Mobile-assisted language learning and language learner autonomy

Lyddon, Paul A.

doi:10.14705/rpnet.2016.eurocall2016.579

Cited by 14 publications

(13 citation statements)

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“…• Although the use given to the Moodle ® platform in the intervention was not widely criticized, both participants and teacher-researchers suggested making use of technologies that allow constant interconnectivity within the learning community, either as a replacement for or as a complement to Moodle ® . A generation increasingly based on mobile, rather than desk-top devices (Lyddon, 2016) may respond well to instant messaging applications such as WhatsApp ® .…”

Section: Discussionmentioning

confidence: 99%

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

Edwards

Holguín-Barrera

Ortiz

et al. 2019

laclil

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This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.

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Section: Discussionmentioning

confidence: 99%

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

Edwards

Holguín-Barrera

Ortiz

et al. 2019

laclil

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“…Lyddon (2016, p. 304) argues that the importance of smartphones resides in helping learners "observe and recall things better, fill gaps in our knowledge, and enhance our ability to communicate." Mobile technologies, as not only potential means for learning anywhere and anytime but also channels to rich, multimodal content, provide unprecedented opportunities for the improvement of LA in language learning (Lyddon, 2016).…”

Section: International Journal Of English Linguisticsmentioning

confidence: 99%

The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia

Alzubi¹,

Singh²

2017

IJEL

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Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O'malley & Chamot, 1990;Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this end, a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL), was administered to 32 students to measure their reading strategy use mediated by smartphones in EFL reading context. The data analysis revealed moderate averages (60%) of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies) among EFL undergraduates in EFL reading context. Consequently, these results may restrain the improvement of LA in virtual learning environments, mostly teacherless platforms, where learners need to have these strategies to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. It is recommended that LA be improved through a strategy use instruction mediated by smartphones in EFL reading context.

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“…Therefore, classroom adjustment is imperative to be relevant to the culture of digital generations. The need to take part in lifelong learning is getting progressively urgent in the modern age of exponential knowledge growth and accelerating technological development (Lyddon, 2016). Therefore, for the mobile age, education today needs to reconceptualize learning (Sharples, Taylor & Vavoula, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…From other mobile devices, more attention has been given to mobile phones due to their applications in education and their ubiquity (Rahimi & Miri, 2014). Mobile phones, or now have been advanced to smartphones, presented a previously unavailable host in terms of content and modality by introducing students to ubiquitous learning (Lyddon, 2016).…”

Section: Introductionmentioning

confidence: 99%

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

Mutiaraningrum

Nugroho²

2021

jees

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This study sought to examine the educational affordance and constraints of smartphone-based assistive technology in language learning from the students’ point of view along with their recommendations on the possible future advancement of smartphone-based assistive technology to help students engage better. This study employed content analysis in analyzing the data obtained from open-ended questions administered to students. The findings of this study denote the use of smartphones in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. This study highlights technical problems and confusion as the obstacles emerging from the use of smartphones in language learning. Meanwhile, the recommendations for future smartphone-based application updates are discussed in detail. All in all, smartphone-based assistive language learning application is fruitful for students and is recommended to be used for vocational higher education students as the part of informal learning during the COVID-19 pandemic situation. HIGHLIGHTS: Language learning has stepped forward to more personal learning tools by integrating smartphones as an aid for mobile learning. smartphones are fruitful in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. From language learning mobile application, students demanded simpler reading exercises and vocabularies and slower listening practice in the applications.

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Mobile-assisted language learning and language learner autonomy

Cited by 14 publications

References 1 publication

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia

Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia

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