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Development of a cross‐platform ubiquitous language learning service via mobile phone and interactive television*
Abstract
Abstract This paper describes the development processes for a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phone. Adapting a learner-centred design methodology, a number of requirements were gathered from multiple sources that were subsequently used in TAMALLE (television and mobile phone assisted language learning environment) development. A number of issues that arise in the context of cross-platform user interface design and architecture for ubiquitous language learning were tackled. Finally, we discuss a multi-method evaluation regime to gauge usability, perceived usefulness and desirability of TAMALLE system. The result broadly revealed an overall positive response from language learners. Although, there were some reported difficulties in reading text and on-screen display mainly on the iTV side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge.
... The majority of studies (see, e.g. Rosell-Aguilar, 2007;Fallahkhair et al., 2007;Petersen & Markiewicz, 2008;Liu, Yu, & Ran 2008;Cheng, Hwang, Wu, Shadiev, & Xie 2010;Abdous, Facer, & Yen, 2012;Oberg & Daniels, 2011;Hsu, 2012) had showed positive attitudes by learners concerning mobile technology. Beres (2011) indicated that students showed positive perceptions towards mobile learning, supporting learning beyond the classroom environment. ...
... These findings go in line with Fernandez's (2018) study which revealed that the majority of the South African students deemed that using mobile phones in learning is very useful. Similar studies (see, e.g., Thornton & Houser, 2005;FallahKhair, Pemberton & Griffiths, 2007;Rosell & Aguilar, 2007) also showed that mobile phones are efficient and valuable tools for learning. The results of present study are also in conformity with an earlier research by Al-Fahad (2009) who found that Saudi Arabian students completely agreed that learning through mobile phones was too efficient. ...
The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.
... Sharples (2006), while previously, mobile learning has regularly been characterized as far as its utilization of portable advancements, later reasoning has foregrounded the mobility of the student. Fallahkhair et al. (2007) characterize the casual parts of mlearning are additionally highlighted. By utilizing Android-Based mobile phone, Students can take a direct-watch at a film, listen to music or work close by with advanced media utilizing first class instructing assets through internet. ...
... ealm of the implication of what tails we endeavor to address continuing investigations in research on lecturer's instruction for CALL to MALL through CMC-based EFL language learning and a mixture of methodological theories, a changing from old-fashioned which is class attended learning into online language learning in these Covid-19 pandemic days. Fallahkhair et. al, (2007) extend the use of web-enabled mobile phones, unfolding the advance of a cross-platform method via mobile phones and collaborative television for casual language learning, at variance of that, while mobile devices have the funds for a widespread variability of individual activities and learning on-the-move, they are less influential for ...
Covid-19 pandemic situation has forced EFL teachers and students to create innovation in online classroom activities. Through a case study at one of private universities in Indonesia, this research aim at exploring the implementation of mobile phone used in learning process in low tech Mobile Assisted Language Learning (MALL). The data were collected from observation, in-depth interview, and document review. The findings reveal that mobile phone has an imperative role in concocting student to be full-fledge community, stimulating the feeling of perception, unexceptional mindfulness and teaching of socio-political and social classification. Further, mobile phone and its supporting materials in students’ tools rely upon whether there is appropriate security to keep the device, stockpiling of internet data package, wellsprings of electric supply, gracefully of each provider signal, availability to flexibility access in various areas, especially mountainous to remote area. Regarding the challenges, the students experienced multi-layer intricacies: (a) learning facilities including absence of speed data transfer capacity, (b) students’ awareness and proficiency in English, and (c) techno pedagogical insight over lecturers. This study implies that enhancement on the student capacity at low tech level of learning through mobile phone provide meaningful learning assistance, particularly in term of efficiency during classroom activities
... The majority of studies (see, e.g. Rosell-Aguilar, 2007;Fallahkhair et al., 2007;Petersen & Markiewicz, 2008;Liu, Yu, & Ran 2008;Cheng, Hwang, Wu, Shadiev, & Xie 2010;Abdous, Facer, & Yen, 2012;Oberg & Daniels, 2011;Hsu, 2012) had showed positive attitudes by learners concerning mobile technology. Beres (2011) indicated that students showed positive perceptions towards mobile learning, supporting learning beyond the classroom environment. ...
... These findings go in line with Fernandez's (2018) study which revealed that the majority of the South African students deemed that using mobile phones in learning is very useful. Similar studies (see, e.g., Thornton & Houser, 2005;FallahKhair, Pemberton & Griffiths, 2007;Rosell & Aguilar, 2007) also showed that mobile phones are efficient and valuable tools for learning. The results of present study are also in conformity with an earlier research by Al-Fahad (2009) who found that Saudi Arabian students completely agreed that learning through mobile phones was too efficient. ...
The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.
... Most studies on MALL have been carried out to see its effectiveness on teaching and learning vocabulary in general (Lu, 2008;Thornton & Houser, 2005). It has also been claimed that mobile phones cannot justify their expense and the same learning outcomes can also be attained with books, desktop computers, or even TV programs (Fallahkhair, Pemberton, & Griffiths, 2007). Kukulska-Hulme and Shield (2008) revealed a different criticism directed at MALL, emphasizing the absence of a full exploitation of its mobility and portability. ...
... Even though previous studies have investigated the effects of MALL on developing language skills (Kiernan & Aizawa, 2004;Nah, White, & Sussex, 2008;Thornton & Houser, 2005), most of them have been carried out to see its effectiveness on vocabulary learning and teaching in general. In addition, according to Fallahkhair, Pemberton, and Griffiths (2007), mobile phones cannot justify their expense because the same learning outcomes can also be attained with books, desktop computers, or even TV programs at a substantially lower cost. Kukulska-Hulme and Shield (2008) also pointed out the absence of a full exploitation of their mobility and portability. ...
... These coding schemes covered a number of dimensions, namely, basic information, mobile devices (adopted Chang et al., 2018), research design (adopted from Johnson & Christensen 2000), research methods, roles of mobile learning (adopted Hwang 2014), learning place (adopted Hwang et al., 2008), statistical methods (adopted from Mertler & Reinhart 2016;Wert et al., 1954), measurement issues (adopted from Chang et al., 2018;Lai, 2019), participants (adopted Elaish et al., 2017Elaish et al., , 2019b, and additional detailed information regarding each scheme which is listed in Table 1. According to the results, the earliest article was written by Fallahkhair et al., (2007); it focused on the development processes of a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phones to learn the English language. During the period 2010 to 2018, more than six articles were published each year, with the sole exception of 2015. ...
Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students’ competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students’ higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language.
... Among the areas in which the integration of technology has reflected its unique effects in education is the particular field of language education (Kessler, 2017). Such various forms of technological advances as computer-assisted language learning (Garrett, 2009;Wang & Liao, 2017), mobile-assisted language learning (Miangah & Nezarat, 2012) and ubiquitous language learning (Fallahkhair, Pemberton, & Griffiths, 2007) have been examples of technologyenhanced processes contributing to language education. Among these technology types, augmented reality (AR) has also taken its unique place in language education (Azuma, 2016). ...
