Technology and language learning

Huzairin, Huzairin; Putrawan, Gede Eka; Riadi, Bambang

doi:10.35699/1983-3652.2020.24657

Cited by 13 publications

(4 citation statements)

References 25 publications

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“…In many cases, ICT, especially mobile phones, and the Internet, also help to facilitate language communication, not only in the Slovak language but also in other foreign languages. Studies by many foreign authors testify to this (Jurkovič, 2019;Lee, 2020;Sad et al, 2020;Boelens et al, 2018;Shumeiko & Nypadymka, 2021;Azarova et al, 2020;Huzairin et al, 2020) argue that learning via mobile devices has several advantages and is much cheaper than learning via computers. This must be agreed upon because mobiles are owned by almost all students.…”

Section: Literature Reviewmentioning

confidence: 93%

Teaching and Learning Slovak Professional Terminology

Gluchmanova

2023

Adv Educ

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The purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.

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Section: Literature Reviewmentioning

confidence: 93%

Teaching and Learning Slovak Professional Terminology

Gluchmanova

2023

Adv Educ

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“…Many previous studies have highlighted the potential applications of m-learning in language education (Huzairin et al, 2020;Liu, 2009). Two of those studies demonstrated that mobile devices could enhance language learning by providing a variety of personalized, flexible, and context-aware learning experiences (Burston, 2014;Kukulska-Hulme, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Smartphones have become an indispensable part of our daily life, and their widespread use has also changed the field of education as well. Huzairin (2020) has pointed out that language learning is one area where the use of smartphones has gained increasing attention, particularly in higher education settings. However, using smartphones for language learning also involves challenges and drawbacks, especially in non-native English-speaking countries such as Vietnam.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Drawbacks of Smartphone-Based Language Learning for Vietnamese EFL Learners in Higher Education Settings: Perspectives on Mobile Apps and Curriculum Design

Nghi,

Thang

2024

jltr

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This study explored the opinions of Vietnamese EFL learners on m-learning challenges and drawbacks in Vietnamese higher education settings. The study also investigated the uses of mobile apps and curriculum design for English language learning and their impacts on students' learning experiences. The author used an exploratory design which included a 12-question survey and semi-structured interviews with 185 EFL students from a public university in Vietnam. The results revealed that while smartphones were perceived as a convenient and useful tool for learning English, there were several shortcomings associated with their use. These negative factors were technical issues, distractions, lack of motivation, and difficulty in finding suitable English learning apps. The results also highlighted the importance of integrating mobile apps into the curriculum design, and university management should provide training for students and teachers on using mobile apps for learning English as one of the necessary handbooks. The findings of this study may be beneficial to EFL teachers, curriculum designers, and policymakers in Vietnam and other similar contexts where mobile apps are becoming increasingly prevalent as a language learning tool.

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“…The growing body of research sheds light on the potential and effective ways in which mobile devices can be utilized in language teaching and learning. Many studies delve into the investigation of the challenges, benefits, peculiarities, and future prospects of mobile technology in foreign language learning (Kuimova et al, 2018;Huzairin, Putrawan & Riadi, 2020;Ishag et al, 2020;Katemba, 2019;Machmud, 2018;Rebeca, 2017;Sletten, 2021;Chen, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Incorporating Educational Smartphone Apps for Teaching Ukrainian as a Foreign Language to Medical Students

Zhovnir,

Shevchenko,

Leshchenko

2023

Adv Educ

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This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.

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Technology and language learning

Cited by 13 publications

References 25 publications

Teaching and Learning Slovak Professional Terminology

Teaching and Learning Slovak Professional Terminology

Challenges and Drawbacks of Smartphone-Based Language Learning for Vietnamese EFL Learners in Higher Education Settings: Perspectives on Mobile Apps and Curriculum Design

Incorporating Educational Smartphone Apps for Teaching Ukrainian as a Foreign Language to Medical Students

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