The Effectiveness of Mobile Application in Learning Malay Foreign Language

Sung, Cho Min; Ahmad, Mohammad Fadhli; Mansor, Noor Rohana; Rashid, Roswati Abdul; Chua, Nurul Ain

doi:10.1088/1742-6596/1529/4/042064

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…The prevalence of mobile phones among Arabs and the availability of good mobile infrastructure are essential factors that can facilitate the transition to m-learning. In addition, many studies [23][24][25][26][27][28][29][30][31] indicate a positive attitude to and perception of m-learning in various Arab educational institutions.…”

Section: Features Of Using Mobile Applications In Different Countriesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

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Section: Features Of Using Mobile Applications In Different Countriesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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“…There are numerous advantages to using a mobile application in the foreign language classroom. Sung et al (2020) investigated the use of mobile applications in learning the Malay language. According to their findings, in order to assist learners in creating their information and ideas, they can communicate and exchange them more efficiently.…”

Section: Discussionmentioning

confidence: 99%

The Impact of KaniMani Storytelling Mobile Application (KM-SMA) on Tamil Students’ Speaking Skills and Motivation in Learning Tamil

Ramalingam¹,

Jiar²

2022

IJLTER

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The research aims to delve into the KaniMani Storytelling Mobile Application (KM-SMA)’s impact on Tamil students’ speaking skills and motivation to learn Tamil through the use of mobile applications. Thirty-six Tamil students aged between 7 and 8 years old were chosen based on their performance on a Classroom Assessment (CA) and randomly assigned to one of two groups (one experimental and one control) of 18 participants each. All the students were from three national primary schools, in the Pasir Gudang district, Johor, Malaysia. Two instruments were employed to examine the speaking skills of the participants before and after the experiment: speaking tests as pre-post tests and a motivation questionnaire. In addition, paired t-test was employed to examine the data. We found that following treatment, KM-SMA participants performed better than the control group regarding motivation and speaking skills. The results showed the importance of language instruction through mobile applications; it is a crucial element and we advised that it be considered in the Tamil language curriculum.

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“…Prior research has demonstrated that mobile devices as learning tools promote motivation, learner autonomy and creativity and they help students to develop IT skills (Arvanitis, Krystalli & Panagiotidis, 2016). It is very important that an application for foreign language learning can encourage students to identify the phonetic aspects of a foreign (Sung & al., 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Research demonstrates also that "mobile-assisted language learning helps to create language immersion, which effectively motivates the learners further" (Shi, Luo, & He 2017, p. 1) and that "mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning" (Sung, Chang & Liu, 2016, p. 252). It is obvious fact that mobile application usage can enable a variety of teaching innovations that assist students in pursuing knowledge and language skills (Sung & al., 2020). Furthermore, using new technologies in the classroom is now a justified practice as digital technology is part of the everyday life for this decade's learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language Learning via Mobile Devices during a Language Immersion Program

Mavropoulou

Arvanitis

2021

European Journal of Education

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The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.

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The Effectiveness of Mobile Application in Learning Malay Foreign Language

Cited by 6 publications

References 8 publications

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

The Impact of KaniMani Storytelling Mobile Application (KM-SMA) on Tamil Students’ Speaking Skills and Motivation in Learning Tamil

Foreign Language Learning via Mobile Devices during a Language Immersion Program

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