The Use of Current Mobile Learning Applications in EFL

Rodríguez-Arancón, Pilar; Arús, Jorge; Cristina, Calle

doi:10.1016/j.sbspro.2013.10.446

Cited by 61 publications

(38 citation statements)

References 4 publications

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“…Scholars have argued that particular areas of mobile learning need further investigation. The identified gaps include the study of informal learning contexts (Kukulska-Hulme and Shield 2008;Demouy et al 2016), learner initiated use of MALL tools (Demouy et al 2016), tools for supporting authentic synchronous communication (Kukulska-Hulme and Shield 2008;Palalas 2010;Demmans Epp 2016a), methods for effectively incorporating mobile technologies into different learning contexts (Pilar et al 2013), and the need to understand how user culture and environment influence their use of mobile tools (Viberg and Grönlund 2013).…”

Section: Migrants' Current Use Of Mall Toolsmentioning

confidence: 99%

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

Epp

2017

Journal of Interactive Media in Education

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Our current understanding of how migrants use mobile tools to support their communication and language learning is inadequate. This study, therefore, explores the learner-initiated use of technologies to support their comprehension, production, and acquisition of English following migration to Canada. Information about migrant use of technologies and experiences was collected by interviews. The interview data was analysed through the complementary lenses of noticing, from language learning, and appropriation, from human-computer interaction. Combining these lenses enabled the identification of unmet migrant communication, support, and learning needs. The manner in which migrants employed mobile and other tools to facilitate their learning and communication were identified through the application of these theories. This analysis indicates that migrants can use existing tools to access information. However, they need additional support if they are to take full advantage of existing mobile tools. Moreover, there is a need for tools that support larger gaps in their knowledge and skills. Migrant experiences indicate that they need additional social, meta-cognitive, and emotional support. These needs suggest opportunities for creating mobile tools that scaffold the development of new skills that include the learner's ability to monitor and plan his or her learning and understand language produced by those who speak different varieties of English or who have non-majority accents.

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Section: Migrants' Current Use Of Mall Toolsmentioning

confidence: 99%

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

Epp

2017

Journal of Interactive Media in Education

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“…Audio-visual learning media are learning media that produce images and sounds in the delivery of learning material so that students easily understand certain concepts. Squire in (Pilar, Jorge, & Cristina, 2013) suggested that audio-visual learning media present sounds, images, and interesting elements that encourage students to interact with the media. Mayer and Moreno (Meredith, 2011) in Cognitive Theory of Multimedia Learning (CTML) suggest that students' mastery of teaching materials will be more effective and profound when using sounds and images together than displaying sounds or images only.…”

Section: Introductionmentioning

confidence: 99%

“…The use of audio-visual learning media makes it easier for students to understand the material conveyed by teachers. In the study of (Pilar et al, 2013), audio-visual learning media are very suitable for learning. Glasser (Pilar et al, 2013) suggests that the level of understanding of students obtained from what they read is 10%, what they hear 20%, what they see 30% and what they hear and see 50%.…”

Section: Introductionmentioning

confidence: 99%

“…In the study of (Pilar et al, 2013), audio-visual learning media are very suitable for learning. Glasser (Pilar et al, 2013) suggests that the level of understanding of students obtained from what they read is 10%, what they hear 20%, what they see 30% and what they hear and see 50%. According to Mulyani Sumantri and Permana (2001: 41), mastery of concepts is the ability of individuals to mention similarities and differences from examples that present information about the characteristics and value of attributes of the concept, and then reformulate the concept.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Use of Audiovisual Learning Media on the Students’ Mastery of Concept in Civics Learning

Ratnaningsih¹,

Triastuti²,

Gunawati³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…By surveying in Thomson Reuter's Web of Science for the current literature 1 currently in different domains, ranking based studies on the mobile was already applied in agriculture (Crookston,2006), educational learning (Pilar et al,2013), medicine (Knight et al, 2015), local government (Walravens, 2015) , technology oriented trends (Kaur, 2013), economy (Ghose & Han,2014). In the given context the studies of Han, 2013, Song et al, 2012and Wan, 2014 are close to the point of view to this research.…”

Section: Introductionmentioning

confidence: 99%

A Case Study in the Application Market: Behavior of Play Store Customers

Medeni

2016

IJASOS

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Google is one of the key players in the mobile market. With the power of its operating system, namely called as Android, many mobile phone producers were started to install their products to serve mobile device market customers. One of the key embedded applications in the Google's Android operating system could be presented as the Play Store. Play Store is an application for the end users of the mobile devices that gives opportunities to other application from its rich application content. With a customer's Google account, millions of applications are ready to download to these mobile devices. In the Play Store, these applications are categorized under twenty-eight different categorizes based on a simple tagging mechanism. In each category, applications are listed in three top lists, Top Paid list for the applications with the price tags; Top Free applications without price tags, and Top Grossing to support application's run time payment mechanism. Based on the county of origin of the customer's Google Accounts, the market application content is changing. In this study, the main purpose is to see the connection between Top 10 rankings changes based on external stimuluses such as starting of education semester in the schools and universities, migrant's actions, exams that are coordinated by higher education authorizes etc… in a specific county application market. In this study with using an Android based cell phone the monthly changes in these top lists have been investigated by looking at only these top 10 lists of each category. The changes in these top 10 applications discussed with looking the possible environmental factor changes. This study is focused on the Turkish market in the period of July 2015 and November 2015. To be able to measure the changes, two ratios, Keeping Positions Ratio (KPR), and New Applications Ratio (NAR) were defined. This four-month period results presented and based on the most dynamic categories, the changes in the applications were discussed and presented.

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The Use of Current Mobile Learning Applications in EFL

Cited by 61 publications

References 4 publications

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

The Effect of Use of Audiovisual Learning Media on the Students’ Mastery of Concept in Civics Learning

A Case Study in the Application Market: Behavior of Play Store Customers

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