The Effects of Mobile-Assisted Language Learning (MALL) on Korean College Students’ English-Listening Performance and English-Listening Anxiety

Mobile-assisted vocabulary learning through the Shanbay App outside the classroom: Effects of self-regulation and peer scaffolding

“…By creating informal online learning groups, a supportive learning environment could be established. Through interaction with peers and experts, Students’ motivational beliefs and task interests could be promoted ( Kitsantas and Dabbagh, 2010 ), which was conducive to Students’ SRL process ( Kitsantas and Dabbagh, 2011 ). Further, Nicol (2009) also pointed out that peer scaffolding achieved through online discussion groups helped encourage students to take control of their own learning, resulting in higher levels of satisfaction and learning gains.…”

“…Previous research has shown that communication tools could facilitate help-seeking, self-monitoring by receiving feedback from peers and elaborating on their own understandings through online discussions ( Nicol, 2009 ; Kitsantas and Dabbagh, 2010 , 2011 ; Dabbagh and Kitsantas, 2012 ). In addition, the more goal-oriented students were, the more likely they were to interact with peers ( Yang and Zhang, 2013 ), which was important in determining Students’ successful learning experiences ( Cho and Jonassen, 2009 ; Garner and Bol, 2011 ).…”

Fostering Learners' Self-Regulation and Collaboration Skills and Strategies for Mobile Language Learning Beyond the Classroom

“…Results indicated that the learners who used the tool with the SRL support exhibited significantly better learning performance and motivation than those who used the app without the SRL support. Others focused on the affective aspect of SRL and showed that: 1. the use of mobile technologies in second language learning can decrease anxiety for both learners and teachers (Kim, 2018), and 2. a designed Affective Learning SRL app for supporting second language learners with affective learning in their SRL process was seen to increase their awareness of the self-regulated language learning process and their engagement in, and motivation for, self-regulated learning across settings (Viberg, Mavroudi, & Ma, 2020). Also, scholars have focused on fostering migrant learners' time management skills when acquiring a host language in out-of-class settings and found that using the TimeTracker app to keep track of the time spent on studying a host language enabled learners to devote more time to their second language learning and become more engaged in it through monitoring of their learning activities (via a learning dashboard) and raising awareness of their learning process (Viberg, Khalil, & Bergman, 2019).…”

Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework

“…Yang also stressed that teacher mediation is critical in the earlier stages of autonomy, when learners are starting to use mobile devices for language learning. Scholars have also found that the use of mobile technologies in L2 learning can decrease anxiety (i.e., the affective aspect of SRL) for both teachers and learners (Kim, 2018). Others have explored the impact of self-management of learning and personal learning initiative on MALL and highlighted that perceived flexibility in terms of time and place helps learners gain knowledge more easily and conveniently (R. T. Huang & Yu, 2019).…”