Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry

Abstract

As the revolutionary approach in education, the use of mobile devices for learning undoubtedly has a great influence on students' academic success. Many studies have found that these tools are satisfying in terms of authenticity, simplicity, and portability promoting students' learning autonomy where they can study anywhere and anytime. Using the lens of narrative inquiry, this study explored a student's experience in using mobile devices for autonomous listening activities and investigated the benefits of these activities for her language competences. Interview and narrative frame proposed by Barkhuizen and Wette (2008) were used to answer the research questions. The findings showed that the learner mostly did extensive listening activities by utilizing a large amount of understandable and pleasurable spoken expressions through her devices. Having sophisticated software and great immersion, these tools allow the learner to get massive listening input which develops her vocabulary and basic comprehension. Different from analog tools used in her first listening experience, these tools devote thousands of listening applications and provide thousands of listening sources like live streams, English songs, news, or videos that can be accessed effortlessly. However, it is also revealed that these tools also affects the learner's psychological factors; learning motivation, confidence, and self-efficacy.

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Scenario-based mobile application design for young dual-language learners: evidence from factor analysis

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