The main aim of this research is to display research trends in studies on augmented reality (AR) in teaching English as a foreign language by using bibliometric mapping and content analysis. For this purpose, 64 studies in total published up to 2019 were accessed for bibliometric analysis. In addition, 49 articles published between 2007 and 2019 were reached for content analysis. The bibliometric mapping results indicated that related studies mostly focused on the effectiveness of mobile and ubiquitous learning. In addition, early childhood education, mobile learning, and gamification have become the focus of recent research. While Thorne, Azuma and Squire are the mostly cited authors in this field, Computers & Education, Educational Technology & Society, British Journal of Educational Technology and Computers in Human Behavior are among the journals cited most. Content analysis results revealed that academic achievement and motivation were the most commonly examined variables in the studies. These results revealed that most of the studies were grounded on quantitative research designs, especially experimental designs. Questionnaires and achievement tests were the most used data collection tools. While purposive sampling was the most preferred sampling method, there was an increase in the adoption of random sampling in 2011. Finally, descriptive statistics, T-tests, ANOVA-ANCOVA, and correlation analysis were mostly performed quantitative analysis methods, and content analysis was mostly used in qualitative analysis.
... Kukulska-Hulme and Shield (2008) doubted the sufficiency of empirical evidence proving the effects of mobile technology on language learning. Fallahkhair et al. (2007) also noted that the same learning outcomes can be attained through other learning materials such as textbooks, desktop computers, or even TV. In other words, more benefits of MALL to education system need be explored (Dağdeler et al., 2020). ...
... Sharples (2006), while in former times, mobile learning has routinely been portrayed the extent that its usage of portable-enhancement-system, next development has foregrounded the portability of the student. Fallahkhair et al. (2007) designate the easy-going pieces of mlearning are furthermore emphasized. By implementing smartphones (e.g., Android-Based cell phones) and laptops as learning-media devices, students can grasp an immediate scrutinize at a motion picture, tune in to music or work nearby by cutting-edge media using first-class educating resources using the web. ...
In language classrooms all around the world educators contest to get students to address in the target language (Yashima, 2018). Educators in University level are steadily attempting new methodology to enhance students with WTC to efficiently speak during teaching-learning process. This qualitative study was designed to investigate the link between students' Willingness to Communicate (WTC) English via Mobile Assisted Language Learning (MALL)by the media supporting devices used in online learning. To gain the data, some interviews to ten lecturers and seven students’ participant have been conducted. the finding revealed that media supporting devices in online learning relate to students' WTC English via MALL such as (a) teaching-learning media flexibility, (b) teaching-learning media clarity, (c) teaching-learning classroom sequence formality, (d) teaching-learning media consistency, then (e) techno pedagogical discernment over lecturers and students. This study necessitates that heightening the WTC teaching-learning capacity via MALL through mobile devices extends substantial learning assistance, predominantly in the concept of efficiency for online classroom activities in real-time concurrences.
... MALL facilitates its users by giving convenience i.e., either personal or public, individual or collective which unlocks new avenues of learning focusing upon the persistence and extempore of the accessibility and connectivity amongst multiple contextual usage (Lai & Zheng, 2018;. One can say that in language learning process MALL can be an effective tool (Botero, Questier & Zhu, 2019;Rosell-Aguilar, 2007;Fallahkhair, Pemberton, & Griffiths, 2007) and it also motivates the learners during learning processes (Kukulska-Hulme, 2019; Chen & Chang, 2011;Chang & Hsu, 2011). Likewise, Gonulal (2019) and Huang, Huang, Huang and Lin (2012) are of the view that MALL is a significant medium for language learning with technology. ...
Mobile assisted language learning (MALL) is alternative method for the replacement of conventional methods in English language classrooms. The integration of this new learning path has made English language learning attractive and comfortable for the learners in western educational institutions. Here in Pakistan it is a new phenomenon. This research therefore, intends to reflect the voices of the Pakistani ESL teachers regarding MALL integration in their respective classrooms. Qualitative research design has been used in which interviews were recorded from the teachers. Open-ended questionnaire was utilized as a tool to conduct interviews. These interviews were transcribed and analyzed by picking up important themes from transcriptions. These themes were extracted using conventional content analysis framework. The findings revealed that Pakistani ESL teachers are aware of this technology and they found it interesting, captivating and attractive for their own use and for the better learning of the ESL learners. This study will have practical implications as it can serve as lead-ins to conduct experimental studies on MALL. It can further provide awareness to researchers that MALL is already known concept so it can be utilized to attain benefit for learners. This study is novel as it MALL is rarely used aspect for local learners.
... Educators are in need to learn how mobile-based informal learning can be integrated into instructed language learning. There are the papers which analyze mobile technology applications on language acquisition in general terms (Rosell-Aguilar, 2007;Fallahkhair et al., 2007;Petersen & Markiewicz, 2008, Liu et al., 2008Cheng et al., 2010;Abdous et al., 2012;Oberg & Daniels, 2011;Hsu, 2012), often indicate positive attitudes towards the mobile technology use and suggest better results in terms of language proficiency. ...
Utilization of smartphone technology and English language, emerging English language and smartphone technology in non-academic and academic activities for learning purposes, student’s perception towards the usage of smartphone apps for English learning purposes, and smartphone apps for enhancing English proficiency are the area where this study is focused, gained from Indonesian High School students. Two hundred participants from 10th-12th grader of private high schools in Surabaya - Indonesia participated by completing an anonymous questionnaire and 16 participants of each grade were randomly selected and interviewed to gain further understanding towards the findings. The findings indicated smartphone technologies are mostly used by the participants for communication and social media purposes. On the other hand, smartphone is also used incontrovertibly by participants for the certain educational purposes. In addition, learning English via smartphone mobile apps, and diverse types of teenager’s online activities were discovered, as well as area of their English skill improvement. The findings suggest that: the students are considerably enthusiastic for using apps to support learning and they also view that smartphones bring substantial potentials and should be optimized for learning through systematic and purposeful activities properly designed for school learning-related activities
... Ubiquitous learning plays a crucial role in learners' quality of learning. Previous research on mobile learning confirmed opportunities for ubiquitous learning (e.g., Fallahkhair et al., 2007;Kukulska-Hulme and Shield, 2008). ...
... ,Chou and Liu (2005),Fallahkhair, Pemberton, and Griffiths (2007),Hassan and Selim (2010),Huang and Chiu (2014), Klašnja-Milićević, Vesin, Ivanović, and Budimac(2011), Laurillard et al. (2011), Lewalter (2003), Letrud and Hernes (2015), Monahan, McArdle, and Bertolotto (2008), Sander and Golas (2012), Schuster andHoltbrügge (2012), Soroush (2016), Zhang (2005), etc. ...
... Smart phone is one technology product designed with new and smart functions such as educational application. There are many applications for language learning that are designed and developed (Godwin-Jones, 2011;Chang & Hsu, 2011;Chen & Chung, 2008;Fallahkhair, Pemberton & Griffiths, 2007;Huang, Huang, Huang, & Lin, 2012). Its portability gives effect to a new way of learning: ubiquitous and personal learning. ...
Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.
... MALL is quite different from CALL (computerized assisted language learning) in its usage i.e., either personal or public, individual or collective which helps in opening new avenues of learning focusing upon the persistence and extempore of the accessibility and connectivity amongst multiple contextual usage (Kukulska-Hulme & Shield, 2008). One can say that in language learning process mobile technology can be a helpful tool (Rosell-Aguilar, 2007;Fallahkhair, Pemberton, & Griffiths, 2007), and others like (e.g., Chen & Chang, 2011;Chang & Hsu, 2011), says that these tools can help in motivating the learners for language learning. Similarly, scholar like Huang, Huang, Huang and Lin (2012), are of the view that MALL is supportive medium for language learning with technology. ...
Technological advancement with its extensive use in every field of life has also impelled the educators to apply innovative techniques inside the classrooms. Mobile assisted language learning (here on wards MALL) is a latest technique which is gaining popularity. The current paper intends to explore the perceptions of Pakistani ESL learners on integrating MALL in English language classroom. The study used quantitative paradigm as research design. The population of the study comprised of Intermediate students, studying in public-sector colleges of Lahore. From the said population 60 students from 6 public sector colleges in Lahore were selected through simple random sampling. The data were congregated through a close-ended questionnaire. The collected data were later analyzed with the help of SPSS. The results illustrated that the Pakistani students have shown positive inclination towards MALL usage inside the ESL classrooms. The study also highlights another feature of MALL that it not only supports learning with ease and comfort but also motivates learners to learn in a collaborative ambiance. If MALL can be implemented intelligently in Pakistani classrooms it can be an influential tool for language learning.
... Mobile devices are effective tools for language learning in general terms (e.g., Rosell-Aguilar, 2007;Fallahkhair, Pemberton, & Griffiths, 2007). They have positive effect on the development of language skills (e.g., Chen & Chang, 2011;Chang & Hsu, 2011), heighten learners' language learning attitudes and motivation (e.g., Huang, Huang, Huang, & Lin, 2012), and support learner interaction, collaboration, and co-construction of knowledge (Joseph & Uther, 2009). ...
The mobile phone is present everywhere nowadays and the advent of this technology is transforming the way we communicate and interact with other people as it is considered an integral part of anyone’s social life. Recently, this technology has made its way to the educational environments across the globe as a way of learning languages instead of the traditional language learning methods which were tedious and had a monotonous nature for the rising generation. More and more English language apps are being developed, made and posted on AppStore™ or GooglePlay™ that can be accessed via the language learners and even English language teachers as well as other educational authorities to be used in the English language classes. Some of these apps are the mobile version of those websites that provide English learning materials for the students as well as other language learners. The said websites have gone one step ahead and have developed separate student edition as well as teacher edition that have caused the English language learning world to undergo massive changes. In this paper, we discuss the mobile-based language learning versus the traditional-based language learning in English language classes.
... Therefore, in general the mobile devices are most effective tool for learning languages (e.g. Rosell-Aguilar, 2007;Fallahkhair, Pemberton, & Griffiths, 2007), thus creating a positive impact on developing skills related to language (e.g., Chen & Chang, 2011;Chang & Hsu, 2011). ...
The co-curricular activities are conceptualized as a crucial aspect of students’ collective learning and personal development in developed countries; however, there is a lack of empirical research concerning the contribution of co-curricular activities in achieving academic progress in school settings within developing countries. This research aims at investigating the impact of co-curricular activities on academic performance of secondary school students in the context of rural areas of Pakistan. By employing the quantitative research paradigm, the survey questionnaire was distributed to 500 secondary school students from five randomly selected secondary schools in the district of Kamber, Shahdadkot. The study data were analyzed by correlation and regression techniques with the help of SPSS. The study findings identified that the students’ engagement in co-curricular activities could positively contribute to their academic performance. This reflects that the provision of co-curricular activity opportunities appear to be pivotal for improved academic performance of students within secondary school settings.
Keywords
... Therefore, in general the mobile devices are most effective tool for learning languages (e.g. Rosell-Aguilar, 2007;Fallahkhair, Pemberton, & Griffiths, 2007), thus creating a positive impact on developing skills related to language (e.g., Chen & Chang, 2011;Chang & Hsu, 2011). ...
Every human being is born with certain aspirations and desires. The glitter of worldly temptations blinds our eyes, and we ultimately flow along the currents, causing damage not only to our own self but also to the world around us. The novel Ashes, Wine, and Dust by Kanza Javed focuses on the notion that “We have come from dust and to dust, we shall return” therefore, life is transient. This study aims at exploring certain stages of human development and discovers that if those stages are kept in mind, one can easily judge or monitor their own behavior and desires. Keeping in view this prospect, Lacanian psychoanalytical reading is presented to understand the human psychology, that, why all human beings are running blindly in the fulfillment of their desires. The study clearly indicates that the self-identity is the supreme value which can be achieved if one is quite open to the outer world and have a spirit flexible enough to adjust in adverse circumstances. Furthermore, if one is a non-conformist, only then they will get it. This study also suggests that the imitation of others and greedy approach to materialism results in the downfall of one’s self-respect and brings disaster to an individual and ultimately to the entire world around him. Thus, the pleasure is not in going after one’s desires but in knowing the self or in other words in identifying one’s self-identity.
... This indicated that the learners had various psychological feelings about the mobile language learning activities. They commonly had positive opinions of mobile language learning regarding satisfaction, motivation, confidence, or self-efficacy and reducing cognitive load (Fallahkhair, Pemberton, & Griffiths, 2007;Gromik, 2012;Kim, 2014). In addition, it is noticeable that the relatively low learning engagement indicated that learners encountered some difficulties during the process of mobile learning, such as limited network access, incompatible techniques (Hemmi, Narumi-Munro, Alexander, Parker, & Yamauchi, 2014), the small mobile-device screens, Internet charges (Hemmi et al., 2014), paying for learning resources (Rosell-Aguilar, 2013), and so on. ...
This study reviewed the mobile technology-assisted language learning studies published from 2007 to 2016 in selected journals. Several critical issues were investigated, such as research methods, research issues, language and learner types, and learning outcomes. It was found that English as a foreign/second language was the most common target language; few studies have been conducted on native language learning. Early studies mainly focused on fostering learners’ individual language skills, while in the recent 5 years, researchers started to consider the issue of delivering multiple language skills in authentic learning environments. In addition, an increasing number of studies have involved mixed methods and longer treatment periods. Moreover, the effectiveness of mobile learning in terms of speaking, writing, vocabulary, and pronunciation was generally identified by most of the studies. On the other hand, more evidence is needed to further confirm its impacts on listening, reading, grammar, and integrated/whole language learning. Finally, some suggestions are provided to researchers or practitioners to facilitate their future work.
... Arguably, most available DST applications are too rigid in their presentation, thus rendering them ineffective to attract students' attention in learning. Thus, more research is required to improve the design of such applications to make them become appealing and flexible in delivering learning contents ( [13]; [14]). In this respect, Kukulska-Hulme and Shield [13] (cited in [10]) emphasize that the development of mobile learning applications for language should focus on contents and design. ...
