Mobile-assisted Language Learning Using WeChat Instant Messaging

Shi, Zijuan; Luo, Gaofeng; Le, He

doi:10.3991/ijet.v12i02.6681

Cited by 56 publications

(42 citation statements)

References 4 publications

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“…Studies on popular instant messaging applications like WeChat have shown a positive result in improving L2 speaking skills in China [10]. The present study not only studies the impact of the platform on L2 speaking, but also studies perceptions of the participants on speaking assessment criteria.…”

Section: Learning Through Whatsappmentioning

confidence: 91%

Impact of WhatsApp Interaction on Improving L2 Speaking Skills

Akkara

Anumula

Mallampalli

2020

Int. J. Emerg. Technol. Learn.

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Mobile Assisted Language Learning (MALL) not only provides access to authentic learning resources and facilitates second language (L2) learning anytime and anywhere but also offers scope for informal learning beyond the classroom. Social media with instant messaging and multi-modal communication and information sharing provide platforms for interaction with peers and collaborative learning to hone their L2 skills. There is little research on informal learning through WhatsApp in enhancing L2 speaking skills. This paper studies the impact of interaction and informal learning in a WhatsApp group on improving a) fluency and coherence, b) lexical resource, c) grammatical range and accuracy and d) pronunciation which form the criteria for assessing speaking skills in IELTS. It also studies how participants perceive the changes in their speaking skills based on the band descriptors of IELTS. Mixed methods approach was adopted to obtain data from the group consisting of mixed ability participants (n=110) with pre and post speaking assessments and pre and post surveys. The participants were given collaborative learning activities and problem solving tasks at regular intervals for over two semesters. The results indicated statistically significant difference in their speaking skills and considerable change in their perceptions. The study has implications for both teachers and researchers of second language acquisition (SLA) for incorporating social media for interaction in the target language beyond the classroom.

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Section: Learning Through Whatsappmentioning

confidence: 91%

Impact of WhatsApp Interaction on Improving L2 Speaking Skills

Akkara

Anumula

Mallampalli

2020

Int. J. Emerg. Technol. Learn.

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“…The game element anonymity, which allows a user to mask their identity or assume the identity of an avatar, fulfils this purpose. Language learners have found it easier to chat in a target language using a messaging system or find that using such a system increases their confidence [163,164]. Therefore, it is understandable that using a massively multiplayer online game with chat functionality can facilitate a similar type of environment.…”

Section: Anonymity and Anxietymentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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“…• MALL Tools: For foreign language learning programs, MALL (Mobile Assisted Language Learning) tools, including messaging services, could be used. Messaging apps such as WeChat in the EFL (English as Foreign Language) context could enhance students' English proficiency and motivation [17]. • LFO Panel: In addition to the existing tools, we developed the LFO (Learn From Others) Panel, a tool for experiential learning, known to be a rather complex form of active [18], [19].…”

Section: Fig 2 Learning Environment Aris Systemmentioning

confidence: 99%

Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

Hasnine

Ahmed

Ueda

2021

Int. J. Emerg. Technol. Learn.

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Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.

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Mobile-assisted Language Learning Using WeChat Instant Messaging

Cited by 56 publications

References 4 publications

Impact of WhatsApp Interaction on Improving L2 Speaking Skills

Impact of WhatsApp Interaction on Improving L2 Speaking Skills

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts

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