Mobile Assisted Language Learning

Butarbutar, Ranta; Uspayanti, Rezky; Bawawa, Marni; Leba, Seli Marlina Raja

doi:10.2991/assehr.k.201014.083

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…The results: obviously, my pronunciation is improving every day, so the English YouTube channel assisted me in learning on my own even though I had no other instruction. In this line, students used YouTube as a tool for learning how to use the difficult English language and pronunciation (Butarbutar et al, 2020). It made sense in light of Bailley and Nunan's (2001) argument that communicative language automation might include repeated repetition.…”

Section: Findings and Discussionmentioning

confidence: 99%

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

Nur

Butarbutar

2022

CJLS

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This study aims to reveal student’s perceptions through narrative inquiry when learning English through YouTube. Previous studies insisted that learners have made several attempts to foster their English language, both via teacher-guided and self-directed study, in recognition of the advantages of speaking as a foreign language. Exploring learners' accounts of their self-directed learning in EFL speaking class using YouTube is the focus of the present research. Online interviews were conducted with four students as the research participants. In this line, the research presented three narratives—behavior-oriented, instructional, and evaluation—to describe students' motivations for completing SDL. Aside from the primary important elements influencing students' SDL with respect to their perspective, the study is aware of several limitations, including the sample size and research design. We urge more research on classroom participation studies in light of this. We anticipate that this study will contribute to the conversation on developing SDL curricula.

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Section: Findings and Discussionmentioning

confidence: 99%

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

Nur

Butarbutar

2022

CJLS

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“…Before that, we made an appointment in written communication through WhatsApp chat. It aimed to confirm their readiness to fill out the questionnaire without pressure or hesitation [30,31]. After obtaining the participants' agreement, we distributed a link to connect with the intended Google form to be filled out.…”

Section: Methodsmentioning

confidence: 99%

Integrating Intercultural Communication on Social Media and Learning Materials Encourages Speaking EFL Motivation

Butarbutar,

Weda,

Nur

et al. 2023

Advances in Social Science, Education and Humanities Research

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Various tactics may be used to increase students' motivation to speak English as a Foreign Language (EFL) in the Indonesian context. The goal of this research is to increase Indonesian learners' motivation to speak EFL by promoting intercultural communication (IC) on social media and in learning materials. Quantitative techniques were used in this study. Forty students from a single-state institution participated in the study. They belong to five distinct ethnic groups. They were requested to complete a distributed questionnaire to obtain reliable data, which were then analyzed using the Four-Likert scale. The research also found a correlation between intercultural communication on social media and learning materials, and the motivation to speak English as a foreign language. Furthermore, the findings suggest that a technology-integrated language curriculum is important for the globalized world. In addition, learners' understanding of intercultural communication and crisis identity avoidance was highlighted in the empirical correlation. However, a research-based online survey or virtual narrative inquiry to gather thousands of intercultural viewpoints for future studies is recommended for a small number of study participants. Other studies, like the ability to listen, write, and read, are also important enough to be thought about. In this vein, the current study calls for further research on the role of EFL teachers in the design of curriculum EFL online intercultural competence-oriented activities.

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“…During this period, the effectiveness of learners' learning performance emerged totally so that it was very easy to test. In addition, in contrast to paper-based learning materials, the mobile-assisted materials are more appealing and enjoyable to learners (Butarbutar, 2020;Kohnke, 2020), and using mobile devices as learning tools boosts their motivation (Polakova and Klimova, 2022). Therefore, learners' learning motivation is high in this stage, and the high motivation makes them highly engage in the mobile-assisted learning and have a good outcome in lexical diversity.…”

Section: The Changing Patterns Of Children's L1 Lexical Development W...mentioning

confidence: 99%

Effects of mobile-assisted reading materials on children’s L1 lexical development

Liu

Yan

2023

Front. Psychol.

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Despite the wide and extensive use of mobile-assisted devices, the effectiveness of children’s L1 learning with these mobile-assisted technologies has been less discussed. This study aims to explore the effects of mobile-assisted reading materials on Chinese children’s L1 vocabulary learning. We adopted a longitudinal and quasi-experimental design consisting of an experiment group using the mobile-assisted materials and a control group using the traditional paper materials, and took children’s lexical development as indexed by assessing the parameter, lexical diversity, in different testing times. The results showed that (1) children’s L1 vocabulary learning effectiveness of using mobile-assisted materials is as similar as that of using conventional paper materials in general, and (2) the changing patterns of children’s L1 lexical development using mobile-assisted materials in different testing times are various. Specifically speaking, (a) in the posttest 1 (the first month), compared with the traditional paper reading materials, the mobile-assisted reading materials have a facilitating effect on the primary school students’ L1 vocabulary learning; (b) in the posttest 2 (the second month), children’s vocabulary learning effectiveness is inhibited by the mobile-assisted reading materials; (c) in the delayed posttest (the fourth month), there is no difference in the learning effectiveness by these two different kinds of learning materials and the lexical diversity increases slowly but steadily. We analyzed the results from research-design factors and learner-related factors, hoping to shed light on children’s mobile-assisted language learning research.

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Mobile Assisted Language Learning

Cited by 8 publications

References 4 publications

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

Integrating Intercultural Communication on Social Media and Learning Materials Encourages Speaking EFL Motivation

Effects of mobile-assisted reading materials on children’s L1 lexical development

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