... Using mobile in teaching and learning languages is covered by many studies. Most of the studied (Rosell-Aguilar, 2007;Fallahkhair et al., 2007;Petersen & Markiewicz, 2008;Liu et al., 2008;Cheng et al., 2010;Abdous et al., 2012;Oberg & Daniels, 2011;Hsu, 2012), which have examined learners' attitudes and perceptions, agreed on the positive attitudes among learners towards mobile technology. Beres's (2011) study indicates to the positive response of students towards mobile learning encouraging learning outside classrooms. ...
The study aims at investigating Saudi college students' perceptions and attitudes towards the effectiveness of using mobile devices for academic purposes and other related activities. It tries to determine digital devices mostly used by students and measures to what extent they exploit these devices for academic purposes and in their other frequent activities. A survey was given to thirty-four Saudi university EFL students studying at the department of English and Translation, University of Jeddah, Saudi Arabia. The overall results have shown that most students always hold their mobile phones and bring them inside the classroom. Additionally, most of students have showed preference for using mobile devices for academic purposes and other related activities. The benefits of this study could be utilized for encouraging students to benefit from their mobile devices academically and designing future learning activities as well as mobile phone usage in the EFL classroom.
... De acuerdo con Pachler, Bachmair y Cook (2010b), estos dispositivos móviles han variado a lo largo del tiempo. Por ejemplo, en un inicio se asociaba con el uso de DVD portables, PDA, computadoras portátiles (Fallahkhair, Pemberton & Griffiths, 2007). Recientemente se ha asociado el uso del aprendizaje móvil a nuevos dispositivos como reproductores de mp3, tabletas o iPads, teléfonos celulares y teléfonos inteligentes llamados smartphones (Dale & Pymm, 2009;Smith & Kukulska-Hulme, 2012). ...
p>El debate sobre el concepto de aprendizaje móvil y la irrupción de los dispositivos móviles está presente en la educación superior. Esta investigación se desarrolló desde un enfoque cualitativo, con la participación de ocho docentes universitarios a través de un grupo de discusión. El objetivo fue comprender los siguientes aspectos: (a) el concepto de aprendizaje móvil de los docentes; (b) su perspectiva del uso de smartphones o teléfonos inteligentes en las aulas; y, (c) las implicaciones en la relación docente-estudiante ante la incorporación de estos dispositivos en la educación superior. A partir de los datos obtenidos se confirma que hay una construcción del concepto de aprendizaje móvil que deviene de la praxis cotidiana. El ingreso de tabletas y smartphones se ha dado en una forma natural en las aulas. Se identificaron inquietudes sobre el manejo y control de estos dispositivos en clase, a lo que se suma la incertidumbre sobre los beneficios o perjuicios pedagógicos de estos en la educación. Se concluye que existe interés y anuencia tanto al aprendizaje móvil como al uso de tecnologías móviles en educación superior.</p
... Furthermore, some customers are so much attached to their device, that they actually give it a name. Marketers have introduced the endearing label companion device to describe the often intimate relationship between owners and their mobile devices (Fallahkhair et al., 2007). ...
... Mobile computing is rapidly transforming the world in which we live, with the advent of iPhones, iPads, tablet computers, and Android smartphones [19] [16] [13]. Nowadays, M-learning uses podcast technology, which appeared in 2004 with the emergence of the second generation of web (web 2.0), to transform content for the learners. ...
Mobile computing is rapidly transforming the world in which we live, with the advent of iPhones, iPads, tablet computers, and Android smartphones. M-learning in the podcast form (MPF) is a recent development forconveying coursecontent to students in higher education. Context-aware technologies use temporal and environmental information to determine context. Thisstudy presents a theoretical framework for using context awareness, M-learning in the podcast forminvestigate the effectiveness of using MPF engagement with context-aware technology in Teaching and Learning a multimedia course. The framework is based on two principal dimensions (MPF andcontext-aware technology), and it contributes to support researchers in e-learning and ubiquitous learning. The study was conducted onstudents (n = 42) enrolled ina multimedia course (IS 450) at QassimUniversity. After finishing the course, theycompleted an online survey to give their feedback on the effectiveness of using MPF with context-aware technology.The results indicate that learners had a positive attitude towards usingMPF with context awarenesstechnology, and that they considered it a great way to develop their knowledge and receive course information.This study demonstrates the ability of context-aware technology to enhance the behaviour of learners by using m-learning in the podcast form.
... 1796). Cross platform approaches involving mobile technologies and interactive television for language learning were developed [4], [24]. [7] reviewed MALL research (2007)(2008)(2009)(2010)(2011)(2012) in the explicit area of second language acquisition and found that mobile technology could enhance learners' second language acquisition. ...
The exponential growth of mobile phone applications has created a diversity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design is used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 141 youths participated in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 youths over a period of 4 months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous and purposive. The findings may yield new understanding that may prove useful to Malaysia and other countries as well especially in its implications for formal and informal learning.
... However, while the potential for using game-based and gamified apps to go beyond conventional approaches has already been explored to some extent in other areas such as Physical Education and Geography (Facer et al. 2004;Ly et al. 2012;Monguillot et al. 2014) in the area of language language learning few attempts have been made to explore such opportunities (Liu 2009;Al-Shehri 2011). A review of the literature has shown that despite the numerous attempts to incorporate technology in learning processes, using RFID tags (Ogata et al. 2010), interactive television (Fallakhair et al. 2007) and mobile phones (Petersen et al. 2009;Pemberton and Winter 2012), most apps fail to go beyond conventional learning approaches to harness the full potential of the technology (Chinnery 2006;Kukulska-Hulme and Shield 2008;Burston 2013Burston , 2014Burston , 2015. Consequently, they do not effectively meet students' needs as the focus tends to be exclusively on individual learning rather than providing students with collaborative tools, which foster interaction and negotiation in the target language. ...
In the context of European Higher Education students face an increasing focus on independent, individual learning—at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app—designed specifically for this study—harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1—which seamlessly combine individual and collaborative learning tasks—motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today’s digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve proficiency, hence are indeed, effective tools for enhanced language learning.
Mobile language learning (MLL) is an emerging field of research, and many MLL applications have been developed over the years. In this paper, a systematic literature review (SLR) was conducted to establish a body of knowledge on the development of MLL applications. The SLR analyzed forty seven papers from seven different digital libraries reporting on the development of MLL applications. The objective was to consolidate information on; (i) requirements elicitation, (ii) design and implementation, and (iii) evaluation processes. The results highlighted literature reviews and interviews as the main source for gathering requirements, while app development technologies, speech technology, and gamification technology are widely used in the design and implementation process. Usability testing is the most commonly used evaluation method. Finally, future work is recommended to scientifically strengthen the field.
