2019) Their positive impact is significant, as scientists rightly point out. However, the question of the practical application of social media based on Web 2.0 technologies remains out of attention.…”

Section: Literature Reviewmentioning

confidence: 99%

Social Media as a Development Tool English Communicative Competence

Puzanov¹,

Volynets²,

Lesiuk³

et al. 2022

JCT

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The purpose of the research is to determine the effectiveness of the practical application of social media based on Web 2.0 technologies, aimed at developing students' English-speaking communicative competence. To implement the tasks and test the hypothesis put forward, the following scientific research methods were used: empirical (experimental learning using social media based on Web 2.0); diagnostic: observation, testing of students; statistical method - mathematical analysis of the data obtained during the experiment; descriptive: description and verbal recording of results. The results of the experimental study showed the correctness of the hypothesis put forward that the formation of English-speaking communicative competence among students will become more effective when creating a methodology using social media formed on technologies Web 2.0. For practical implementation of obtained theoretical conclusions after the experiment, it is necessary to have certain pedagogical conditions. Among these: taking into account the peculiarities of the educational environment, enhancing the speech activity of students with the participation of social media based on Web 2.0 technologies. They were developed on the basis of the results of diagnostics of the level of formation of the English-speaking communicative competence in the process of teaching students in streaming mode. Future scientific searches are possible in the direction of theoretical substantiation and practical application of new social media based on Web 2.0 technology in other training courses and other (non-philological) specialties. This vector of research is especially necessary during distance learning as an alternative to the traditional educational process.

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“…The possibilities for using social networks to support language learning have been discussed in the literature (Mills, 2011). Similarly, the way in which such networks can be used for learning when accessed from mobile devices (Al-Shehri, 2011), with emphasis on informal learning (Pooley et al, 2019) and opportunities for increased social interactions (Zou, Li and Li, 2018). The use of social networks seems to motivate students (Blattner and Lomicka, 2012), and social media can support motivation through social learning which relies on opportunities for interaction (Deaton, 2015).…”

Section: Social Networking In Language Learningmentioning

confidence: 99%

Supporting listening comprehension by social network-based interaction in mobile assisted language learning

Read¹,

Kukulska‐Hulme²,

Bárcena³

2021

PortaLin

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Listening comprehension is challenging for students because it is more than just the direct extraction of meaning from sound. The literature reflects the need to develop relevant strategies. Teachers typically try to help students structure their learning into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes. In this paper, the role of MALL (Mobile Assisted Language Learning) is proposed as a way to support this learning process and specifically to scaffold its third phase. A study was carried out with an app that the authors have developed for listening to audio news recordings. There are two versions of this app; the first is a standalone program which the students use on an individual basis. The second links to Facebook to enable students to summarize, share and discuss what they have listened to, thereby refining and consolidating their comprehension. A research question in this study addressed the role of a social network in a MALL app in terms of motivation and learning habits. The results of the study provide pedagogical insights into the answer and the value of including social network-based interaction in a MALL app for the development of listening comprehension.

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Informal Language Learning Through Mobile Instant Messaging Among University Students in Korea

Cited by 11 publications

References 28 publications

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

Social Media as a Development Tool English Communicative Competence

Supporting listening comprehension by social network-based interaction in mobile assisted language learning

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