MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH
Main Article Content
Abstract
Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students’ learning, there have been few studies concerning on university students’ perceptions toward the use of MALL in learning English. The study was undertaken to examine university students’ perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.
Article Details
How to Cite
Darsih, E., & Asikin, N. A. (2020). MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH. English Review: Journal of English Education, 8(2), 183-194. https://doi.org/10.25134/erjee.v8i2.2999
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References
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Davis, F. D. (2003). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of ManMachine Studies, 38(2), 475-487.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. doi: 10.1017/S0958344014000287.
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Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
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Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A duolingo case study. ReCALL, 31(3), 293–311. doi: 10.1017/S0958344019000065.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(1), 515-525.
Malik, R. S., & Hamied, F. A. (2014). Research methods. Bandung: UPI Press.
Marzban, A., & Nafarzadehnafari, F. (2018). The effect of interventionist classroom vs. MALL dynamic assessment on EFL learners’ vocabulary learning. Applied Linguistics Research Journal, 2(3), 58–66.
Morgana, V. (2019). A review of MALL: From categories to implementation, The case of Apple’s iPad. The EuroCALL Review, 27(2), 1-12. doi: 10.4995/eurocall.2019.11024.
Nah, K. C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the internet for learning EFL listening skills within a Korean context. ReCALL, 20(3), 331–347. doi: 10.1017/S0958344008000633.
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Reinders, H. (2010). Twenty ideas for using mobile phones in the language classroom. Retrieved on May 27, 2020 from https://files.eric.ed.gov/fulltext/EJ914893.pdf.
Retorta, M., & Cristovão, V. (2017). Visually-impaired Brazilian students learning English with smartphones: Overcoming limitations. Languages, 2(3), 12. doi: 10.3390/languages2030012.
Rocca, S. (2018). Introducing the special issue: Mobilizing language learning in the 21st century. Languages, 3(1), 1-3. doi: 10.3390/languages3010002.
Saran, M., Cagiltay, K., & Seferoglu, G. (2008). Use of mobile phones in language learning: Developing effective instructional material. Wireless and mobile technologies in education. IEEE conference proceedings, 39-43
Teeter, J. (2017). Improving motivation to learn English in Japan with a self-study shadowing application. Languages, 2(4), 1-9. doi: 10.3390/languages2040019.
Walsh, R. (2019). Smartphones and CLT: Threat or opportunity?
Teaching English with Technology, 19(2), 59-69.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through instagram vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125. doi: 10.24071/llt.2019.220111.
Chen, C.M., Liu, H., & Huang, H.B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. doi: 10.1017/S0958344018000228.
Cresswell, J. W. (2014). Research design: Pendekatan kualitatif, kuantitatif, dan mixed. Yogyakarta: Pustaka Pelajar.
Darsih, E. (2018). Fostering language learner autonomy: Indonesian EFL lecturers voices. English Review: Journal of English Education, 7(1), 51-60. doi: 10.25134/erjee.v7i1.1495.
Davie, N., & Hilber, T. (2015). Mobile-assisted language learning: Student attitudes to using smartphones to learn English vocabulary. 11th International Conference Mobile Learning 2015, 70-78, ISBN: 978-989-8533-36-4.
Davis, F. D. (2003). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of ManMachine Studies, 38(2), 475-487.
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. doi: 10.1017/S0958344014000287.
Gharehblagh, N., & Nasri N, (2019). Developing EFL elementary learners’ writing skills through mobile-assisted language learning (MALL). Teaching English with Technology, 20(1), 104-121.
Gonulal, T (2019). The use of instagram as a mobile-assisted language learning tool. Contemporary Educational Technology, 10(3), 309-323. doi: 10.30935/cet.590108.
Hsu, C.K. (2015). Learning motivation and adaptive video caption filtering for EFL learners using handheld devices. ReCALL, 27(1), 84–103. doi: 10.1017/S0958344014000214.
Huang, C., & Sun, P. (2010). Using mobile technologies to support mobile multimedia English listening exercises in daily life. The International Conference on Computer and Network Technologies in Education (CNTE 2010).
Imtiaz, H. T., Norrihan S, Aslam, M. S., & Waqar, A. (2016). Impact of mobile assisted language learning (MALL) on EFL: A meta-analysis. Advances in Language and Literary Studies, 7(2), 76-83. doi: 10.7575/aiac.alls.v.7n.2p.76.
Kim, H. (2015). A blended learning scenario to enhance learners’ oral production skills. The EuroCALL Review, 23(1), 17-23. doi: 10.4995/eurocall.2015.4655.
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169–187. doi: 10.1017/S0958344012000055.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
Lanier, J. (2012). Redefining the role of the teacher: It’s a multifaceted profession. Retrieved on June 27, 2020 from http: www.edutopia.org/redefining-role-teacher.
Lengkanawati, N. S. (2016). Teachers’ beliefs about learner autonomy and its implementation in Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222-231.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A duolingo case study. ReCALL, 31(3), 293–311. doi: 10.1017/S0958344019000065.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(1), 515-525.
Malik, R. S., & Hamied, F. A. (2014). Research methods. Bandung: UPI Press.
Marzban, A., & Nafarzadehnafari, F. (2018). The effect of interventionist classroom vs. MALL dynamic assessment on EFL learners’ vocabulary learning. Applied Linguistics Research Journal, 2(3), 58–66.
Morgana, V. (2019). A review of MALL: From categories to implementation, The case of Apple’s iPad. The EuroCALL Review, 27(2), 1-12. doi: 10.4995/eurocall.2019.11024.
Nah, K. C., White, P., & Sussex, R. (2008). The potential of using a mobile phone to access the internet for learning EFL listening skills within a Korean context. ReCALL, 20(3), 331–347. doi: 10.1017/S0958344008000633.
Osifo, A (2019). Improving collaboration in blended learning environments through differentiated activities and mobile-assisted language learning tools. 15th International Conference Mobile Learning 2019, 3-10.
Reinders, H. (2010). Twenty ideas for using mobile phones in the language classroom. Retrieved on May 27, 2020 from https://files.eric.ed.gov/fulltext/EJ914893.pdf.
Retorta, M., & Cristovão, V. (2017). Visually-impaired Brazilian students learning English with smartphones: Overcoming limitations. Languages, 2(3), 12. doi: 10.3390/languages2030012.
Rocca, S. (2018). Introducing the special issue: Mobilizing language learning in the 21st century. Languages, 3(1), 1-3. doi: 10.3390/languages3010002.
Saran, M., Cagiltay, K., & Seferoglu, G. (2008). Use of mobile phones in language learning: Developing effective instructional material. Wireless and mobile technologies in education. IEEE conference proceedings, 39-43
Teeter, J. (2017). Improving motivation to learn English in Japan with a self-study shadowing application. Languages, 2(4), 1-9. doi: 10.3390/languages2040019.
Walsh, R. (2019). Smartphones and CLT: Threat or opportunity?
Teaching English with Technology, 19(2), 59-69.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through instagram vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125. doi: 10.24071/llt.2019.220111.