Out of a 6 billion-total populace, more than 1.8 billion cell phones are being used. Over the previous decade, there has been a quick improvement in cell phone innovation from straightforward Phones to the most recent age cutting edge telephones which are multifaceted and go about as PDA, phone, camera, minicomputer, and can likewise move various media documents. There is a steady development towards new innovation in cell phone advertise . M-learning is the procurement of any information or ability through utilizing portable innovation, anyplace, whereever. M-learning happens continually, even away from work environments and study halls. Music, radio news, or sports projects are individuals' primary decisions when returning from school or work. After arriving at home, a cell phone is their most ideal method for learning. M-learning doesn't try to supplant conventional adapting yet empower it to utilize new innovation and improve. This paper intends to demonstrate the focal points just as the detriments of M-(Mobile) Learning which by and large fall into: Psychological, Pedagogical, and Technical impediments.
Since the inception of the internet, the advancement in various websites has been a commonality. However, the latest sensations are the social Media Apps which have brought a new revolution for people. This study assesses the influence of Instagram; a popular social media app as Mobile assisted language learning tool on EFL learners. For assessment, Lahore was taken as the population and ten Graduate colleges of Lahore were the samples of the study. The sample was divided into controlled and experimental groups equally (50 each). Initially, a pre-test was taken and then Both EFL learners were taught for two months and then a post-test was taken. Through quantitative methods and applying SPSS 23, the results were collected and analyzed. The statistics showed notable variation in the performance of the controlled group and experimental group learners in Post-test results. However, the pre-test results were almost identical. This mirrors that Instagram has a significant role in learning. The results revealed that Instagram can be significantly used for EFL situations to extract valuable results.
Due to the nature of listening, multiple media tools have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies in addition to the meta-analysis conducted in 2015 (Kang) and analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .70), which was almost identical to the result observed five years ago. The effects of individual multiple media tools have also been statistically synthesized. Moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles, captions, as well as self-regulated listening and slow speed were recommended to teachers and test developers as a means to improve learners' listening comprehension.
The current study investigates the effects of Mobile assisted language learning (MALL) on collocations learning of Pakistani ESL students. The experimental study is an effort to understand if there is a significant difference in the use of collocations by ESL learners who learnt through two different methodologies, one through MALL and one without it. Ten public sector schools from Lahore, Pakistan, were selected through simple random sampling for inclusion in the experiment. After due permissions, a sample of 80 grade 4 students from the aforementioned schools was selected. Initially a pretest was conducted before the participants were segregated in two groups of 40 each (controlled and experimental group). The learning method for controlled group was conventional teaching, whereas MALL was used for learning of the experimental group. Both groups were taught for 14 sessions over a period of seven weeks, where each session was 60 minutes long. After the completion of the sessions a post test was conducted which similar in pattern and difficulty as the pretest. The results were analyzed through SPSS and showed a marked improvement in the performance of the experimentation group that learnt by MALL. The result reflected that the mobile assisted language learning may be used as an effective methodology to enhance the exposure and understanding of ESL Learners to collocation use in Pakistan. The research opens future avenues for similar studies in other language areas to investigate the appropriateness and effectiveness of MALL in language classrooms.
The purpose of this study is to highlight how smartphones, specifically smartphone applications, can be integrated into the vocabulary development of adult English as Foreign Language (EFL) learners in an English for Academic Purposes (EAP) or English for Academic Studies (EAS) context. In the literature on Mobile Assisted Language Learning (MALL), it is largely claimed that the development of language-related technology is on the increase. These ubiquitous tools, which may also be defined as widely-used, could potentially improve teaching and learning outcomes in vocabulary development, especially through applications installed on smartphones. However, there is limited research on how smartphones could be utilised sensibly, both inside and outside the classroom. The focus in the present study is on vocabulary development, as it is considered to be a priority area in language learning. This study was conducted using a case-study approach focusing on 20 EFL students at a university in Britain who were attending Pre-sessional EAP classes during the period of the study. Uses of smartphone applications were developed by the teacher, who also acted as the researcher in this study. The focus has been on the students' perceptions, opinions and overall experience of using these smartphone applications, as well as how effective they were. The intention was to discover how the tools can be incorporated into the learning process. The data were collected through questionnaires, a pre-test and a post-test, interviews, diaries and the researcher's logbook. The latter included a written report of the students' daily activities and learning experiences, their challenges and success/lack of success in learning. The study provides a rich description and analysis of the effectiveness of smartphone applications in vocabulary development mainly through qualitative data analysis. Limited use of quantitative analysis is made when reporting through numbers and percentages as well as displaying figures. It is anticipated that the results of the study will help to determine the appropriate use of smartphone applications in the vocabulary development of adult EFL students.
This thesis describes the process of developing and testing a prototype of a mobile application aimed at English as Foreign Language (EFL)teachers,as well as English for Specific Purposes / Business Englishlearners. It is a prototype of an online collaborative platform that allows the sharing and mapping of audiovisual content. This mapping also allows for the search of content on the same platform,to use in-classor in informal contexts.
In this work the followingsteps are depicted: i. the identification ofthevariables included inthe Matrix, whichsupports mapping and searching tasks, ii.how this Matrixwas incorporated into a Google Form,to be tested by anexpert panel, iii. the selection of the tools used to build the high-fidelity prototype, and iv. how this prototype was tested and evaluated by a sample of target users.
In terms of methodology, this project is a development-research work, in which four different phases were outlined: i. the construction ofthe Matrix –through an exploratory study of the literature, as well as language learning platforms and software; ii. the validation of the Matrixby an experts’panel; iii. the incorporation of the Matrixinto a prototype –using prototyping freeware online tools; iv. the experimental use of the prototype by target users. With the data gathered in the latter, the potential of implementing such a platform was evaluated.
The results of the prototype trial show that,on a behavioral level, this type of platform has the potential to change the habits of searching for audiovisual content by both user groups; regarding the tasks, theyare intuitive and simple to perform; on a conceptual level, the platform was validated as tool tosupport the teachingand learningprocess; the functions of social interaction tools were also validated. However, the planned gamification functions still need some review.
A platform of this nature can be a useful instrument to other TESOL branches (such as General English). It can generate the development of mechanisms of artificial intelligence for automatic mapping of audiovisual content and the underlying rationalecan be transferred to other foreign languages.
The aim of this study is to discover perceptions of Iraqi EFL students on the use of mobile applications as educational tools to help them in enhancing their English skills. Mixed-methods were used to collect and analyze the data of this study. Quantitative data were collected through interviews taken by 43 Iraqi EFL students from 4th to 8th grade at six international secondary Schools, Kuala Lumpur, Malaysia. Then, qualitative data were gathered through interviews with the same students. The students who participated in this study had positive views on the use of mobile applications to improve their English language skills. Though they identified some problems to their actual use, such as a lack of mobile applications, a technical support weakness, insufficient professional development, negative views, and. This study reflects some recommendations for the successful integration of technology in learning and teaching of English for overcoming the difficulties Iraqi EFL students might face.
Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.
