Mobile Technology and Learner Autonomy in Language Learning

Djoub, Zineb

doi:10.4018/978-1-4666-6343-5.ch012

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…MALL emerged from Computer-Assisted Language Learning (CALL) and its appropriateness has proved to be of great value for learning (Chinnery, 2006;Kukulska-Hulme, 2009. MALL provides EFL learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, choices in terms of language content, ways of delivery, learning space, and time, thereby enhancing autonomy (Djoub, 2014;Kukulska-Hulme, 2016).…”

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confidence: 99%

Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

Hazaea

Alzubi

2018

JLE

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Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

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confidence: 99%

Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

Hazaea

Alzubi

2018

JLE

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“…Furthermore, Djoub (2016) conducted an empirical study to examine the effect of MALL on students' achievements in language learning and to find out the difficulties learners encounter within this process at the University of Mostaganem, Algeria. She ensured that "Mobile Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes Arab World English Journal www.awej.org ISSN: 2229-9327 88 that go beyond the classroom context, offering them more flexibility, learning choices in terms of context, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy" (p. 294).…”

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confidence: 99%

The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

Alzieni¹

2021

Preprint

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Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men’s College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students’ acquisition of English language Listening Skill at Dubai Men’s College (DBM), the United Arab Emirates. The study also investigated teachers’ perspectives on the effect of MALL on the students’ listening skill. The research question was: To what extent students’ listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students’ listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

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“…He also confirmed that the results show some improvement in students' productive skills. Furthermore, Djoub (2016) conducted an empirical study to examine the effect of MALL on students' achievements in language learning and to find out the difficulties learners encounter within this process at the University of Mostaganem, Algeria. She ensured that "Mobile Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes Arab World English Journal www.awej.org ISSN: 2229-9327 88 that go beyond the classroom context, offering them more flexibility, learning choices in terms of context, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy" (p. 294).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

Alzieni¹

2020

SSRN Journal

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Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men's College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students' acquisition of English language Listening Skill at Dubai Men's College (DBM), the United Arab Emirates. The study also investigated teachers' perspectives on the effect of MALL on the students' listening skill. The research question was: To what extent students' listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students' listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

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Mobile Technology and Learner Autonomy in Language Learning

Cited by 9 publications

References 14 publications

Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

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