Email this article 
Vocational Students’ Perceptions of Mobile Assisted Language Learning (MALL) Materials
Abstract
Abstract: Digital resources have been proven able to assist English language learners in improving their interaction skills, widening their vocabulary range, and enhancing their reading comprehension. Despite their benefits, digital tools can also create distractions for students. This article reports on the result of a survey to 150 vocational students on Mobile Assisted Language Learning (MALL) materials. The students agreed that MALL materials were more authentic (67%) and more accessible (59%) than traditional learning materials. The use of MALL materials could trigger classroom interactions (64%) and facilitated learning (56%). The implementation of MALL materials allowed students to get immediate feedback from the teachers (73%).
Abstrak: Sumber daya digital telah terbukti dapat membantu pelajar bahasa Inggris dalam meningkatkan keterampilan interaksi, memperluas jangkauan kosa kata, dan meningkatkan pemahaman bacaan mereka. Selain bermanfaat, alat digital juga dapat menggangu proses belajar. Artikel ini melaporkan hasil survei terhadap 150 siswa kejuruan terkait dengan implementasi materi berbasis gawai atau Mobile Assisted Language Learning (MALL). Ditemukan bahwa siswa sepakat bahwa materi MALL lebih otentik (67%) dan lebih mudah diakses (59%) daripada materi pembelajaran tradisional. Penggunaan MALL dapat memicu interaksi kelas (64%) dan memfasilitasi pembelajaran (56%). Dengan menerapkan materi berbasis gawai atau MALL materials di kelas, para siswa mengakui bahwa mereka bisa mendapatkan umpan balik langsung dari para guru (73%).Keywords
Full Text:
PDFReferences
Baek, Y., Zhang, H., & Yun, S. (2017). Teachers’ Attitudes Toward Mobile Learning in Korea. TOJET: The Turkish Online Journal of Educational Technology, 16 (1), 154—163.
Burston, J. (2014). MALL: The Pedagogical Challenges. Computer Assisted Language Learning, 27(4), 344—357. http://dx.doi.org/10.1080/09588221.2014.914539
Calabrich, S. L. (2016). Learners’ perceptions of the use of mobile technology in a task-based language teaching experience. International Education Studies, 9(12), 120—136. http://dx.doi.org/10.5539/ies.v9n12p120
Dashtestani, R. (2013). Implementing Mobile-Assisted Language Learning (MALL) in an EFL context: Iranian EFL Teachers’ Perspectives on Challenges and Affordances. The JALT CALL Journal, 9(2), 149—168.
Davie, N. (2015). Considerations before introducing mobile learning. Technical Report, South-Westphalia University of Applied Sciences, Meschede, Germany.
Davie, N., & Hilber, T. (2015). Mobile-Assisted Language Learning: Students Attitudes to Using Smartphones to Learn English Vocabulary. Paper Presented in the 11th International Conference Mobile Learning 2015.
Franklin, T. (2011). Mobile Learning: At The Tipping Point. Turkish Online Journal of Educational Technology, 10(4), 261—275.
Foomani, E. M., & Hidayati, M. (2016). A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context. English Language Teaching, 9(5), 206—213. http://dx.doi.org/10.5539/elt.v9n5p206
Handayani, A. D., Cahyono, B. Y., Widiati, U. (2018). The use of Instagram in the teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions. Studies in English Language Teaching, 6(2), 112—126.
Hockly, N. (2013). Mobile Learning. ELT Journal, 67(1), 80—84. http://dx.doi.org/10.1093/elt/ccs064
Khazaie, S., & Ketabi, S. (2011). Contribution to Vocabulary Learning Via Mobiles. English Language Teaching, 4(1), 174—184. http://dx.doi.org/10.5539/elt.v4n1p174
Kukulska-Hulme, A., & Shield, L. (2007). Can Mobile Devices Support Collaborative Practice in Speaking and Listening. ReCALL, 271—289. http://dx.doi.org/10.1017/S0958344008000335
Martin, F., & Ertzberger, J. (2013). Here and Now Mobile Learning: An Experimental Study on the Use of Mobile Technology. Computers & Education, 68, 76—85. http://dx.doi.org/10.1016/j.compedu.2013.04.021
Motiwalla, L. F. (2007). Mobile Learning: A Framework and Evaluation. Computers & Education, 49, 581—596, http://dx.doi.org/10.1016/j.compedu.2005.10.011
Patten, K. B., & Craig, D. V. (2007). iPods and English-Language Learners: A Great Combination. Teacher Librarian, 34(5), 40—44.
Şad, S. N., & Göktaş, O. (2013). Preservice Teachers’ Perceptions about Using Mobile Phones and Laptops in Education as Mobile Learning Tools. British Journal of Educational Technology, 45, 606—618. http://dx.doi.org/10.1111/bjet.12064
Sadykova, G., Gimaletdinova, G., Khalitova, L., & Kayumova, A. (2016). Integrating Mobile Technologies into Very Young Second Language Learners’ Curriculum. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL Communities and Culture – Short Papers from EUROCALL 2016 (pp. 408—412). https://doi.org/10.14705/rpnet.2016.eurocall2016.597
Saran, M., Seferoğlu, G., & Çağıltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners’ Fingertips. Eurasian Journal of Educational Research, 34, 97—114.
Sato, T., Murase, F., & Burden, T. (2015). Is Mobile-Assisted Language Learning Really Useful? An Examination of Recall Automatization and Learner Autonomy. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 495—501). http://dx.doi.org/10.14705/rpnet.2015.000382
Tayan, B. M. (2017). Students and Teachers’ Perceptions into the Viability of Mobile Technology Implementation to Support Language Learning for First Year Business Students in a Middle Eastern University. International Journal of Education and Literacy Studies, 5(2),74—83. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.74.
Van de Vyver, J. (2016). Mobile-Assisted Language Learning Community and Culture in French-Speaking Belgium: The Teachers’ Perspective. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL Communities and Culture – Short Papers from EUROCALL 2016 (pp. 450—455). https://doi.org/10.14705/rpnet.2016.eurocall2016.605
Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31, 57—71.
DOI: http://dx.doi.org/10.17977/jptpp.v4i10.12842
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Helena Octavia, Utami Widiati, Enny Irawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