Studies about mobile phones, the learning process, and educational institutions have grown in recent years though research has mostly focused in the United States and in specific groups. This research contributes to the literature by looking at three educational levels in Singapore and by taking a two-pronged approach to the relationship among these three variables. It answers the following reflexivity: How do students learn to use mobile phone functions? How do they use mobile phones for learning functions? This chapter considers learning as the reflexive process where attitude and aptitude are acquired and shared for curricular and extra-curricular activities. Findings indicate two themes: how students 1) develop the skills to use the expanding array of mobile phone technologies, and integrate these in their daily life and 2) use mobile phones in school and in their schoolwork. Data for the study came from focus interviews with 36 informants who were selected through maximum variation sampling according to their age, educational level, and household income.
This review study investigates the appropriation of sensing technology in context-aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and humanities. 40 empirical studies with concrete learning outcomes across mandatory and higher education have been systematically reviewed and thematically analyzed with an outcomes-based teaching and learning approach. Four derived themes have been found to describe the design and implementation of CAUL, including learner-centeredness, technological facilitation, learning ecology, and research evaluation. The learning processes enabled by context-aware sensing technology have been explicated, revealing specific ways to apply new technologies in formal and informal environments. The analysis based on intended learning outcomes suggest that more efforts should be directed to fostering competence in analyzing and creating in mandatory education, and to creating in tertiary settings. Finally, unequal distribution of CAUL implementation across world regions calls for more technological appropriation in Southeast Asia and Africa. Specific suggestions on how to improve CAUL are also provided to better prepare learners in the 21 st century.
This review study investigates the appropriation of sensing technology in context-
aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and
humanities. 40 empirical studies with concrete learning outcomes across
mandatory and higher education have been systematically reviewed and
thematically analyzed with an outcomes-based teaching and learning approach.
Four derived themes have been found to describe the design and implementation
of CAUL, including learner-centeredness, technological facilitation, learning
ecology, and research evaluation. The learning processes enabled by context-
aware sensing technology have been explicated, revealing specific ways to apply
new technologies in formal and informal environments. The analysis based on
intended learning outcomes suggest that more efforts should be directed to
fostering competence in analyzing and creating in mandatory education, and to
creating in tertiary settings. Finally, unequal distribution of CAUL
implementation across world regions calls for more technological appropriation in
Southeast Asia and Africa. Specific suggestions on how to improve CAUL are
also provided to better prepare learners in the 21 st century.
Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.
This article uses instructional and social interactions in the current era of networked learning as a conceptual metaphor to guide the design of engineering learning practice. Because of students' digital literacy and their customary means of acquiring information and peer-to-peer interaction, researchers have also explored the potentials of implementing social networks for student learning. This article values these two trends and explores how both mechanisms can be implemented in an engineering course. The topics delivered to students should be based on the needs of daily life. In addition, students in online discussion board-related learning are introduced to discussing their works. A learning activity design is proposed with the aim of providing a richer understanding of the interactional relationship between instructional and social interactions regarding the use of online discussion boards. The main findings reveal the importance of re-designing the online discussion board to bridge students' study between in-class and out-of-class discussion.
Studies about mobile phones, the learning process, and educational institutions have grown in recent years though research has mostly focused in the United States and in specific groups. This research contributes to the literature by looking at three educational levels in Singapore and by taking a two-pronged approach to the relationship among these three variables. It answers the following reflexivity: How do students learn to use mobile phone functions? How do they use mobile phones for learning functions? This chapter considers learning as the reflexive process where attitude and aptitude are acquired and shared for curricular and extra-curricular activities. Findings indicate two themes: how students 1) develop the skills to use the expanding array of mobile phone technologies, and integrate these in their daily life and 2) use mobile phones in school and in their schoolwork. Data for the study came from focus interviews with 36 informants who were selected through maximum variation sampling according to their age, educational level, and household income.
The number of projects exploring the potential of mobile device-facilitated learning is steadily growing in higher education, prompted, in part, by the use of mobile technology in the work place. The use of mobile devices has expanded from short-term trials on a small scale to large-scale integration in educational settings from primary to higher education. With this increase, the use of textual-based communication has also increased. Hence, the mode of writing faces a new environment from printed text to the digital. However, there remains a lack of analysis that brings together the findings of the impact of using mobile devices on students' performance in academic writing. Consequently, the aim of this chapter is to provide an overview of how mobile devices impact students' performance in writing along with recommendations for possible future pedagogical uses of mobile technologies. The chapter builds on a pilot study conducted in spring 2014 at a university in Dubai, UAE, which explored the effect of using the iPad on learners' writing performance.
We reviewed literature from 2007 to 2016 (March) on mobile language learning in authentic environments. We aimed to understand publications’ trend, research focus, technology used, methodology, and current issues. Our results showed that there was increasing trend in the publications. Students’ perceptions towards mobile learning technologies and language proficiency were the most common research topics. The most frequently used technologies were smartphones, mobile phones, and personal digital assistants, whereas the most common target language was English as a foreign language. In addition, university and elementary school students were the most common participants. We found that learning activities in most studies were carried out in classroom and specified locations outside of campus. Authentic learning environments in most studies were familiar to students and learning activities were designed using instructor-centered approach. Most studies collected and analyzed qualitative and quantitative data. We also discovered some issues associated with earlier studies, e.g. many studies did not focus on applying newly learned knowledge by students to solve their real-life problems or recently developed intelligent technologies for language learning were overlooked. Based on our results, we discuss some implications and make suggestions over mobile language learning in authentic environments for the educators and researchers.
Applications developed in an integrated environment consisting of digital TV, mobile devices and internet can offer users novel human-computer interaction scenarios compared to the scenarios that a single device could offer. In this paper the SHARP development framework is presented. The framework allows efficient implementation of distributed systems in an integrated environment. The field of game development was chosen as the target domain to verify the benefits of the framework. Conclusions on how the users accepted the identified scenarios were made by examining the experience of test users interacting with the developed applications. The SHARP framework was verified by comparing size, complexity and responsiveness of the applications developed using the framework and without using the framework.
One aspect of second language teaching via multimedia to have received attention over the past few years is the impact of glossing individual vocabulary words through different modalities. This study examines which of the image modalities--dynamic video or still picture--is more effective in aiding vocabulary acquisition. The participants, 30 ESL students, were introduced to a hypermedia-learning program, designed by the researcher for reading comprehension. The program provides users reading a narrative English text with a variety of glosses or annotations for words in the form of printed text, graphics, video, and sound, all of which are intended to aid in the understanding and learning of unknown words. A within-subject design was used in this study with 30 participants being measured under three conditions: printed text definition alone, printed text definition coupled with still pictures, and printed text definition coupled with video clips. In order to assess the efficacy of each mode, a vocabulary test was designed and administered to participants after they had read the English narrative. Two types of tests were administered: recognition and production. In addition, a face-to-face interview was conducted, and questionnaires were distributed. Results of the both tests were analyzed using analysis of variance procedures. The investigation has yielded the conclusion that a video clip is more effective in teaching unknown vocabulary words than a still picture. Among the suggested factors that explain such a result are that video better builds a mental image, better creates curiosity leading to increased concentration, and embodies an advantageous combination of modalities (vivid or dynamic image, sound, and printed text).
Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web -based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design. Scaffolding In increasingly knowledge-based societies, flexible and self-reliant learning becomes more and more important. Internet technologies make learning environments available without restrictions in time and location. However, the reduced direct contact between the instructor and the learner requires additional support. The term scaffolding refers to a temporary support framework that is used in the construction of buildings. Scaffolding is needed in the construction process, but will be removed once the building process is advanced and the building supports itself. Scaffolding has been suggested - the idea can be traced back to (Vygotsky 1978) - as an approach to support learners in the ir learning effort. The essential objectives are self-reliant learning and the achievement of competency in a domain. Scaffolding is in particular suitable to support active learning approaches. Classically, scaffolding refers to the support learners get from interaction with experts, teachers, and peers, see (Guzdial & Kehoe 1998) or (Suthers 1998). It should enable the learner to accomplish a task in a self- reliant way. The forms of support that can be provided include learning material, feedback, assessment, and demonstration. Three characteristics are essential for scaffolding: • Modelling: the desired learning behaviour is modelled by providing an adequate learning (infra)structure. • Support: Targeted support is given to the learner so that the learner can perform a task independently. • Fading: Over time the support is reduced to let a learner become self-reliant. The presentation by the instructor needs to be contextualised for the learner. The progress of the learner through the material needs to be coached. Fading of support is an integral part of scaffolding. We can distinguish two dimensions: fading provision of support and fading usage of support. Reflection and, if possible, the articulation of reflection should be encouraged. Scaffolding is often considered as a part of the cognitive apprenticeship theory, see (Shabo, Guzdial & Stasko 1997) or (McLoughlin, Winnips & Oliver 2000). This theory addresses the problem of coaching a student to perform a specific task. A student learns through active particip ation in a task in an authentic setting in a close collaboration with a master. The master provides the scaffolding. The process of apprenticeshi p-oriented learning is characterised by increasing control and ownership by the learner. The cognitive apprenticeship theory puts an emphasis on reflection. A first phase of learning is typically coached, followed by reflection. In the final phase, free and self-reliant learning is supposed to take over. An authentic setting is another key element of a successful apprenticeship model. Its allows a learner to train with or within the subject of concern itself. In the presence of computer -supported teaching and learning, the notion of scaffolding needs to be adjusted. In particular the World-Wide Web offers new ways for the learner to interact with the environment. The instructor's role in providing the scaffolding support can be taken over by an intelligent software agent. This new context allows innovative forms of support, but there is also the difficulty is to capture the usually verbal communication process between an instructor and a learner in a virtual setting. Elements of the coaching process
S.R.I. International Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, 'wireless, mobile learning' is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, 'pedagogical applications' are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, 'large scale' impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment 'wireless mobile technologies for education' are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.
One theory of second language acquisition argues that children's competence in a second language is a function of the amount of "comprehensible input" acquirers receive and understand, without formal instruction in reading or grammar. To examine this hypothesis, this study analyzes whether comprehensible input in the form of captioned television might influence bilingual students' acquisition of vocabulary and conceptual knowledge in science. The 129 bilingual seventh and eighth graders in the study were assigned to one of the following groups: (1) captioned television; (2) traditional television without captioning; (3) reading along and listening to text; and (4) textbook only. Students in these groups either viewed or read 3 units from a science series, twice a week for a period of 12 weeks. Pretest checklist vocabulary tests and prior knowledge pretests were administered before the study of each unit; vocabulary measures analyzing a continuum of word knowledge of 90 target words were administered, along with a written retelling activity analyzing recall of science information. An analysis of word-related and video-related factors suggested that contexts providing explicit information yielded higher vocabulary gains. Further analysis indicated that those who were more proficient in English learned more words from context than others. These results suggest that along with the development of instructional strategies sensitive to differing levels of bilingualism, comprehensible input may be a key ingredient in language acquisition and reading development. (JL)
The integration of engaging TV style content with the individualization and 'intelligent' content management offered by techniques from AI has the potential to provide learning environments that are both highly motivating and educationally sound. This paper describes why the area of language learning would be a particularly appropriate domain for interactive educational television to focus on. It also indicates some of the criteria to be fulfilled in order to provide optimal language learning conditions and how these might be satisfied using TV/Film content and techniques from AIED.
This paper sets out a framework for the design of a new genre of educational technology — personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime. We set out a theory of lifelong learning mediated by technology and indicate how it can provide requirements for the software, hardware, communications and interface design of a handheld learning resource, or HandLeR. The paper concludes with a description and formative evaluation of a demonstrator system for children aged 7–11.
This paper proposes a pedagogical framework for informal language learning services via interactive television. We argue that mapping current language learning theories onto learners' expressed attitudes to a) their language learning and b) interactive television can provide a sound pedagogical framework for iTV based language learning services. Based on this framework, we suggest a number of possible interactive features that take into account the learning affordances of the iTV medium and that have the potential to facilitate informal language learning.
This paper explores the potential of convergent media, in this case interactive TV and mobile phone, for delivering interactive language learning. We propose an innovative and workable cross-media solution architecture that uses the power of the Digital Video Broadcasting (DVB) stream, the Java programming environment and Bluetooth technology. We discuses the advantages that this
architecture might have over current methods of delivering interactive content.
This research develops a mobile-based interactive learning environment (MOBILE) for aiding elementary school English learning. The MOBILE consists of a mobile learning server and mobile learning tools, which is able to support in- or outdoor learning activities. Several theme-based mobile learning activities including body parts learning and creation of species are conducted. Experimental results obtained from posttests and questionnaire indicate that the MOBILE can significantly increase students' interest and effect in learning English as compared to the traditional manner.
As mobile phones become popular, with many people being able to afford them, the demand for mobility is extended to teaching and learning purposes. One recent and significant change in learning environments is the demand for mobility. We introduce a proposed framework of mobile learning. It consists of four functional levels: (1) mobile learning applications, (2) mobile user infrastructure, (3) mobile protocol and (4) mobile network infrastructure. The framework can simplify the design and development so that different parties (e.g. vendors, service providers, designers, developers) can address individual levels. A single party can build on functionalities provided by others. The functions of these four levels are described with some examples. Moreover, practical knowledge management and learning community are two major issues in mobile learning.
Outlines an ongoing research project on training, education and sharing of experiences among mobile people, also referred to as nomads. The importance for professionals to continuously learn is widely recognized. Organizations in the new economy are dependent on organizational knowledge and competence. Mobile workers need alternative educational and knowledge development opportunities that are not restrained by time and space. The goal is providing competence development for nomads using 3rd generation cellular networks-3G, which combines high-speed mobile access with Internet Protocol (IP) based services. This allows mobile high quality multimedia. We present a preliminary study of the competence development situation of nomads. We outline two use cases of possible competence development activities suited for the mobile worker and the 3G platform.
Millions of adults in the U.S. report that they speak limited English, and English Language ability appears linked to multiple dimensions of adult life, such as civic participation and workforce participation and mobility. This new book focuses on some key issues in English language learning and instruction.
