The Use of Mobile Phone in English Language Lesson: A Shift from Teacher-Centred to Student-Centred through Mobile Learning

Kurniawan, Mozes

doi:10.1051/shsconf/20184200076

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…Indonesia (Kurniawan, 2018) and Schneidert (2010) for example, analysed twenty projects using social software such as wikis, blogs and Twitter, often used with mobile technology, for learning and teaching. They concluded that the use of social media could positively contribute to interactive and collaborative learning, as long as certain protocols, technological support, and a code of conduct were in place in order to manage the drawbacks.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing teachers’ intentions to integrate smartphones in language lessons

O'Neill¹,

Kreijns²,

Vermeulen³

2018

JALTCALL

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Research has shown that mobile technology could enhance the effectiveness of common language learning activities but in practice, few teachers are using mobile devices. Fishbein and Ajzen's (2010) reasoned action approach was used to identify to which extent certain personal factors influenced teachers' intentions to integrate smartphones in their language lessons. Data were collected from 63 teachers at language centres connected to 15 institutes for Higher Education in the Netherlands. Four subgroups were distinguished based on two variables: first basic versus smartphone owners and second non versus frequent phone users. The subgroup of basic phone owners had less favourable feelings, and a subgroup of frequent phone users had more favourable feelings towards integrating smartphones in their lessons compared with the whole group. Differences in the number of hours teachers worked and age were not significant. Some differences were found in the role of perceived norm and perceived behavioural control for the whole group and for the subgroup of smartphone owners (n = 49). This study contributed to the growing number of studies that found Fishbein and Ajzen's model suitable for predicting technology acceptance in an educational context.

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Section: Introductionmentioning

confidence: 99%

Factors influencing teachers’ intentions to integrate smartphones in language lessons

O'Neill¹,

Kreijns²,

Vermeulen³

2018

JALTCALL

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“…The usage level among students is moderate. [28] stated that active learning would be possible for students if they use smart phones because they provide them with different possible activities that support student-cantered learning.…”

Section: Resultsmentioning

confidence: 99%

Smart Device Usage Frequency and Usage Level for Learning English

Alsanosi¹,

Alharbi²,

Al-Hebaishi

2019

Int. J. Emerg. Technol. Learn.

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This study investigated the frequency and level at which intermediate school students use smart devices to learn English as a foreign language. To achieve the study objective, a questionnaire with close-ended responses was developed and administered to a sample of 50 female students who owned smart devices and used them for learning English outside the classroom. An analysis of the collected data indicated that the usage level of smart devices among intermediate school students is high. The results revealed that the learning purposes with the highest usage frequency were "sending assignments to the teacher"," learning more about any topic", and "receiving feedback from teacher and colleagues". Whereas the purposes with the lowest usage frequency were "learning grammatical structures", "finding reading activities" and "improving the writing skill". The study recommends that education system and policy makers allow students to use their smart devices in English classes and encourage teachers to acquire the skills necessary for blending smart devices with traditional teaching methods.

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“…They assume that the children will only expose and acquire more familiarity with these two languages than their BSL, parental control and advisory is required, thus. The previous studies conducted by (Alhawiti, 2015); (Alsied, 2019); (Fansury et al, 2020); (Kurniawan, 2018); (Nariyati et al, 2020); and (Yudhiantara & Saehu, 2017) proved that smartphones and other technological devices serve a massive role in acquiring and learning a language. This seems a contrast considering those studies suggest that gadgets may function to promote a language.…”

Section: Bsl Idiomatic Phrases and The Preservation Among Speakersmentioning

confidence: 93%

Idiomatic Phrases among Banten Sundanese Local Language Speakers: An Exploratory Case Study

2023

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PurposeThere have been many studies on local languages in Indonesia. However, the study that focuses on Banten Sundanese Language, henceforth is BSL, seems to have not been widely studied, especially its idiomatic phrases. To reach the gaps, this present study aims to explore in-depth investigations about (1) the form of idiomatic phrases in BSL; (2) the use of idiomatic phrases among BSL speakers; and (3) the efforts to preserve the idiomatic phrases in BSL.MethodTo solve the problems, Pandeglang Regency in Banten Province was selected as the locus, and it involved 27 informants who were justified and snowballed. The method used in this research was a case study, with observation, interviews, and documentation as data collecting techniques.Results/findingsThe findings show there are 94 idiomatic phrases in BSL, and most of the informants (63%) claim that the phrases are limited in use.ConclusionIt concludes that real works are emerged in collecting and preserving the BSL phrases through: (a) using BSL as a colloquial language; (b) applying BSL as a compulsory course at both primary and secondary schools; (3) encouraging the regulations to rule the use of BSL among the speakers; (4) publishing BSL dictionary and other literatures; and (5) controlling the use of gadgets, smartphones, and other technological media for the children.

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The Use of Mobile Phone in English Language Lesson: A Shift from Teacher-Centred to Student-Centred through Mobile Learning

Cited by 4 publications

References 4 publications

Factors influencing teachers’ intentions to integrate smartphones in language lessons

Factors influencing teachers’ intentions to integrate smartphones in language lessons

Smart Device Usage Frequency and Usage Level for Learning English

Idiomatic Phrases among Banten Sundanese Local Language Speakers: An Exploratory Case Study

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