Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Morgana, Valentina; Shrestha, Prithvi

doi:10.4018/ijcallt.2018070102

Cited by 10 publications

(27 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, some studies demonstrated how the iOS device helped teachers to provide immediate and personalised feedback on the tasks proposed. For instance, teachers and students reported positively on the use of the builtin iPad messenger app to interact inside and outside the classroom (Morgana & Shrestha, 2018). Mobile devices can have similar characteristics and affordances, but the fact that learners and teachers use the same device with the same applications and the same operating system appeared to facilitate scaffolding, instruction flow and the management of various issues such as app selection or sharing features.…”

Section: Discussionmentioning

confidence: 99%

“…There are a number of studies focusing on the use of the iPad in the English as foreign language secondary classroom (e.g., Morgana & Shrestha, 2018;Simpson, Walsh, & Rowsell, 2013). , for example, investigated the effects of using iPads in an Extensive Reading Program on teenage English learners' online activities, reading ability and users' perceptions.…”

Section: Ipads In Secondary Schoolsmentioning

confidence: 99%

“…This shows the need for more research on a wider-ranging use of mobile devices, such as iPads, in MALL. Despite a large number of studies focusing on the use of the iPad to develop speaking skills (Lys, 2013;Morgana, 2018), but also to enhance vocabulary (e.g. Wang et al, 2015), and reading (e.g.…”

Section: The Ipad and The Development Of Speaking Skillsmentioning

confidence: 99%

See 2 more Smart Citations

A review of MALL: from categories to implementation. The case of Apple’s iPad

Morgana

2019

eurocall

Self Cite

View full text Add to dashboard Cite

<p>The use of mobile devices inside and outside formal settings is often associated to innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps.</p><p>This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning. Keywords: Mobile-assisted language learning, review, iPAD, task design.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Ipads In Secondary Schoolsmentioning

confidence: 99%

See 1 more Smart Citation

A review of MALL: from categories to implementation. The case of Apple’s iPad

Morgana

2019

eurocall

Self Cite

View full text Add to dashboard Cite

show abstract

“…Limited research is conducted among participants with other educational backgrounds. Specifically, 2 (12.5%) papers are on secondary or middle school students (Kang & Kim, 2021;Morgana & Shrestha, 2018), and another 2 (12.5%) in other institutions, i.e., the institute of culture and workplace language support (Gasparini, 2018;McLellan et al, 2021), and 1 (6.3%) paper on elementary school students (Pellerin, 2014).…”

Section: Educational and Learning Contextsmentioning

confidence: 99%

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Jia

Harji

2022

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of task-based learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted task-based learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendation for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners’ needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched.

show abstract

“…It is broadly used for political interaction and communication globally and is an essential subject in secondary-school curricula. However, there is a lack of research into the teaching and learning of EFL in secondary education in Italy, where the author is based (Morgana & Shrestha, 2018) and in state education in general (Collins & Muñoz, 2016). This gap was highlighted during the recent COVID-19 pandemic when the situation in many state schools precipitated.…”

Section: Introductionmentioning

confidence: 99%

Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools

Fearn

2022

English as a Foreign Language in a New-Found Post-Pandemic World

View full text Add to dashboard Cite

English as a foreign language is an essential secondary-school subject in many parts of the world. However, complications during the COVID-19 pandemic emphasised weaknesses in curricula and the need for attention. This study discusses the potential of online community projects in post-pandemic curricula. Analytic autoethnography is used to examine the difficulties schools faced during the lockdown and the current situation of English as a foreign language in secondary schools in Italy and other countries. It draws upon literature regarding pedagogical theory in teaching foreign languages, the Common European Framework of Reference for Languages, and existing scholarship in the field of online community projects. The results provide insights into the advantages and drawbacks of integrating learner-centred tools, such as online community projects, into the post-pandemic curricula.

show abstract

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Cited by 10 publications

References 22 publications

A review of MALL: from categories to implementation. The case of Apple’s iPad

A review of MALL: from categories to implementation. The case of Apple’s iPad

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools

Contact Info

Product

Resources

About