The purpose of this study was to examine the effects of captioned television on the incidental vocabulary acquisition of seventy-two inmates of a Pennsylvania correctional facility. Participants viewed nine science information segments over a period of nine weeks. They were randomly assigned to one of two groups. One group of inmates was exposed to the science video segments with captions and the other group viewed the same science video material without captions. No definitions or explanations of the target science words were given during the brief science orientation sessions that took place on a weekly basis. Three posttests were administered to assess the participants' acquisition of the targeted vocabulary words. The tests consisted of word recognition, sentence anomaly, and word meaning measures. A brief television viewing questionnaire was also developed to assess the participants' perception of knowledge gained via the science videos and their opinion of the use of captions with such material. The...
The use of closed captioned television to teach reading to adults was investigated in this study, using a pre‐experimental design. Of most interest were the effects of the use of closed captioned television as a medium for sight vocabulary development. Also of interest were students’ reactions to using closed television as a means of reading instruction. Results indicated that, overall, students improved significantly on a pre‐post word recognition measure; however, student performance did not differ across treatments. Also, there were no significant differences among groups on measures administered after each lesson. Moreover, the group using closed captioned television, without instruction, did evidence a degree of success in reaching a specific criterion level on weekly sight vocabulary tests. Finally, student attitudes toward closed captioned television were extremely positive, not only toward its use as a means of learning to read, but as a means of increasing general knowledge.This pre‐experimental study seems to indicate that closed captioned television has some potential for aiding in sight vocabulary development as well as being an enjoyable and motivational means of learning. It also raises various issues such as: With what types and levels of reading difficulties would closed captioning instruction be most effective? In what context can closed caption‐ing be used? What types of materials are most effective for use with closed captioned television?
Aiming at a user-oriented approach in software evaluation on the basis of ISO 9241 Part 10, we present a questionnaire (IsoMetrics) which collects usability data for summative and formative evaluation, and docum ent its construction. The summative version of IsoM etrics shows a high reliability of its subscales and gathers valid information about diOE erences in the usability of diOE erent software systems. Moreover, we show that the formative version of IsoM etrics is a powerful tool for supporting the identi® cation of software weaknesses. Finally, we propose a procedure to categorize and prioritize weak points, which subsequently can be used as basic input to usability reviews.
A collection of works focusing on the use of video instruction in the English as a second language classroom includes a preface that touches on the copyright issue (C. J. Brumfit)and the following articles: "Video and English Language Teaching in Britain" (Frances MacKnight); "The Potential and Limitations of Video" (Dave Willis); "The Role of the Visual Element in Spoken Discourse: Implications for the Exploitation of Video in the EFL Classroom" (Jane Willis); "101 Ways to Use Video" (Jane Willis); "Types of Video Software: A User's Experience" (John McGovern); "Video Applications in English Language Teaching" (Jack Lonergan); "Uses of Video Recording in an Institution" (Margaret Allen); and "Video in English for Specific Purposes" (Chris Kennedy). A bibliography is included. (MSE)
Difficulty can arise when a practitioner wants to get user input on intangibles such as "desire" and "fun" in a usability lab setting. This paper will introduce you to methods we've created to collect feedback on "desirability" and give some background on how we developed them.
Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, ‘wireless, mobile learning’ is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, ‘pedagogical applications’ are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, ‘large scale’ impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment ‘wireless mobile technologies for education’ are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.
Subtitled television programs seem to provide a rich context for foreign language acquisition. Moreover, viewers are generally quite motivated to understand what is shown and said on television. The present study investigated whether children in Grades 4 and 6 (N = 246) learn English words through watching a television program with an English soundtrack and Dutch subtitles. Children were randomly assigned to one of three experimental conditions: (a) watching an English television program with Dutch subtitles, (b) watching the same English program without subtitles, and (c) watching a Dutch television program (control). The study was carried out using a 15-min documentary about grizzly bears. Vocabulary acquisition and recognition of English words were highest in the subtitled condition, indicating that Dutch elementary school children can incidentally acquire vocabulary in a foreign language through watching subtitled television programs.
Building usable WAP applications is not simple. Wireless devices have many limitations, and the average user of a WAP application
is not technically oriented (and possibly not even used to the Internet). Finally, the interpretation of WML varies greatly
between devices from different vendors. This poses an extra challenge to good usability.
The m-Learning project will develop prototype products to provide information and modules of learning via inexpensive portable technologies which are already owned by, or readily accessible for, the majority of EU young adults. The products seek to attract young adults to learning and assist in the development and achievement of lifelong learning objectives. M-Learning's tat-get audiences are young adults who are not in education or training (including the unemployed), and those who are mobile, casual/temporary/self-employed or in low paid/low skill employment, with literacy or numeracy development needs.
Abstract We present three studies in mobile learning.
First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety-nine percent send e-mail on their mobile phones, exchanging some 200 e-mail messages each week. Sixty-six percent e-mail peers about classes; 44% e-mail for studying. In contrast, only 43% e-mail on PCs, exchanging an average of only two messages per week. Only 20% had used a personal digital assistant.
Second, we e-mailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e-mail learned more (P<0.05). Seventy-one percent of the subjects preferred receiving these lessons on mobile phones rather than PCs. Ninety-three percent felt this a valuable teaching method.
Third, we created a Web site explaining English idioms. Student-produced animation shows each idiom's literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. Thirty-one Japanese college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.
3, 4, and 5 yr olds were tutored in the task of constructing a pyramid from complex, interlocking constituent blocks. The results indicate some of the properties of an interactive system of exchange in which the tutor operates with an implicit theory of the learner's acts in order to recruit his attention, reduces degrees of freedom in the task to manageable limits, maintains 'direction' in the problem solving, marks critical features, controls frustration and demonstrates solutions when the learner can recognize them. The significance of the findings for instruction in general is considered.
Researchers have investigated the possibilities for supporting language learning through a range of technologies, most recently mobile phones and interactive television (iTV). Drawing on a focus group study, we present a scenario demonstrating an approach that blends the features of these two technologies. Three areas are identified for further exploration: pedagogy, technical feasibility and interaction design issues.
Some educational communities and organizations have recognized the possibilities of mLearning. mLearning may provide tools to respond to the demands of working life and information society. One way to enhance mLearning is to raise the usability of mobile terminals as good usability is the basis for the meaningful and effective learning. Poor usability disturbs the learning processes because the energy of users is directed to the use of the system instead of learning. In this paper the usability of the Nokia 7110 mobile phone is evaluated. Researchers located the problem points of the user interface and navigation system. In fact, there were several obstacles in the user interface of the tested mobile phone that need improvement. First of all, the Navi Roller confuses users and they prefer to use it even in the tasks that could be done more easily with the other buttons. Secondly, the inconsistency of the Navi Roller and the shortcut button caused some problems. WAP services need improvement as well. The navigating structures were hard to understand and feedback of actions was insufficient. As a conclusion, there is a lot usability work to be done before mobile terminals can be effectively adapted as a part of education.
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mobile device & humanizing navigation experience for
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iTV Systems, Programmes and Applications, pp. 41-49.
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